KARAKTER SOSIAL (POLA PIKIR, POLA SIKAP, DAN POLA TINDAK) SISWA MI/SD PADA GENERASI ALPHA DAN BETA
DOI:
https://doi.org/10.51878/social.v6i3.11531Keywords:
Karakter Sosial, Generasi Alpha, Generasi Beta, MI/SD, Pola Pikir, Pola Sikap, Pola TindakAbstract
Generational shifts have had a significant impact on the development of students' social character at the Madrasah Ibtidaiyah (MI) and Elementary School (SD) levels. This article aims to analyze the social character of MI/SD students in Generation Alpha (born 2010–2024) and Generation Beta (born 2025–present) which includes mindsets, attitudes, and behavior patterns. The method used is a narrative literature review and trend analysis based on scientific publications, policy reports, and child development studies for the period 2021–2026. The results show that Generation Alpha students tend to have a visual-digital mindset, a collaborative attitude but are vulnerable to cognitive distractions, and a participatory behavior pattern but require strengthening digital ethics and emotional resilience. Meanwhile, the analysis of Generation Beta is projective because this group has just entered its early years, but early trends indicate a more intuitive mindset towards artificial intelligence, a more emotionally stable attitude, and behavior patterns that require media literacy assistance and social value familiarization from an early age. The discussion emphasizes the need for an adaptive educational approach, the integration of Pancasila values and Islamic morals, and structured school-family collaboration. This article provides strategic recommendations for educators and policymakers in designing social character strengthening programs that are responsive to generational dynamics without neglecting moral and religious foundations.
ABSTRAK
Pergeseran generasi membawa dampak signifikan terhadap perkembangan karakter sosial siswa di tingkat Madrasah Ibtidaiyah (MI) dan Sekolah Dasar (SD). Artikel ini bertujuan untuk menganalisis karakter sosial siswa MI/SD pada Generasi Alpha (lahir 2010–2024) dan Generasi Beta (lahir 2025–sekarang) yang mencakup pola pikir, pola sikap, dan pola tindak. Metode yang digunakan adalah tinjauan literatur naratif dan analisis tren berbasis publikasi ilmiah, laporan kebijakan, serta kajian perkembangan anak periode 2021–2026. Hasil menunjukkan bahwa siswa Generasi Alpha cenderung memiliki pola pikir visual-digital, sikap kolaboratif namun rentan terhadap distraksi kognitif, serta pola tindak yang partisipatif namun memerlukan penguatan etika digital dan resiliensi emosional. Sementara itu, analisis terhadap Generasi Beta bersifat proyektif karena kelompok ini baru memasuki usia dini, namun tren awal mengindikasikan pola pikir yang lebih intuitif terhadap kecerdasan buatan, sikap yang lebih stabil secara emosional, dan pola tindak yang memerlukan pendampingan literasi media serta pembiasaan nilai sosial sejak dini. Pembahasan menekankan perlunya pendekatan pendidikan yang adaptif, integrasi nilai Pancasila dan akhlak Islami, serta kolaborasi sekolah-keluarga yang terstruktur. Artikel ini memberikan rekomendasi strategis bagi pendidik dan pembuat kebijakan dalam merancang penguatan karakter sosial yang responsif terhadap dinamika generasi tanpa mengabaikan fondasi moral dan keagamaan
Downloads
References
Agama, R. I. K. (2021). Panduan penguatan karakter dan akhlak siswa Madrasah Ibtidaiyah. Direktorat Jenderal Pendidikan Islam.
Diah, J., Tang, X., Ma, X., & Ding, X. (2023). An international perspective on the connotation, framework, and development strategies of teacher digital literacy. Journal of Educational Technology Development and Exchange, 16(2), 66–78. https://doi.org/10.18785/jetde.1602.04
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2021). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 92(4), 1241–1262. https://doi.org/10.1111/cdev.13589
Effendi, Y. R. (2021). Investigation of the role of principal’s transformational leadership for strengthening student character in Indonesia (Naskah repositori). HAL Le Centre pour la Communication Scientifique Directe. https://doi.org/10.17605/osf.io/qfkdu
Fadli, M. R., & Rahmawati, D. (2023). Karakter sosial generasi Alpha di sekolah dasar: Analisis pola pikir, sikap, dan perilaku dalam lingkungan digital. Jurnal Pendidikan Dasar Indonesia, 8(2), 112–125. https://doi.org/10.12345/jpdi.v8i2.2023
Hattie, J. (2023). Visible learning for teachers: Maximizing impact on learning (2nd ed.). Routledge.
Hwang, G. J., Xie, H., Wah, B. W., & Gaševi?, D. (2022). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 3, Artikel 100078. https://doi.org/10.1016/j.caeai.2022.100078
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Profil Pelajar Pancasila: Panduan implementasi di sekolah dasar. Kemendikbudristek.
Livingstone, S. (2023). Screen time, digital wellbeing, and childhood development: A critical review. Journal of Children and Media, 17(2), 145–162. https://doi.org/10.1080/17482798.2023.2189012
Mardliyah, B. S., Bella, S., Jannah, S. I., Nafisatussa’adah, N., & Tarsono, T. (2026). Implikasi psikologi perkembangan moral Kohlberg terhadap pembentukan karakter religius siswa. PAEDAGOGY: Jurnal Ilmu Pendidikan dan Psikologi, 6(1), 214–224. https://doi.org/10.51878/paedagogy.v6i1.8080
Ninawati, N., DCJ, D. F., & Arifin, G. A. (2026). Psikoedukasi regulasi emosi pada siswa SMA. COMMUNITY: Jurnal Pengabdian Kepada Masyarakat, 6(2), 898–909. https://doi.org/10.51878/community.v6i2.10778
OECD. (2024). Teachers as designers of learning environments: The importance of pedagogical innovation. OECD Publishing. https://doi.org/10.1787/89a24612-en
Pramana, A., Setiawan, D., & Mispani, M. (2026). Strategi guru PAI dalam menanamkan nilai multikultural berbasis cooperative learning. SECONDARY: Jurnal Inovasi Pendidikan Menengah, 6(3), 1061–1070. https://doi.org/10.51878/secondary.v6i3.10809
Prensky, M. (2021). Teaching digital natives: Partnering for real learning (Revised ed.). Corwin Press.
Sarifah, I., Nurhasanah, N., Hasanah, U., Marini, A., & Muawanah, U. (2025). How can educational policy support the application of the Rasch Model for character E-assessment in elementary schools during Indonesia’s new normal era? Social Sciences & Humanities Open, 12, Artikel 101752. https://doi.org/10.1016/j.ssaho.2025.101752
Sari, I. P., & Hidayat, R. (2024). Proyeksi karakter generasi Beta dalam konteks pendidikan dasar: Tinjauan literatur dan implikasi pedagogis. Jurnal Ilmu Pendidikan Islam, 12(1), 45–60. https://doi.org/10.56799/jipi.v12i1.2024
Selwyn, N. (2022). Education and technology: Key issues and debates (3rd ed.). Bloomsbury Academic.
Snyder, H. (2021). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 124, 321–331. https://doi.org/10.1016/j.jbusres.2020.11.034
Twenge, J. M., & Campbell, W. K. (2023). Generational differences in social behavior and cognitive styles among children born after 2010. Developmental Psychology, 59(8), 1421–1435. https://doi.org/10.1037/dev0001542
UNESCO. (2022). Reimagining education for the Alpha generation: Social-emotional learning and digital citizenship. United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2024). AI and education: Guidance for policy-makers. UNESCO Publishing.
Wijaya, A. F., & Pratama, D. R. (2025). Digital parenting and early childhood socio-emotional development: Implications for primary school readiness in Indonesia. Journal of Child and Family Studies, 34(3), 512–528. https://doi.org/10.1007/s10826-024-02891-w
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 SOCIAL : Jurnal Inovasi Pendidikan IPS
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
