Peran Guru dalam Membimbing Anak Usia Dini Menghadapi Dampak Penggunaan Game Online di RA Nurul Hidayah Cimerak Pangandaran

Abstract

The issue of online game usage among early childhood children is increasingly prevalent and has negative impacts on their behavior, learning interest, and religious activities. This study aims to describe the role of teachers in guiding early childhood children in dealing with the impacts of online game usage at RA Nurul Hidayah Cimerak, Pangandaran Regency, and to identify the effects experienced by early childhood children due to online game usage at RA Nurul Hidayah. This research employed a case study method with a qualitative approach, and the data were collected through observation, interviews, and documentation. The results of the study show: (1) The teacher’s role in guiding early childhood children to face the impacts of online games at RA Nurul Hidayah Cimerak involves several aspects, including the roles of teacher as communicator, companion, motivator, mentor, and learning planner. Teachers strive to create a conducive learning environment by guiding children to wisely manage the use of technology and online games through empathetic approaches that support children’s social, emotional, and physical skill development. Strategies used by teachers include providing understanding about the negative impacts of online games, collaborating with parents, and redirecting children’s attention to positive activities. (2) The impacts of online game usage on early childhood children at RA Nurul Hidayah Cimerak can be categorized into two main groups: positive and negative impacts. Positive impacts include improvements in fine motor skills, critical thinking ability, and exposure to foreign languages. Negative impacts include concentration problems, behavioral changes, reduced physical activity, and a tendency toward dependence on online games