The Relationship Of The Duration Of Gadget Use With The Emotional Intelligence Of Adolescents In SMA Negeri 1 Binjai Langkat District

The Relationship Of The Duration Of Gadget Use With The Emotional Intelligence Of Adolescents In SMA Negeri 1 Binjai Langkat District

  • Mona Fitri Gurusinga Institut Kesehatan DELI HUSADA Deli Tua
  • Afrilius Simanjuntak
  • meta Hutagalung
  • Siti Marlina
Keywords: Duration Using Gadget, Emotional Intelligence


In this era of globalization, many teenagers are affected by technological advances, one of the technologies that teenagers enjoy is gadgets. Gadgets have an appeal to teenagers where gadgets can be used to fill various applications. However, excessive use of gadgets in adolescents can make teenagers not care about the environment, so that it can affect the ability to empathize, express emotions appropriately, manage emotions, and all of these are aspects of emotional intelligence. The purpose of this study was to determine the relationship between the duration of gadget use and adolescent emotional intelligence in SMA Negeri 1 Binjai, Langkat Regency. This type of research is correlational with a cross sectional approach. The population in this study was 280 10th grade students at SMA Negeri 1 Binjai Langkat Regency, the sample size used was 74 respondents. The sampling technique used is simple random sampling. Methods of data collection using a questionnaire. The statistical test used in this study was Chi-square with 0.05. The results of this study indicate that the duration of gadget use shows that there is a relationship between the duration of using gadgets and emotional intelligence in SMA Negeri 1 Binjai, Langkat Regency (p=0.02; p<0.05) with a prevalence ratio of 2.78. From the results of the study, parents must be more selective in giving rules for teenagers to play gadgets, namely by frequently monitoring the content seen by teenagers whether it is in accordance with their age and providing rules for the time limit for teenagers to play gadgets so that teenagers do not lose track of time in the sense that teenagers do not neglecting bedtime or bathing, schoolwork, and ignoring the people around the teenager.


Andriyanto. 2016. The Effect of Using Gadgets on the Emotional Intelligence of Class VI Elementary School Experiment 2 Yogyakarta. Journal of the Faculty of Education, Yogyakarta State University.
Anindya, M. 2017. Correlation between Duration of Gadget Use and Social Development of Preschool Children in Kindergarten PGRI 33 Sumurbroto, Banyumanik. Department of Nursing, Diponegoro University.
APJII (Association of Indonesian Internet Service Providers) in 2014. Usage Data Gadget. puskakom-ui (Accessed January 3, 2019).
Asif, A. 2017. Relationship between Gadget Addiction Level and Emotional and Behavioral Disturbances in Adolescents Aged 11-12 Years. Diponegoro Medical Journal Vol. 6 No. 2. Retrieved April 24, 2019
Azwar, S. 2011. Human Attitude: Theory and Measurement. Jakarta: Student Library
Balqis, Umm. 2015. Not an Ordinary Mother. Jakarta: Qultum Media
Chaplin. 2011. Complete Dictionary of Psychology, translator Kartini Kertono, Jakarta: PT Raja Grafindo Persada.
Chikmah, A, M. 2018. The Correlation between the Duration of Gadget Use and the Emotional Mental Problems of Pre-School Children in Tegal City Kindergarten. Harapan Polytechnic with Tegal City. Cycle Journal Vol. 7 No. 2
Damayanti Riska, A. M. 2017. The Relationship between Gadget Use and the Achievement of Early Adolescent Developmental Tasks at SDN in Godean District. Faculty of Medicine and Nursing. Yogyakarta Muhammadiyah University. Retrieved March 4, 2019
Davis, Keith. 2006. Behavior in Organizations, Issue 7, Translation: Agus Dharma, Jakarta: Erlangga
Davis, Keith. 2006. Behavior in Organizations, Issue 7, Translation: Agus Dharma, Jakarta: Erlangga.
Derry Iswidharmanjaya, B.A & Agency. 2014. When Your Little One Plays Gadgets. Yogyakarta. Bisachemical.
Division of Counseling and Guidance, University of Riau Islands, Batam.
Efastri, S.M, et al. The Relationship between Gadget Addiction and the REBT Approach on Student Learning Motivation in the PG-PAUD FKIP UNILAK Study Program. PAUD
Emotional Intelligence. Jakarta: Gramedia Pustaka.
Golem, Daniel. 2007. Why EI is more important than IQ. Jakarta: Gramedia Pustaka Utama.
Hayate, Nur. 2015. Stimulating Children's Emotional Intelligence from an Early Age.
lectura : Journal of Early Childhood Education Vol.1 No.2. Retrieved March 4, 2019
Manizar, E. 2016. Managing Emotional Intelligence. Tarbiyah Science and Teacher Training UIN Raden Fatah Palembang Vol. II, No. 2
Marpaung, J .2018. Effects of Gadged Use in Life. KOPASTA Journal 5(2) pp. 55-64.
Masaong., et al. 2011. Multiple Intelligence-Based Leadership: synergy of intellectual, emotional and spiritual intelligence to achieve resounding success. Bandung: Alphabet.
myers. 2004. Management with Emotional Intelligence. Bandung: Scholarly Nuance.
Notoatmojo. 2012. Health Research Methodology, 2nd Edition, Jakarta: Rineka Cipta.
Nursalam. 2016. Nursing Science Research Methodology: Practitioner Approach. Issue 4, Jakarta: Salemba Medika.
Yogyakarta Hidayat State University. 2011. Research methodology Data Analysis Techniques. Jakarta: Salem Medika.
Yogyakarta Muhammadiyah. Retrieved March 4, 2019