Menelusuri Keterkaitan antara Intensitas Bermain Game Daring dan Prestasi Akademik pada Siswa Sekolah Menengah Pertama: Perspektif Ilmu Komunikasi
DOI:
https://doi.org/10.31004/joecy.v5i2.1810Keywords:
Perilaku komunikasi, ketergantungan media, game daring, prestasi belajar, Teori Uses and GratificationsAbstract
Penelitian ini menganalisis korelasi antara intensitas bermain game daring dan prestasi akademik pada siswa SMPK Tunas Bangsa di Kota Kupang, Indonesia. Dalam bingkai kajian ilmu komunikasi, penelitian ini menggunakan teori Uses and Gratifications serta Media Dependency untuk memahami keterlibatan remaja dalam game daring sebagai bentuk interaksi bermediasi. Pendekatan kuantitatif diterapkan dengan menggunakan kuesioner terstandarisasi yang dibagikan kepada 58 dari total 105 siswa. Wawancara tambahan dilakukan untuk memperkuat pemahaman kontekstual mengenai kebiasaan bermain game. Data dianalisis menggunakan metode korelasi Kendall’s tau. Hasil menunjukkan adanya korelasi negatif yang sangat lemah dan tidak signifikan secara statistik (r = –0.010) antara intensitas bermain game dan prestasi akademik. Temuan ini mengindikasikan bahwa meskipun game daring merupakan bentuk konsumsi media yang umum di kalangan siswa, intensitas bermain game tidak serta merta menjadi faktor penentu dalam capaian akademik mereka. Penelitian ini merekomendasikan dilakukannya studi lanjutan di berbagai konteks pendidikan untuk mengeksplorasi lebih jauh keterkaitan antara penggunaan media digital, perilaku belajar, dan prestasi akademik di kalangan remaja.
References
Adams, E., & Rollings, A. (2010). Fundamentals of game design (2nd ed.). New Riders. https://www.oreilly.com/library/view/fundamentals-of-game/9780132104753/
Anderson, M., & Jiang, J. (2023). Teens, social media and technology 2023. Pew Research Center. https://www.pewresearch.org/internet/2023/11/15/teens-social-media-and-technology-2023/
Babbie, E. R. (2014). The basics of social research (6th ed.). Cengage Learning.
Ball-Rokeach, S. J., & DeFleur, M. L. (1976). A dependency model of mass-media effects. Communication Research, 3(1), 3–21. https://doi.org/10.1177/009365027600300101
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.
Blumler, J. G., & Katz, E. (Eds.). (1974). The uses of mass communications: Current perspectives on gratifications research. Sage.
Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press.
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
Ferguson, C. J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children's and adolescents' aggression, mental health, prosocial behavior, and academic performance. Perspectives on Psychological Science, 10(5), 646–666. https://doi.org/10.1177/1745691615592234
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational research: Competencies for analysis and applications (10th ed.). Pearson.
Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2011). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 34(1), 1–11. https://doi.org/10.1016/j.adolescence.2010.05.002
Gentile, D. A., Swing, E. L., Lim, C. G., & Khoo, A. (2011). Video game playing, attention problems, and academic performance in children. Psychology of Popular Media Culture, 1(S), 62–70. https://doi.org/10.1037/2160-4134.1.S.62
Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https://doi.org/10.1037/a0034857
Hartmann, T., & Klimmt, C. (2006). Gender and computer games: Exploring females’ dislikes. Journal of Computer-Mediated Communication, 11(4), 910–931. https://doi.org/10.1111/j.1083-6101.2006.00301.x
Hjarvard, S. (2008). The mediatization of society: A theory of the media as agents of social and cultural change. Nordicom Review, 29(2), 105–134. https://doi.org/10.1515/nor-2017-0181
Katz, E., Blumler, J. G., & Gurevitch, M. (1973). Uses and gratifications research. Public Opinion Quarterly, 37(4), 509–523. https://doi.org/10.1086/268109
Klapper, J. T. (1960). The effects of mass communication. Free Press.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. David McKay Company.
Kuss, D. J., & Griffiths, M. D. (2012). Internet gaming addiction: A systematic review of empirical research. International Journal of Mental Health and Addiction, 10(2), 278–296. https://doi.org/10.1007/s11469-011-9318-5
Lang, A. (2000). The limited capacity model of mediated message processing. Journal of Communication, 50(1), 46–70. https://doi.org/10.1111/j.1460-2466.2000.tb02833.x
Livingstone, S., & Helsper, E. J. (2020). Balancing opportunities and risks in teenagers’ use of the internet: The role of digital literacy. New Media & Society, 22(8), 1471–1491. https://doi.org/10.1177/1461444819883494
Potter, W. J. (2013). Media literacy (7th ed.). Sage Publications.
Przybylski, A. K., & Weinstein, N. (2020). Digital screen time limits and young children's psychological well-being: Evidence from a population-based study. Child Development, 91(2), e330–e344. https://doi.org/10.1111/cdev.13333
Sarwono, J. (2006). Analisis data penelitian dengan SPSS. Andi Publisher.
Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books.
Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). Friend networking sites and their relationship to adolescents' well-being and social self-esteem. CyberPsychology & Behavior, 9(5), 584–590. https://doi.org/10.1089/cpb.2006.9.584
Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). Harper & Row.
Yang, X., Zhu, L., Chen, Q., & Luo, J. (2022). Media multitasking and adolescents’ academic performance: A meta-analysis. Computers in Human Behavior, 127, 107048. https://doi.org/10.1016/j.chb.2021.107048
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 SANDRA CLARISSA UMBU DATTA, Roky Konstantin Ara
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
