Social Media as a Digital Addiction for Elementary School Students: A Psychology of Learning Analysis

Abstract

This research employs a descriptive qualitative design to examine social media as a form of digital addiction among Indonesian elementary school students (aged 7-12), analyzed through a learning psychology lens. Drawing from 45 peer-reviewed sources via systematic synthesis using Miles and Huberman's model, the study reveals that platforms like TikTok trigger dopaminergic reinforcement akin to Skinner's variable-ratio schedules, disrupting prefrontal maturation, Baddeley's working memory, Piaget's concrete operational stage, and Vygotsky's zone of proximal development. Key findings indicate average daily usage of 3-4 hours (exceeding WHO guidelines), with Pearson correlations linking it to 59-70% negative impacts on concentration, learning motivation, social interactions, and academic achievement. Literature gaps in longitudinal Indonesian data are addressed, highlighting FoMO-driven emotional dysregulation, permissive parenting, and rural-urban disparities. Practical implications advocate curriculum-integrated digital literacy, 1-hour screen-time limits, and school-family coordination to mitigate addiction while leveraging platforms for Society 5.0 learning. Future research should prioritize mixed-methods longitudinal studies with neuroimaging for causal validation and policy formulation.