Digital Overstimulation, Physical Activity, and Character Development among Generation Alpha Elementary Students

Else Puspitasari; Roger Fernando Fafila; Reha Aditya Putra Anindra; I Made Dwi Sastra Wargama

doi:10.35724/mjpes.v8i3.7697

Else Puspitasari Physical Education, Health and Recreation, STKIP Modern Ngawi
Roger Fernando Fafila Physical Education, Health and Recreation, STKIP Modern Ngawi
Reha Aditya Putra Anindra Physical Education, Health and Recreation, STKIP Modern Ngawi,
I Made Dwi Sastra Wargama Physical Education, Health and Recreation, STKIP Modern Ngawi

DOI: https://doi.org/10.35724/mjpes.v8i3.7697

Keywords: Digital Overstimulation; Physical Activity; Emotional Regulation; Generation Alpha; Character Development

Abstract

Objectives:
The main objective of this study is to identify the early signs of digital overstimulation among Generation Alpha students and analyze its impact on emotional regulation and character development. Furthermore, the study tests the effectiveness of integrated physical activity as a natural buffer to mitigate these effects and foster cooperative and empathetic values within a rural elementary school environment.

Materials and Methods:
This study employed a mixed-methods approach involving 115 students at SDN Paron 1, Ngawi. Data were collected over two days using a Rating Scale 1-4 instrument designed to map digital habits and emotional behavior, complemented by direct field observations and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, including frequency distributions and mean values, while qualitative data were processed through thematic analysis.

Results:
The results indicated that 82.7% of students experienced high to very high levels of digital overstimulation (Mean 3.42), which correlated significantly with increased emotional reactivity (tantrums) and sedentary behaviors. However, the study found that school-based interventions, specifically large-scale physical activities and ecological engagement (e.g., morning exercises and nature exploration), acted as powerful natural buffers. These interventions successfully reduced boredom, stabilized emotional spikes, and restored students' character resilience, leading to greater cooperation and empathy.

Conclusions:
This study conclusively confirms that digital overstimulation poses a real ecological threat to the emotional regulation and social skills of Generation Alpha students in rural settings. Integrating movement-based and outdoor learning into the school curriculum is an essential practical strategy to neutralize digital residual effects. Future efforts should emphasize the alignment of schools and parental mediation at home to safeguard the cognitive and emotional well-being of future generations in the era of digital disruption.