Beyond Screen Time: Peran Keluarga dalam Penggunaan Smartphone dan Regulasi Diri Emosional Anak Usia Dini
DOI:
https://doi.org/10.66031/jinea.v2i3.696Keywords:
Praktik Keluarga, Regulasi Diri Emosional, Penggunaan Smartphone, Anak Usia DiniAbstract
Regulasi diri emosional anak usia dini tidak memadai untuk dipahami hanya melalui durasi screen time, karena pendekatan tersebut mengabaikan bagaimana praktik keluarga membentuk pengalaman penggunaan smartphone. Penelitian ini bertujuan memahami bagaimana praktik keluarga membentuk penggunaan smartphone dan bagaimana pengalaman tersebut berkelindan dengan regulasi diri emosional anak. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus, melibatkan 2 orang tua/pengasuh dan 5 anak berusia 3–7 tahun. Data dikumpulkan melalui wawancara semi-terstruktur, observasi naturalistik, dan dokumentasi, kemudian dianalisis secara tematik dengan triangulasi teknik dan sumber. Hasil menunjukkan bahwa akses, tujuan penggunaan, aturan, pendampingan, respons terhadap permintaan, serta strategi pembatasan dan penghentian membentuk pengalaman anak dalam menghadapi keinginan, penundaan, negosiasi, dan kehilangan akses smartphone. Regulasi diri emosional paling tampak pada situasi menunggu, menerima pembatasan, dan beralih setelah penghentian, dengan variasi antarkasus terkait konsistensi aturan dan strategi transisi, terutama pemberian peringatan sebelum penghentian. Temuan menegaskan bahwa durasi screen time semata tidak menjelaskan pengalaman regulasi emosional anak. Kontribusi penelitian terletak pada pergeseran fokus dari “berapa lama” menuju “bagaimana praktik keluarga membentuk pengalaman smartphone dan situasi regulasi diri emosional”, dengan smartphone dipahami sebagai arena interaksi keluarga tempat anak mengalami dan mengelola emosinya.
Downloads
References
Abdoli, M., Khoshgoftar, M., Jadidi, H., Daniali, S. S., & Kelishadi, R. (2024). Screen time and child behavioral disorders during COVID-19 pandemic: A systematic review. International Journal of Preventive Medicine, 15(8), 1–13. https://doi.org/10.4103/ijpvm.ijpvm_78_23
Afdalia, A. P., & Gani, I. (2023). Dampak pengaruh gadget terhadap interaksi sosial anak usia dini. Al-Irsyad Al-Nafs: Jurnal Bimbingan Penyuluhan Islam, 10(1), 87–96. https://doi.org/10.24252/al-irsyad%20al-nafs.v10i1.41022
Amalia, I. N., Indarsih, F., & Fatqurhohman, F. (2025). Character Education and Socio-Emotional Development of Early Childhood. RESET: Review of Education, Science, and Technology, 1(2), 65-82. https://doi.org/10.66031/reset.v1i2.45
Annisa, N., Padilah, N., Rulita, R., & Yuniar, R. (2022). Dampak gadget terhadap perkembangan anak usia dini. Jurnal Pendidikan Indonesia, 3(9), 837–849. https://doi.org/10.59141/japendi.v3i09.1159
Aslan, A., & Turgut, Y. E. (2023). Parental mediation in Turkey: The use of mobile devices in early childhood. E-Learning and Digital Media, 21(5), 444–461. https://doi.org/10.1177/20427530231167651
Braune-Krickau, K., Schneebeli, L., Pehlke-Milde, J., Gemperle, M., Koch, R., & von Wyl, A. (2021). Smartphones in the nursery: Parental smartphone use and parental sensitivity and responsiveness within parent–child interaction in early childhood (0–5 years): A scoping review. Infant Mental Health Journal, 42(2), 161–175. https://doi.org/10.1002/imhj.21908
Desfita, V., Istiarsyah, Daga, A. T., Misyana, Sidik, D. P., Palupi, T. N., Fatqurhohman, & Surur, A. M. (2026). Social-Emotional Learning Di Era Digital. CV. Ihsan Cahaya Pustaka.
Fatonah, B. S., Qonita, Q., & Mulyana, E. H. (2024). Persepsi orang tua terhadap penggunaan gawai untuk anak usia dini. Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini, 13(1), 123–134. https://doi.org/10.31000/ceria.v13i1.10386
Haryati, F., Harahap, S. D., & Wahyuni, A. (2026). Pola asuh orang tua yang memberikan screen time pada perkembangan sosial emosional anak usia dini di Kelurahan Tamiang. Edu Research, 6(4), 2873–2883. https://doi.org/10.47827/jer.v6i4.1928
Hidayatuladkia, S. T., Kanzunnudin, M., & Ardianti, S. D. (2021). Peran orang tua dalam mengontrol penggunaan gadget pada anak usia 11 tahun. Jurnal Penelitian dan Pengembangan Pendidikan, 5(3), 363. https://doi.org/10.23887/jppp.v5i3.38996
Juliansyah, M. A., & Purba, V. (2020). Makna dan alasan dibalik orang tua memberikan fasilitas gadget kepada anak usia dini. Journalism, Public Relation and Media Communication Studies Journal (JPRMEDCOM), 2(2), 20–34. https://doi.org/10.35706/jprmedcom.v2i2.4593
Kim, B., Han, S. R., Park, E. J., Yoo, H., Suh, S., & Shin, Y. (2021). The relationship between mother’s smartphone addiction and children’s smartphone usage. Psychiatry Investigation, 18(2), 126–131. https://doi.org/10.30773/pi.2020.0338
Kılıç, C., Doğan, R. Y., & Metin, E. N. (2024). Exploring the relationship between Turkish mothers’ parenting and psychological well-being in early childhood: The role of child emotion regulation and dysregulation. Behavioral Sciences, 14(6), 426. https://doi.org/10.3390/bs14060426
Kumruangrit, S., Tansuwat, R., Marat, S., Phothiwichit, L., & Phichitsiri, N. (2021). Smart devices and family roles: A study of smart device use among children aged 2–5 in Thailand’s Health Region 3. Journal of Population and Social Studies, 30, 72–85. https://doi.org/10.25133/jpssv302022.005
Lada, M. S. R., Wijayanti, R., & Anggraini, H. (2023). Pengaruh penggunaan gadget terhadap kemampuan mengelola emosi diri anak di taman kanak-kanak. Lucerna: Jurnal Riset Pendidikan dan Pembelajaran, 3(2), 84–92. https://doi.org/10.56393/lucerna.v3i2.1831
Lee, J., Lee, S., & Shin, Y. (2024). Lack of parental control is longitudinally associated with higher smartphone addiction tendency in young children: A population-based cohort study. Journal of Korean Medical Science, 39(34), e254. https://doi.org/10.3346/jkms.2024.39.e254
Lestari, C. P., & Rahmadani, N. K. A. (2024). The parents’ role: How full-time workers’ parents manage early childhood’s screen time. Jurnal Pendidikan Anak Usia Dini Undiksha, 12(3), 525–532. https://doi.org/10.23887/paud.v12i3.79514
Öngören, S. (2023). Supporting self-regulation in the preschool period: A case study of teachers’ practices. Turkish Journal of Education, 12(4), 182–200. https://doi.org/10.19128/turje.1228285
Purwanti, E., & Mashudah. (2020). Pengaruh penggunaan gawai terhadap perkembangan sosial emosional anak usia 4–6 tahun. Azzahra: Jurnal Pendidikan Anak Usia Dini, 2(1), 53–64. https://doi.org/10.56393/pedagogi.v1i2.1825
Rachmat, I. F., Hartati, S., & Erdawati, E. (2021). Family cohesion, interpersonal communication, and smartphone addiction: Does it affect children’s emotional dysregulation? Jurnal Cakrawala Pendidikan, 40(2), 279–291. https://doi.org/10.21831/cp.v40i2.34214
Rahmawati, M., & Latifah, M. (2020). Penggunaan gawai, interaksi ibu-anak, dan perkembangan sosial-emosional anak prasekolah. Jurnal Ilmu Keluarga & Konsumen, 13(1), 75–86. https://doi.org/10.24156/jikk.2020.13.1.75
Rayani, I., Arini, N. D., Nabila, S., Sitepu, T. A., & Gunawan, H. (2026). Peran orang tua dalam mengatur screen time anak usia dini. Jurnal Pendidikan Tambusai, 9(3), 40577–40580. https://doi.org/10.31004/jptam.v9i3.35337
Rismala, Y., Aguswan, Priyantoro, D. E., & Suryadi. (2021). Dampak penggunaan gadget terhadap perkembangan sosial anak usia dini. El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak, 1(1), 46–55. https://doi.org/10.56872/elathfal.v1i01.273
Rukmana, N. I. N., Ainy Fardana, N., Dewanti, L., & Mujtaba, F. (2021). Does the intensity of gadget use impact social and emotional development of children aged 48–72 months? Al-Athfal: Jurnal Pendidikan Anak, 7(2), 135–144. https://doi.org/10.14421/al-athfal.2021.72-04
Sari, T. A. P., Novitawati, N., & Sulaiman, S. (2024). Pengaruh interaksi orang tua: Screen time terhadap kemampuan sosial emosional dan berbicara anak taman kanak-kanak. Journal of Education Research, 5(3), 3525–3535. https://doi.org/10.37985/jer.v5i3.1420
Selak, M. B., Topić, M. K., & Merkaš, M. (2023). Characteristics and parental viewpoints regarding digital device use in children aged 4 to 8 years. Hrvatska Revija Za Rehabilitacijska Istraživanja, 59(1), 45–58. https://doi.org/10.31299/hrri.59.1.3
Setyarini, D. I., Rengganis, S. G., Ardhiani, I. T., & Mas’udah, E. K. (2023). Analisis dampak screen time terhadap potensi tantrum dan perkembangan anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(2), 2496–2504. https://doi.org/10.31004/obsesi.v7i2.3376
Sholikhah, L. I. (2023). Pola asuh orang tua menyikapi penggunaan smartphone pada anak usia dini: Konteks pendidikan keluarga. Jurnal Cendekiawan Ilmiah PLS, 8(1), 22–31. https://doi.org/10.37058/jpls.v8i1.6915
Sidik, D. P., Irawijayanti, F., & Fatqurhohman, F. (2025). The Role of Artificial Intelligence in Enhancing Digital and Data Literacy among Secondary School Students: A Systematic Literature Review. JINEA: Journal of Innovation in Education and Learning, 1(3), 173-188. https://doi.org/10.66031/jinea.132025.38
Sirjon, & Jumriani. (2026). Digital childhood: Exploring the influence of smartphones on children’s social competence and emotional regulation. Jurnal Pendidikan Anak Usia Dini Undiksha, 14(1), 48–59. https://doi.org/10.23887/paud.v14i1.94880
Swider-Cios, E., Vermeij, A., & Sitskoorn, M. M. (2023). Young children and screen-based media: The impact on cognitive and socioemotional development and the importance of parental mediation. Cognitive Development, 66, 101319. https://doi.org/10.1016/j.cogdev.2023.101319
Syujak, A. R. (2026). Jejak Digital & Jejak Amal: Khutbah Jumat tentang Etika dan Kehidupan Digital. CV. Ihsan Cahaya Pustaka.
Umania, L., Rusdiyani, I., & Atikah, C. (2026). Strategi orang tua dalam mengatur screen time anak usia 5–6 tahun. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(2), 200–215. https://doi.org/10.23969/jp.v11i02.51059
Widiastiti, N. L. G. M., & Agustika, G. N. S. (2020). Intensitas penggunaan gadget oleh anak usia dini ditinjau dari pola asuh orang tua di Kabupaten Badung. Jurnal Pendidikan Anak Usia Dini Undiksha, 8(2), 112–120. https://doi.org/10.23887/paud.v8i2.25179
Wilms, R., Lanwehr, R., & Kastenmüller, A. (2020). Emotion regulation in everyday life: The role of goals and situational factors. Frontiers in Psychology, 11, 877. https://doi.org/10.3389/fpsyg.2020.00877
Winanda, D. C., Hidayati, N. O., & Hendrawati, S. (2026). Hubungan durasi screen time dan regulasi emosi anak usia 3–6 tahun di Pusat Perawatan Anak (PUSPA) Sehat Universitas Padjadjaran. Malahayati Nursing Journal, 8(4), 358–370. https://doi.org/10.33024/mnj.v8i4.2
Xiang, H., Lin, L., Chen, W., Li, C., Liu, X., Li, J., Ren, Y., & Guo, V. Y. (2022). Associations of excessive screen time and early screen exposure with health-related quality of life and behavioral problems among children attending preschools. BMC Public Health, 22(1), 2440. https://doi.org/10.1186/s12889-022-14910-2
Yang, H., Ng, W. Q., Yang, Y., & Yang, S. (2022). Inconsistent media mediation and problematic smartphone use in preschoolers: Maternal conflict resolution styles as moderators. Children, 9(6), 816. https://doi.org/10.3390/children9060816
Zimmer-Gembeck, M. J., Rudolph, J., Kerin, J., & Bohadana-Brown, G. (2022). Parent emotional regulation: A meta-analytic review of its association with parenting and child adjustment. International Journal of Behavioral Development, 46(1), 63–82. https://doi.org/10.1177/01650254211051086
Zulfahmi, Z., Putriana, D., & Haq, A. F. (2022). Upaya orang tua dalam pengasuhan mencegah dan menghadapi anak yang kecanduan gadget. Jurnal Ilmu Sosial Humaniora Indonesia, 2(1), 21–30. https://doi.org/10.52436/1.jishi.35
Downloads
Published
Data Availability Statement
All data generated or analyzed during this study are included in this published article. Additional datasets are available from the corresponding author upon reasonable request.
Issue
Section
License
Copyright (c) 2026 Fitri Irawijayanti, Fajar Indarsih, Fatqurhohman, Nur Chalim Wachidah (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles published in JINEA: Journal of Innovation in Education and Learning are made available under the Creative Commons Attribution–ShareAlike 4.0 International (CC BY-SA 4.0) license.
Under this license, users are free to read, download, copy, distribute, print, search, link to, share, adapt, and build upon the published work for any lawful purpose, provided that appropriate credit is given to the original author(s) and the source of publication. Any derivative works must be distributed under the same CC BY-SA 4.0 license.
Authors retain the copyright of their published work while granting the journal the right of first publication. Authors may also deposit, archive, and share the published version of their articles in institutional repositories, personal websites, and other scholarly platforms, provided that proper acknowledgment and citation of the original publication in this journal are included.
For more information about the license, please visit: https://creativecommons.org/licenses/by-sa/4.0/
