Ketergantungan Digital dan Resiliensi Kognitif Siswa dalam Pembelajaran IPS di Sekolah Dasar: Tinjauan Literatur Sistematis
DOI:
https://doi.org/10.70115/semesta.v4i3.699Keywords:
Digital dependence, cognitive resilience, systematic literature review, Social Studies learningAbstract
This study examines the impact of digital dependence on elementary school students’ cognitive resilience in Social Studies learning through a Systematic Literature Review (SLR). Following the PRISMA 2020 guidelines, literature was collected from six academic databases. Of 209 identified records, 23 empirical studies published between 2020 and 2026 met the inclusion criteria. The findings indicate that excessive digital dependence is associated with lower cognitive persistence, attention regulation, cognitive flexibility, and self-regulated learning. However, effective technology integration can enhance student engagement and critical thinking. Balanced digital learning supported by teachers, parents, and schools is essential for strengthening cognitive resilience.
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