Penanaman Karakter Sebagai Upaya Mengurangi Dampak Gadget pada Anak Melalui Permainan Domino

Eka Selvi Handayani; Firsa Felisita Natali; Shela Mayangsari; Aiswariya Aiswariya; Nadia Vega

doi:10.62007/joupi.v4i3.996

Authors

Eka Selvi Handayani Universitas Widya Gama Mahakam Samarinda
Firsa Felisita Natali Universitas Widya Gama Mahakam Samarinda
Shela Mayangsari Universitas Widya Gama Mahakam Samarinda
Aiswariya Aiswariya Universitas Widya Gama Mahakam Samarinda
Nadia Vega Universitas Widya Gama Mahakam Samarinda

DOI:

https://doi.org/10.62007/joupi.v4i3.996

Keywords:

Character Education, Child, Domino Games, Elementary School, Gadgets

Abstract

Technological development has provided many benefits, yet excessive gadget use among elementary school children has also caused several negative impacts, including reduced social interaction, decreased interest in traditional games, and weakened discipline and responsibility. One strategy to minimize these impacts is implementing character education through educational games. This study aims to describe the implementation of character education to reduce the negative effects of gadget use through domino games among fifth-grade elementary school students.This study employed a descriptive qualitative approach involving the classroom teacher and fifth-grade students. Data were collected through observation, interviews, and documentation and analyzed using data reduction, data presentation, and conclusion drawing.The findings indicate that domino games can serve as an effective medium for character education when accompanied by teacher guidance. The values developed include discipline, responsibility, honesty, cooperation, sportsmanship, and communication skills. Students gradually reduced their dependence on gadgets during school activities, interacted more actively with peers, worked collaboratively, and demonstrated greater respect for game rules.

References

American Academy of Pediatrics, Council on Communications and Media. (2016). Media use in school-aged children and adolescents. Pediatrics, 138(5), e20162592. https://doi.org/10.1542/peds.2016-2592

Bacil, E. D. A., Silva, M. P. da, Martins, R. V., Costa, C. G. da, & Campos, W. de. (2024). Exposure to smartphones and tablets, physical activity and sleep in children from 5 to 10 years old: A systematic review and meta-analysis. American Journal of Health Promotion, 38(6). https://doi.org/10.1177/08901171241242556

Hidayat, N., & Suryana, D. (2022). Penguatan pendidikan karakter melalui pembelajaran berbasis permainan di sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 8(1), 45–56.

Hikmasari, D. N., Susanto, H., & Syam, A. R. (2022). Konsep pendidikan karakter perspektif Thomas Lickona dan Ki Hajar Dewantara. AL-ASASIYYA: Journal of Basic Education, 6(1), 19–31. https://doi.org/10.24269/ajbe.v6i1.4915

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2017). Konsep dan pedoman penguatan pendidikan karakter. Kementerian Pendidikan dan Kebudayaan.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Profil pelajar Pancasila. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Kurniawan, M. R., & Zawawi, M. A. (2019). Permainan tradisional sebagai sarana pengembangan karakter anak usia sekolah dasar. Jurnal Pendidikan Karakter, 10(2), 123–134.

Lickona, T. (2013). Educating for character: Mendidik untuk membentuk karakter. Bumi Aksara.

Maksum, A., Winarno, M. E., & Winarno, N. (2022). The development and validation of a character education model using traditional games in elementary schools. Cakrawala Pendidikan, 41(2), 456–468. https://doi.org/10.21831/cp.v41i2.46125

Moleong, L. J. (2021). Metodologi penelitian kualitatif. PT Remaja Rosdakarya.

Pamilu, A. N., et al. (2025). Enhancing student collaboration through TGT Match Domino: A case study at Sekolah Indonesia Kuala Lumpur. International Journal of Multicultural and Multireligious Understanding, 12(8), 1–10.

Pratiwi, W., Suardiman, S. P., & Wangid, M. N. (2021). Permainan tradisional dalam pengembangan karakter dan keterampilan sosial siswa sekolah dasar. Jurnal Prima Edukasia, 9(2), 178–188.

Republik Indonesia. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

Retos. (2025). Traditional games and physical activities in mitigating screen time effects among children: A systematic review. Retos, 62, 1132–1139.

Sari, L. D. K., & Wardani, K. W. (2021). Pengembangan buku cerita bergambar digital untuk meningkatkan karakter tanggung jawab siswa di sekolah dasar. Jurnal Basicedu, 5(4), 1968–1977. https://doi.org/10.31004/basicedu.v5i4.1138

Sari, M. Z., Fitriani, Y., & Iskandar, R. (2023). Implementasi permainan edukatif dalam penguatan karakter dan keterampilan sosial siswa sekolah dasar. Jurnal Basicedu, 7(3), 1890–1901.

Sugiyono. (2022). Metode penelitian kualitatif. Alfabeta.

Suriaman, Sundawa, D., Nurgiansah, T. H., & Insani, N. N. (2024). Analisis perkembangan dan dinamika pendidikan karakter dan budaya bangsa Indonesia: Sebuah upaya pencapaian tujuan pendidikan. Jurnal Pendidikan Karakter, 15(2). https://doi.org/10.21831/jpka.v15i2.73497

Suryana, C., & Muhtar, T. (2022). Implementasi konsep pendidikan karakter Ki Hadjar Dewantara di sekolah dasar pada era digital. Jurnal Basicedu, 6(4), 6117–6131. https://doi.org/10.31004/basicedu.v6i4.3177

UNICEF. (2017). How does the time children spend using digital technology impact their mental well-being, social relationships and physical activity? An evidence-focused literature review. UNICEF Office of Research–Innocenti.

UNICEF. (2022). Child well-being in a digital age: A guide to the evidence. UNICEF Office of Research–Innocenti.

World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. World Health Organization. https://www.who.int/publications/i/item/9789241550536