Pengaruh Intensitas Menonton Film Di Youtube Terhadap Theory-Of-Mind Anak Usia 4-5 Tahun
(Submitted 7 Desember 2020) (Published 28 Februari 2021)
:
Abstract
Kemampuan anak memahami pikiran dan perasaan orang lain orang lain (theory of mind) sangat penting bagi perkembangan kognisi sosial. Film cerita anak yang ditonton melalui saluran youtube diprediksi dapat menghubungkan anak dengan situasi mental orang lain. Penelitian ini bertujuan untuk mengetahui pengaruh intensitas menonton film di youtube terhadap theory of mind anak usia 3-5 tahun. Theory of mind diukur menggunakan skala ToM yang dibuat oleh Wellman dan Liu yang telah diadaptasi kedalam bahasa Indonesia oleh Kuntoro, Saraswati, Peterson dan Slaughter (2013). Intensitas menonton film di youtube diukur dengan menggunakan kuesioner/angket. Skala ToM diberikan kepada 215 anak (98 laki-laki, 117perempuan), usia 4-5 tahun/48-71 bulan (M = 60.25, SD = 6.482), dan kuesioner perilaku menonton film di youtube diisi oleh orangtua dari anak-anak usia 4-5 tahun. Pengambilan sampel dilakukan menggunakan teknik purposive sampling. Uji hipotetsis penelitian menggunakan analisis regresi sederhana. Hasil penelitian menemukan bahwa R= 0.019 dengan R2 = .000, p > 0.05, artinya perilaku menonton film di youtube tidak berpengaruh secara signifikan terhadap terhadap theory of mind anak usia 4-5 tahun..
References
Caputi, M., Lecce, S., Pagnin, A., & Banerjee, R. (2012). Longitudinal effects of theory Of mind on later peer relations: the role of prosocial behavior. Developmental Psychology, 48, 257-270.
Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children's storybooks as a source of mental state information. Cognitive Development, 15, 17-37.
Guajardo, N. R., & Watson, A. C. (2002). Narrative discourse and theory of mind development. The Journal of Genetic Psychology,163, 305-325.
Kinnebrock, S., & Bilandzic, H. (2006, Juni). “How to make a story: Introducing the concept of narrativity into narrative persuasion.” Paper presented at the International Communication Association Conference, Dresden. Retrieved January, 23, 2014 from http://darwin.bth.rwth-aachen.de/opus3/volltexte/2011/3638/pdf/3638.pdf
Lalonde, C., & Chandler, M. (1995). False belief understanding goes to school On the social-emotional consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9.
Mar, R. A., Tacket, J. L., & Moore, C. (2010). Exposure to media and theory-of-mind development in preschoolers. Cognitive Development, 25, 69-78.
Moen, K. (2013). Film and fairy tales: The birth of modern fantasy. London: I.B. Tauris.
Nathanson, A. L., Sharp, M. L., Alade, F., Rasmussen, E. E., & Christy, K. (2013). The relation between television exposure and theory of mind among preschoolers. Journal of Comunication, 63(6), 1088-1108.
Pears, K. J., & Moses, L. J. (2003). Demographics, Parenting and Theory of Mind in Preschool Children. Social Development (pp. 12; 1-20). Oxford UK: Blackwell Publishing. Ratner, N. K., & Olver, R. R.(1998). Reading a tale of deception, learning a theory of mind? Early Childhood Research Quarterly, 13, 219-239.
Richner, E. S., &Nicolopoulou, A. (2001). The narrative construction of differing conceptions of the person in the development of young children's social understanding. Early Education & Development, 12. 393-432.
Ruffman, T., Slade, L. & Crowe, E. (2002). The relation between children’s and mothers’mental state language and theory-of-mind understanding. Child Development, 73,734-751.
Rusli, D., Kuntoro, I. A., Handayani, E., Nurmina, & Arben, A. (2020). The influence of individualism and collectivism parenting on theory-of-mind acquisition in children aged 3–5. International Journal of Psychosocial Rehabilitation, 24(9), 3053-3063. https://doi.org/10.37200/IJPR/V24I9/PR290333
Rusli, D. & Nurmina. (2020). Pengaruh Gaya Pengasuhan Autonomy dan Conformity Terhadap Perolehan Theory-of-Mind pada Anak Prasekolah di Sumatera Barat. Jurnal RAP (Riset Aktual Psikologi) Universitas Negeri Padang, 113-127.
Rusli, D., Ariani, D. N., Nurmina, N., & Rinaldi, R. (2021). Influence of exposure to children’s movies on television on theory-of-mind acquisition in preschoolers. International Journal of Health & Medical Sciences, 4(1), 44-49. https://doi.org/10.31295/ijhms.v4n1.650
Shrum, L., J. (2004). The cognitive processes underlying cultivation effects are a function of whether the judgmentsare on-line or memory-based. Communications, 29, 327-344.
Shahaeian, A., Peterson, C.C, Slaughter, V., & Wellman, A. M, (2011). Culture and the sequence of step in theory of mind development. Development Psychological. Vol 47, 5, 1239-1247.
Slaughter, V., Dennis, M., & Pritchard. M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20
Van Mierlo, J. (2008, May). “How to measure television exposure from a contents-received point of view?”Paper presented at the annual meeting of the Internasional Communication Association, TBA, Montreal, Quebec, Canada. Retrieved January, 1, 2014fromhttps://doclib.uhasselt.be/dspace/bitstream/1942/8337/1/paperICA2008blootstelling.pdf
Vinden, P. G. (2001). Parenting attitudes and children’s understanding of mind a comparison of Korean American and Anglo American families. Cognitive Development. Volume 16 : 793-809.
Wellman, H. M., Liu, D. (2004). Scalling theory of mind tasks. Child Development
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta analysis of theory of mind development: the truth about false belief. Child Development, vol. 72, 3, 655-684
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, Vol. 13, 103-128.
www.kpai.go.id. (2020, 10 Februari). Sejumlah Kasus Bullying Sudah Warnai Catatan Masalah Anak di Awal 2020. Diakses pada 10 Februari 2020, dari https://www.kpai.go.id/berita/sejumlah-kasus-bullying-sudah-warnai-catatan-masalah-anak-di-awal-2020-begini-kata-komisioner-kpai
Copyright (c) 2021 Psychopolytan : Jurnal Psikologi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1. Copyright of all journal manuscripts is held by the Psychopolytan : Jurnal Psikologi
2. Formal legal provisions to access digital articles of electronic journal are subject to the provision of the Creative Commons Attribution-ShareAlike license (CC BY-NC-SA), which means that Psychopolytan : Jurnal Psikologi is rightful to keep, transfer media/format, manage in the form of databases, maintain, and publish articles.
3. Published manuscripts both printed and electronic are open access for educational, research, and library purposes. Additionally, the editorial board is not responsible for any violations of copyright law.
licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
pdf
Abstract views: 1345
downloads: 927
