DAMPAK OVEREXPOSURE MEDIA SOSIAL TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI DI TK ABA KEDUNGPOH GUNUNGKIDUL

Neristya Tejaningrum, NIM.: 22104030070 (2026) DAMPAK OVEREXPOSURE MEDIA SOSIAL TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI DI TK ABA KEDUNGPOH GUNUNGKIDUL. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The rapid growth of social media has made it increasingly easy for young children to be exposed to various forms of digital content. Excessive exposure to social media has the potential to affect children's socio-emotional development if not accompanied by guidance from parents and teachers. This phenomenon was observed at ABA Kindergarten in Kedungpoh, Gunungkidul, where some children were already familiar with social media at an early age. This study aims to describe the nature of this social media exposure, the impact of such overexposure on children's socio-emotional development, and the efforts made by teachers and parents to minimize any negative effects. This study employs a qualitative approach with a descriptive research design. The research subjects are young children at ABA Kindergarten in Kedungpoh, Gunungkidul, while the informants—comprising the school principal, teachers, and parents—were selected using purposive sampling. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles, Huberman, and Saldana model, which involves data condensation, data display, and conclusion drawing and verification. Data validity was ensured through source triangulation and technique triangulation.. Research findings indicate that children's exposure to social media stems from family, peer, and school environments, with YouTube and TikTok being the most frequently accessed platforms. Excessive social media exposure leads to increased imitative behavior, altered emotional regulation, and reduced concentration, while also affecting children's social interactions. Strategies employed by teachers and parents include limiting gadget usage, supervising social media access, selecting age-appropriate content, and encouraging in-person play and social interaction. While the study underscores the importance of collaboration between schools and families in optimizing children's socio-emotional development, its scope was limited to a single institution, meaning the findings cannot be broadly generalized.

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