Analisis Dampak Cyber Bullying terhadap Psikologi Siswa Sekolah Dasar

Kadek Hengki Primayana; Ni Made Widia Seniasih; Putu Ayu Widya Dama Putri; Ni Komang Sri Sukediargi; Ni Ketut Yeti Marlina; Ni Ketut Dian Chellsea Marcellya Putri

doi:10.47134/pgsd.v3i3.2677

Authors

Kadek Hengki Primayana Institut Agama Hindu Negeri Mpu Kuturan
Ni Made Widia Seniasih Institut Agama Hindu Negeri Mpu Kuturan
Putu Ayu Widya Dama Putri Institut Agama Hindu Negeri Mpu Kuturan
Ni Komang Sri Sukediargi Institut Agama Hindu Negeri Mpu Kuturan
Ni Ketut Yeti Marlina Institut Agama Hindu Negeri Mpu Kuturan
Ni Ketut Dian Chellsea Marcellya Putri Institut Agama Hindu Negeri Mpu Kuturan

DOI:

https://doi.org/10.47134/pgsd.v3i3.2677

Keywords:

Cyber Bullying, Psikologi Siswa, Sekolah Dasar, Perkembangan Anak, Media Digital

Abstract

Fenomena perundungan siber (Cyber Bullying) di kalangan siswa sekolah dasar (SD) kian meningkat seiring meluasnya akses gawai dan media sosial. Penelitian ini bertujuan mengkaji dampak Cyber Bullying terhadap kondisi psikologis siswa SD, yang mencakup aspek emosional, sosial, dan akademik. Metode yang digunakan adalah studi literatur sistematis (systematic literature review) dengan menganalisis 32 sumber ilmiah relevan yang terbit antara tahun 2007 hingga 2024. Hasil kajian menunjukkan bahwa korban Cyber Bullying pada usia SD sangat rentan mengalami kecemasan, penurunan harga diri, gejala depresi, dan penarikan diri dari lingkungan sosial. Dampak psikologis ini bekerja dalam rantai sebab-akibat yang berlapis dan saling memperkuat, di mana tekanan emosional yang tidak tertangani memicu isolasi sosial. Kondisi tersebut secara langsung menurunkan konsentrasi dan motivasi belajar, meningkatkan angka absensi, serta berujung pada kemerosotan performa akademik anak. Efek merusak ini diperparah oleh karakteristik media digital yang aktif selama 24 jam penuh, sehingga menghilangkan ruang aman bagi anak untuk memulihkan diri. Simpulan dari penelitian ini menegaskan bahwa dampak Cyber Bullying pada anak usia SD tidak bersifat tunggal melainkan multidimensi dan sistemik. Implikasinya, diperlukan sinergi pendekatan preventif dan kuratif yang terintegrasi secara terstruktur antara guru, konselor sekolah, dan orang tua untuk deteksi dini serta penanganan kasus yang efektif di lingkungan sekolah dasar.

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