Hubungan Penggunaan Media Sosial dengan Perkembangan Psikososial Anak Usia Sekolah di SDN Medokan Semampir 1 Surabaya

Pendahuluan: Perkembangan psikososial berperan penting dalam membangun rasa percaya diri, kemampuan bersosialisasi, serta keberhasilan tugas perkembangan anak usia sekolah. Proses perubahan emosi, kepribadian dan hubungan dengan orang lain bisa dipengaruhi oleh penggunaan medsos. Penggunaan media sosial yang tidak terkontrol berpotensi mengganggu perkembangan psikososial, memicu masalah emosional maupun masalah perilaku. Studi pendahuluan di SDN Medokan Semampir 1 Surabaya menemukan sebagian siswa membawa ponsel pribadi yang tidak diserahkan kepada guru dan disertai perilaku seperti menurunnya konsentrasi belajar, kecenderungan menarik diri, dan konflik antar siswa. Tujuan: Penelitian ini bertujuan untuk mengetahui hubungan penggunaan media sosial dengan perkembangan psikososial anak usia sekolah di SDN Medokan Semampir 1 Surabaya. Metode: Desain penelitian menggunakan analitik korelasional pendekatan cross sectional. Variabel independen penggunaan media sosial, variabel dependen perkembangan psikososial. Populasi dari seluruh siswa kelas 4 dan kelas 5 berjumlah 112, didapat sampel 88 responden menggunakan teknik sampling probability sampling dengan pemilihan stratified random sampling. Instrumen kuesioner medsos (BSMAS), perkembangan psikososisal. Data dianalisa menggunakan Uji Korelasi Rank Spearman. Hasil: Penelitian menunjukkan siswa di SDN Medokan Semampir 1 Surabaya pada penggunaan medsos dalam kategori normal sebanyak 56 siswa (63,6%), perkembangan psikososial kategori psikososial cukup sebanyak 49 siswa (55,7%). Terdapat hubungan yang signifikan antara penggunaan media sosial dengan perkembangan psikososial (α<0,05). Pembahasan: Diharapkan sekolah membangun sosialisasi antar siswa dengan dukungan orang tua dan guru, melalui pembatasan penggunaan media sosial dan penciptaan kegiatan yang meningkatkan interaksi sosial dan rasa kepedulian.

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Introduction: Psychosocial development plays a crucial role in building self-confidence and socialization skills, as well as ensuring the successful completion of developmental tasks for school-age children. Processes involving changes in emotions, personality, and relationships with others can be influenced by social media usage. Uncontrolled social media use has the potential to disrupt psychosocial development and trigger emotional or behavioral problems. A preliminary study at SDN Medokan Semampir 1 Surabaya found that some students brought personal mobile phones to school without handing them over to teachers; this was accompanied by behaviors such as reduced concentration on studies, a tendency toward social withdrawal, and conflicts between students. Objective: This study aimed to determine the relationship between social media use and psychosocial development among school-age children at SDN Medokan Semampir 1 Surabaya. Methods: The study employed a correlational analytic design with a cross-sectional approach. The independent variable was social media use, and the dependent variable was psychosocial development. The population consisted of all 4th and 5th-grade students (totaling 112); a sample of 88 respondents was obtained using probability sampling (specifically, stratified random sampling). Instruments included the Bergen Social Media Addiction Scale (BSMAS) and a psychosocial development questionnaire. Data were analyzed using the Spearman Rank Correlation Test. Results: The study showed that 56 students (63.6%) fell into the “normal” category for social media use, while 49 students (55.7%) fell into the “adequate” category for psychosocial development. A significant relationship was found between social media use and psychosocial development (α < 0.05). Discussion: It is recommended that the school foster socialization among students—with the support of parents and teachers—by limiting social media use and creating activities that enhance social interaction and a sense of care for others.