POLA INTERAKSI SOSIAL SISWA PENGGUNA GADGET DI SEKOLAH DASAR KOTA YOGYAKARTA

Ivan Stevanus, Lusila Parida

Abstract


ABSTRAK

Penelitian ini bertujuan memberikan bukti empiris terkait pola interaksi sosial antar siswa, dan memaparkan gambaran terkait dampak pemanfaatan gadget dikalangan siswa sekolah dasar kota Yogyakarta. Penelitian ini menggunakan metode survei, dengan teknik pengumpulan data melalui angket. Populasi dan sampel penelitian diambil secara purposive sampling yaitu siswa kelas II dan Kelas V dari empat sekolah dasar swasta dan negeri di kota Yogyakarta dengan tingkat perbedaan predikat akreditasi sekolah. Hasil penelitian menunjukan bahwa ada dua gambaran yang dominan dari pola interaksi sosial siswa sekolah dasar dalam memanfaatkan gadget yakni pola asosiatif dan disasosiatif. Kehadiran dan berkembangnya gadget sangat positif membantu siswa dalam kegiatan belajar, dan dipihak lain gadget juga mereduksi pola interaksi sosial dan personal dikalangan siswa. Untuk menghidupkan pola interaksi sosial siswa dengan adanya gadget maka sekolah perlu membuat pendekatan pembelajaran yang edukatif adaptif dalam memanfaatkan kemajuan teknologi sebagai instrumen kunci keberhasilan pembelajaran abad 21.

Kata Kunci: gadget,  interaksi sosial, pola asosiatif dan disasosiatif

 

ABSTRACT

This study aims to provide empirical evidence regarding patterns of social interaction between students, and to describe the impact of using gadgets among elementary school students in the city of Yogyakarta. This study uses a survey method, with data collection techniques through questionnaires. The population and sample of the study were taken by purposive sampling, namely class II and class V students from four private and public elementary schools in the city of Yogyakarta with different levels of school accreditation predicate. The results showed that there were two dominant images of the social interaction patterns of elementary school students in using gadgets, namely associative and dissociative patterns. The presence and development of gadgets is very positive in helping students in learning activities, and on the other hand gadgets also reduce social and personal interaction patterns among students. To turn on students' social interaction patterns with gadgets, schools need to make an adaptive educative learning approach in utilizing technological advances as a key instrument for the success of 21st century learning.

Keywords: gadgets, social interaction, associative and dissociative patterns


Keywords


gadget, social interaction, associative and dissociative patterns

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DOI: https://doi.org/10.31932/ve.v12i2.1356

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