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The Impact of Upin and Ipin Animation on Aggressive Behavior in Children Aged 5–6 Years: A Quantitative Experimental Study
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Abstract
The study aimed to investigate the impact of the Upin Ipin animated film on the aggressive behavior of 5-6-year-old children at TK Dharma Wanita I Blitaran. This research employed a pretest-posttest control group design, and data were collected through observation sheets and documentation. Data analysis was conducted using SPSS 24. The study revealed that the Upin Ipin animated film significantly influenced children's aggressive behavior. The research findings indicated that the experimental group experienced increased aggressive behavior. The average pretest score was 6.60, while the average posttest score was 7.90. The results of the hypothesis test using paired sample t-test showed a significant value of 0.000 < 0.05, leading to the rejection of the null hypothesis (H0) and acceptance of the alternative view (Ha). The experimental group exhibited increased aggressive behavior after watching the film, as evidenced by the higher average posttest scores than the pretest scores. However, this study also acknowledges its limitations in scope, as it focused solely on 5-6-year-old children and the influence of a specific animated film. The research emphasizes the importance of parental guidance in children's media consumption. While animated films like Upin Ipin can potentially influence aggressive behavior, they can also serve as practical educational tools to promote positive social behavior and other essential skills, depending on their content and presentation. The novelty of this research lies in its focus on the influence of a specific animated film, Upin Ipin, on children's aggressive behavior.
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Introduction
Children's development varies and cannot be generalized. However, their physical and psychological growth during this period is rapid(Miranti & Putri, 2021). Physical growth refers to physical development, while psychological or behavioral change relates to development. Children's behavioral development can be obtained through their experiences and observations(Khairi, 2018)stated that characteristics found in young children include a unique personality, high curiosity, selfish attitudes, imagination, and being social beings. This vulnerability occurs in early childhood, from birth to eight years old(Maghfiroh & Suryana, 2021). Therefore, guidance is needed to help children differentiate themselves(Maulana et al., 2018). Children between the ages of four and six are highly receptive to stimuli because their physical and psychological maturity allows them to respond to environmental stimuli(Arifudin et al., 2021). Hence, education is essential to optimize children's potential.
Early Childhood Education is an effort to nurture children from birth to six years old by providing educational stimuli to enhance their physical and spiritual growth, preparing them for further education(Huliyah, 2016). It aims to shape Indonesian children with appropriate qualities according to their developmental stage and prepare them for school readiness(Zubaidah & Nasuhah, 2016). Therefore, education is instrumental in guiding children to develop and direct their full potential, achieving all goals and aspirations. In the field of education, social-emotional development also influences children's behavior.
Social development is learning how to build relationships through interactions with others in the environment. Children's social development depends on understanding and exhibiting good social behavior(Poerwati & Cahaya, 2018). The family is the primary model for enhancing children's social development(Delyana & Mudjiran, 2020). During childhood, children experiment with understanding others' emotional reactions and begin learning to regulate their emotions(Sukatin et al., 2020). Expressing feelings in young children tends to be uninhibited, influencing their personality and environmental adaptation. The characteristics of emotions in early childhood include rapid onset and sudden termination, appearing more intense, being temporary, frequent occurrence of emotions, clear indications from their behavior, and self-reflective reactions(Sukatin et al., 2020).
With the development of communication technology, the modern era is marked by the advancement of the television industry. Television serves as a means of receiving various information, including entertainment and promotion. Hence, television can influence changes in thinking and shape new behaviors in social environments. Television has the advantage of continually renewing itself by creating new programs. Television broadcasting as an entertainment medium has increased(Safitri et al., 2022). Television programs cater to audiences of all ages, from children to adults. However, various programs may not consider their ideal values, focusing more on material gain and neglecting whether the content is educational.
Certain television shows, such as those containing violence, pornography, and excessive emotions, have received criticism. However, not all television shows harm children, as many educational programs still exist. Television shows targeted at children encompass songs, games, and adventures, particularly animated films. Animated films are predominantly favored by children, and even adults enjoy them. Children's animated films depict their social lives and can involve school events, mischievousness, and adventures.
One of the Malaysian animated films for children is Upin and Ipin, which tells the story of two twin children living with their grandmother and older sister. Upin and Ipin animation has become one of the favorite entertainment shows for children. This animation's cute and engaging packaging ensures it never loses its audience and remains popular. Everyone loves Upin and Ipin because they are considered to convey educational values(Yulianeta & Amandangi, 2021). Les' Copaque produces the Upin and Ipin animated film. According to(Ilham et al., 2021), this animation is humorously packaged. It features different characters, with Upin and Ipin as the main characters and supporting characters such as Opah, Kak Ros, Fizi, Jarjit, Ehsan, Mail, and Mei-Mei, each with unique traits. The show is popular, especially among children, and some even imitate scenes from the film. Children tend to imitate what they watch(Rezeki, 2017), raising parents' concerns if it starts to influence their behavior at school.
Young children tend to enjoy animated films because of their appealing characteristics. These films, commonly found on television programs, often feature prominent characters that captivate the young audience. The characters not only leave a lasting impression but also help to shape personalities, thereby influencing the mindset of their viewers. Such influence extends beyond children's imagination, reaching their behavior as well. According to Crain, as cited in(Tarsono, 2010), behavior is shaped not only by personal role models but also by mass media, which includes television. Current television programming can foster aggressive behavior in children if not appropriately supervised. 'Aggressive behavior' refers to conduct perceived as attacking or threatening. It encompasses intentional threats toward others, conveyed verbally or through physical or non-verbal actions(Yanizon & Sesriani, 2019). Aggressive behavior is unacceptable and involves deliberate attacks to harm others(Tola, 2018). Aggressive behavior tends to be more prominent during the developmental stage of children aged three to six years old. Aggressive behavior hinders future development in children. Aggressive behavior, whether performed by an individual or a group, goes against the norms of society(Meydiningrum & Darminto, 2020).
Aggressive behavior is a form of emotional outburst in children due to frustration. According to Buss and Perry, as cited in(Ferdiansa & S, 2020), there are four types
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