KRISIS SOSIAL EMOSIONAL ANAK GIFTED DI-ERA DIGITAL; TINJAUAN TEORITIS BERBASIS THE ANXIOUS GENERATION

Izzatul, jannah (2026) KRISIS SOSIAL EMOSIONAL ANAK GIFTED DI-ERA DIGITAL; TINJAUAN TEORITIS BERBASIS THE ANXIOUS GENERATION. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Anak-gifted children(gifted children) memiliki sensitivitas emosional dan sosial yang tinggi, yang membuat mereka lebih rentan terhadap tekanan psikologis di tengah perubahan pola interaksi akibat digitalisasi. Fenomena ini, sebagaimana dijelaskan dalam teori The Anxious Generation, menunjukkan bahwa paparan digital yang berlebihan dapat mengubah dinamika perkembangan sosial-emosional anak. Penelitian ini bertujuan untuk menganalisis krisis sosialemosional pada gifted childrendi era digital dengan mengintegrasikan teori Jonathan Haidt untuk memahami mekanisme kerentanan yang muncul serta arah intervensi yang relevan. Pendekatan penelitian menggunakan Systematic Literature Review terhadap 80 publikasi nasional dan internasional yang relevan dengan topik giftedness dan digitalisasi. Analisis dilakukan secara kualitatif untuk mengidentifikasi pola tematik dan hubungan antarvariabel dalam konteks perkembangan sosial-emosional anak berbakat. Analisis menghasilkan tiga pola utama: (1) sensitivitas emosional tinggi meningkatkan risiko kecemasan akibat interaksi digital intensif; (2) fenomena great rewiring menggeser pengalaman sosial nyata menuju aktivitas digital yang lebih pasif; dan (3) munculnya isolasi sosial serta dilema identitas sebagai dampak dari ketidakseimbangan antara kemampuan intelektual dan kematangan emosional. Digitalisasi memperdalam tantangan sosial-emosional anak berbakat, sehingga diperlukan kebijakan pendidikan dan strategi psikologis yang menyeimbangkan antara stimulasi kognitif dan kesejahteraan emosional dalam mendukung perkembangan anak di era digital. ABSTRACT Gifted children have high emotional and social sensitivity, which makes them more vulnerable to psychological stress amidst changing interaction patterns due to digitalization. This phenomenon, as explained in The Anxious Generation theory, suggests that excessive digital exposure can alter the dynamics of children's socialemotional development. This study aims to analyze the socialemotional crisis in gifted children in the digital era by integrating Jonathan Haidt's theory to understand the mechanisms of emerging vulnerabilities and relevant intervention directions. The research approach uses a Systematic Literature Review of 80 national and international publications relevant to the topic of giftedness and digitalization. The analysis was conducted qualitatively to identify thematic patterns and relationships between variables in the context of the social-emotional development of gifted children. The analysis yielded three main patterns: (1) high emotional sensitivity increases the risk of anxiety due to intensive digital interactions; (2) the great rewiring phenomenon shifts real social experiences towards more passive digital activities; and (3) the emergence of social isolation and identity dilemmas as a result of the imbalance between intellectual abilities and emotional maturity. Digitalization deepens the socialemotional challenges of gifted children, so educational policies and psychological strategies are needed that balance cognitive stimulation and emotional well-being to support children's development in the digital era.

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