Teachers’ and Parents’ Roles in Shaping Children’s Learning Behavior in the Digital Era at the Indonesia–Malaysia Borderland
DOI:
https://doi.org/10.62238/chatra.v4i2.433Keywords:
children’s learning behavior, digital era, teacher–parent roles, borderland educationAbstract
This study examines the roles of teachers and parents in shaping children's learning behavior in the digital era within the Indonesia–Malaysia borderland. A qualitative case study approach was employed in Entikong, West Kalimantan, involving an experienced elementary school teacher as the primary informant. Data were collected through a semi-structured interview and analyzed using thematic analysis. The findings indicate that digital technology functions as both a learning resource and a source of distraction. Children's learning behavior is influenced by parental supervision, teacher guidance, school regulations, and broader social environments. While digital platforms provide opportunities for accessing information and supporting independent learning, challenges related to excessive technology use, declining learning discipline, and changing social behavior remain evident. The study highlights the importance of collaboration between families and schools in promoting responsible technology use and positive learning habits. These findings contribute to understanding children's learning behavior in digitally connected borderland communities.
Penelitian ini bertujuan mengkaji peran guru dan orang tua dalam membentuk perilaku belajar anak pada era digital di wilayah perbatasan Indonesia–Malaysia. Penelitian menggunakan pendekatan studi kasus kualitatif yang dilaksanakan di Entikong, Kalimantan Barat, dengan melibatkan seorang guru sekolah dasar berpengalaman sebagai informan utama. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa teknologi digital berfungsi sekaligus sebagai sumber belajar dan sumber distraksi. Perilaku belajar anak dipengaruhi oleh pengawasan orang tua, bimbingan guru, regulasi sekolah, serta lingkungan sosial yang lebih luas. Meskipun platform digital menyediakan peluang untuk memperoleh informasi dan mendukung pembelajaran mandiri, tantangan berupa penggunaan teknologi yang berlebihan, menurunnya disiplin belajar, dan perubahan perilaku sosial masih ditemukan. Penelitian ini menegaskan pentingnya kolaborasi antara keluarga dan sekolah dalam membangun penggunaan teknologi yang bertanggung jawab serta perilaku belajar yang positif pada komunitas perbatasan yang semakin terhubung secara digital.
References
Bandura, A. (2018). Social Learning Theory. Routledge.
Braun, V., & Clarke, V. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences. Springer.
Bronfenbrenner, U., & Morris, P. A. (2020). The Ecology of Human Development. Harvard University Press.
Chiong, C., Lim, S. S., & Lee, A. Y. L. (2016). Parental Mediation of Children’s Digital Technology Use in Singapore. Research Study.
Collier, S. M. (2016). Does Parental Mediation of Media Influence Child Outcomes? A Meta-Analysis.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
Garshi, A. (2020). Smart Technology in the Classroom: A Systematic Review. Systematic Review.
George, M. J., & Odgers, C. L. (2015). Seven fears and the science of how mobile technologies may be influencing adolescents in the digital age. Perspectives on Psychological Science, 10(6), 832–851.
Giovanelli, J. F. (2025). Parental Mediation and Children’s Digital Media Use.
Goodyear, V. A., James, C., Orben, A., Quennerstedt, M., Schwartz, G., & Pallan, M. (2025). Approaches to children’s smartphone and social media use must go beyond bans. BMJ, 388, e082569. https://doi.org/10.1136/bmj-2024-082569
Kirschner, P. A., & Hendrick, C. (2020). How Learning Happens. Routledge.
Li, Y. (2025). Family Involvement in Digital Learning.
Lin, C.-P., & Dong, T.-P. (2021). The antecedents and consequences of exporting cultural products. International Marketing Review, 38(3), 487–513. https://doi.org/10.1108/IMR-11-2019-0262
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. SAGE Publications. https://books.google.co.id/books?id=2oA9aWlNeooC
Livingstone, S., Mascheroni, G., & Staksrud, E. (2018). European research on children’s internet use. New Media & Society, 20(3), 1103–1122.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. SAGE Publications.
Modecki, K. L., Goldberg, R. E., Wisniewski, P., & Orben, A. (2022). What is digital parenting? A systematic review of past measurement and blueprint for the future. Perspectives on Psychological Science. https://doi.org/10.1177/17456916211072458
Ng, W. (2021). New Digital Technology in Education: Conceptualizing Professional Learning for Educators. Springer.
Nikken, P., & Schols, M. (2015). How and Why Parents Guide the Media Use of Young Children. Journal of Child and Family Studies, 24(11), 3423–3435.
OECD. (2019). Future of Education and Skills 2030. OECD Publishing.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and Social Cognitive Theory. Contemporary Educational Psychology.
Shin, W. (2022). Parental Digital Literacy and Mediation.
Sinclair, N., & Baccaglini-Frank, A. (2016). Digital Technologies in the Early Primary School Classroom.
Soyoof, A. (2024). The Impact of Parent Mediation on Young Children’s Home Digital Literacy Practices and Learning: A Narrative Review.
Sugiyono. (2023). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif , Kombinasi, R&D Dan Penelitian Pendidikan) (3rd ed.). Alfabeta.
Suhirman, L., Nugroho, A. Y., Dhyanaputri, I. G. A. S., Adawiyah, R., Soraya, A., Dzaky, M. I., Alunaza, H., Akbar, S. A., Hafizi, M. Z., & Junida, D. S. (2026). Dasar Metodologi Penelitian. CV. Askara Sastra Media.
Sweller, J., van Merrienboer, J., & Paas, F. (2019). Cognitive Architecture and Instructional Design. Educational Psychology Review.
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative Research: A Guide to Design and Implementation. Wiley. https://books.google.co.id/books?id=tRpCEQAAQBAJ
Torres, P. E. (2021). A Systematic Review of Physical-Digital Play Technology and Developmentally Relevant Child Behaviour.
Turhan, Z. (2026). Parent-Child Interaction and Digital Resilience.
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents. Preventive Medicine Reports, 12, 271–283.
UNESCO. (2023a). Education for Sustainable Development: A Roadmap. UNESCO Publishing.
UNESCO. (2023b). Global Education Monitoring Report: Technology in Education.
van Dijk, J. (2020). The Digital Divide. Polity Press.
Vossen, H. G. M. (2024). Parenting and Children’s Digital Media Use: A Systematic Review.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods. SAGE Publications.
Zimmerman, B. J. (2015). Self-Regulated Learning: Theories, Measures, and Outcomes. In International Encyclopedia of the Social & Behavioral Sciences.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Dwi Surti Junida, Nurmila Sari Djau (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
