CHAPTER 1

PRELIMINARY

1.1. Background

According to the World Health Organization (WHO) Adolescents are individuals

aged 10-19 years. Demographic data shows that the largest population in the world is
teenagers, which is around 29% and 80% of them live in developing countries (WHO,
2010). In Indonesia, based on data from the Central Statistics Agency (BPS) in 2010, the
number of adolescents aged 10-19 years is as much 43 million people or around 18.33% of
the total population of Indonesia.
Adolescence or puberty is a transition from childhood to young adulthood, where
there is a change in biology, psychology, and sociology (MOH RI, 2005). An imbalance in
these developments can trigger mental emotional problems (Sumiati et al., 2009).
Indeed, the rate of symptoms of mental emotional disorders in adolescents is not as big as
other illnesses, such as anemia or respiratory problems, but considering the effects of
mental emotional disorders in adolescents that are not handled properly can have a negative
effect, it seems that attention needs to be taken by health policy makers about children's
mental health (MOH RI, 2007).
According to WHO the prevalence of mental disorders in the world population in
2010 was 12% (WHO, 2010). In Indonesia, the results of the 2013-2018 Basic Health
Research report (Riskesdas) that experienced mental emotional disorders was 6%,
especially in North Sulawesi Province reaching 5%. of the total population who experience
mental emotional disorders.
Based on the background explanation of the problems outlined above, I am
interested in knowing the relationship between the duration and frequency of playing online
games with mental emotional problems. I chose my place of residence as a research
location because of the installation of several Wi-Fi networks in my place.

1.2. Formulation of the problem

Based on the description above, the research problem can be formulated as follows:
"Is there a relationship between the duration and frequency of playing online games with
mental emotional problems in adolescents aged 15-19 years?"

1.3. Research purposes

1.3.1. General purpose
This study aims to determine the relationship of the duration and frequency of playing
online games with mental emotional problems in adolescents aged 15-19 years in my
residence

1.3.2. Special purpose

1. Knowing the characteristics of the duration and frequency of playing online games for
students who play online games in my residence.

Based on the description above, the research problem can be formulated as follows:
"Is there a relationship between the duration and frequency of playing online games with
mental emotional problems in adolescents aged 15-19 years."
1.3. Research purposes
1.3.1. General purpose
This study aims to determine the relationship of the duration and frequency of playing
online games with mental emotional problems in adolescents aged 15-19 years in my
residence

1.3.2. Special purpose

1. Knowing the characteristics of the duration and frequency of playing online games for
students who play online games in my residence.
1. Know the description of emotional symptoms in teenagers who play online games in my
residence.
2. Knowing the picture of hyperactivity in teenagers who play online games in my place of
residence.
3. Knowing the relationship duration of playing online games with emotional problems,
behavior, hyperactivity, relationships between people, and prosocial behavior in adolescents
aged 15-19 years in my residence.
4. Knowing the relationship between the frequency of playing online games with emotional
problems, behavior, hyperactivity, relationships between people, and prosocial behavior in
adolescents aged 15-19 years at my residence.

1.4. Benefits of Research

1. Research
- As a basis for further research on the effect of play patterns online game in teens.

2. Indonesian Child Protection Commission

- Provide input in overcoming mental emotional problems in students to realize children
who are reliable, qualified, and insightful.
 CHAPTER II
LITERATURE REVIEW

2.1. Teenager
2.1.1. Teen Definition
Adolescent comes from Latin, the word adolescere which means to be an
adult (IKA UI, 2007). Adolescence is a period of human development. This period
is a period of change or transition from childhood to adulthood which includes
biological, psychological, and sociological changes (MOH RI, 2005).
Age categories based on chronology and various interests, there are some
definitions about adolescents, namely:
1. According to WHO, adolescents are individuals aged 10-19 years
(Soetjiningsih, 2004).
2. According to Law No. 4 of 1979, regarding the welfare of adolescents,
adolescents are those who have not reached the age of 21 years and are not married
(Soetjiningsih, 2004).
3. According to Marriage Law No. 1 of 1979, children are considered to be
teenagers if they are mature enough, namely the age of 16 years for women and 19
years for boys (Soetjiningsih, 2004).

2.1.2. Youth Growth and Development

The World Health Organization (WHO) defines adolescents as individuals
who first show signs of biological changes, psychosocial development,
identification patterns from children to adulthood,

2.1.2.1. Biological Change

There are 5 specific changes in biological changes in adolescents, namely:
rapid height increase with the occurrence of growth spurs
(adolescent growth spurt), secondary sex development, development of the
reproductive organs, changes in body composition, and changes in the circulation
and respiration system related to body strength and stamina (Adgas Adolescent
Task Force, 2010), (Behrman, Kliegman, and Arvin, 2011) .

Specific factors found in the physical growth of adolescent boys and girls
 are:
1. Teenage Girl
Puberty begins with breast development, 10-11 years where the nipple and
surrounding area begin to enlarge, then pubic hair appears. Vaginal discharge
occurs at the age of 10-13 years. Underarm sweat begins in production at the age
of 12-13 years and has a distinctive odor, which is a result of the development of
the apocrine glands. Menstruation occurs generally at age 11-14 years old. Full
sexual maturation of adolescent girls occurs at the age of 16 (IDAI Adolescent
Task Force, 2010), (Behrman, Kliegman, and Arvin, 2011).
2. Teenage Boys
Rapid growth generally occurs at the age of 12-13 years, where the penis
begins to enlarge. Premature ejaculation generally occurs at the age of 13-14 years,
characterized by the release of liquid mucus from the urethra after the penis is
elongated. At the age of 13-15 years, armpit hair, body hair, mustache, whiskers,
and beards begin to grow. The development of the apocrine glands causes
increased perspiration production and results in adult body odor. At the age of 14-
15 years a hoarse voice starts to appear. A year before the sound broke, Adam's
apple began to grow. Full sexual maturation in men occurs at the age of 17-18
years (IDAI Teen Task Force, 2010), (Behrman Kliegman, and Arvin, 2011).

2.1.2.2. Psychosocial Development

In adolescent psychosocial changes there are three stages, namely early
adolescents (10-14 years), mid (15-16 years), and late (17-19 years) (MOH RI,
2007).
1. Early Adolescent
Early adolescence is a transition period, where the age ranges from 10-14
years or commonly referred to as a teenage age that is not pleasant where there is
also a change in him physically, psychologically, and socially (Hurlock, 1973).
2. Middle Adolescent
Mid teens occur at the age of 15-16 years. Teens at this stage are younger
at the collaboration. (Sumiati et al., 2009).
3. Late Adolescent
At this time, adolescents enter a more ideal era than the previous stage.
This period occurs at the age of 17-19 years. (Sumiati et al., 2009).

2.1.2.3. Formation of Adolescent Self Identity

 According to Erickson, to find their true identity, adolescents must have a
role in social life, struggle, and fill their teenage years with positive things that can
develop themselves (Marheni, 2004).
In adolescence, adolescents try to break away from the environment and
bond with parents because they want to find their identity. Erickson said, that the
search for self-identity began to be initiated by someone at a very young age,
which is around the age of young teens. (IDAI Youth Task Force, 2010).

2.1.2.4. Development of Teenage Emotions

According to the Big Indonesian Dictionary Emotion is a burst of feelings
that develops and subsides in a short time; state of physiological and psychological
reaction. Emotions are also called momentary reactions that usually arise in the
form of behavior, whereas feelings are something that is more settled. In
adolescence, emotional sensitivity usually increases, so that a little stimulation has
caused great emotional overflow, for example being irritable or crying easily
(Marheni, 2004).
Adolescence is dominated by the role of emotions. So adolescence is also
called the "typhoon and hurricane" period, which is a period in which emotions
explode easily and are difficult to control. This can be seen from the emotional
characteristics of adolescents who are prone to depression (sad and hopeless),
(Sarwono, 2003).

2.1.3. Factors That Influence Growth and

Adolescent Psychosocial Development

2.1.3.1. Hereditary / Hereditary Factors

- Gender
- Religion
- Tribe and Race

2.1.3.2. Internal factors

 Consists of elements:
- Intelligence, in general, children who have high intelligence, have a better
development
- hormones. There are three hormones that influence a child's growth, namely
somatotropin, thyroid, and gonadotropin
- Emotions, warm relationships with people around will too.
2.1.3.3. Environmental factor
1. Family environment
The family environment is the closest source to meet the basic needs of growth
and development and play a role in fostering adolescent intelligence and behavior.
This includes nurturing, non-formal education, policies, and norms of life.
Teenagers have not been able to determine their own norms, so parents should
teach knowledge about norms, standards, and morals (Selina, 2011).
A harmonious family situation also influences the optimal emotional life for the
development of adolescent personalities. Affection, cohesiveness, and closeness
between parents and siblings with adolescents will be able to influence their
development. (IDAI Youth Task Force, 2010).
2. Peer Environment
Peers is an important influential interaction on adolescent mental health. Teenagers
tend to form groups to establish more intense socialization. The positive attitude
received by adolescents from a group can bring adolescents into positive behavior
as well. Conversely, if the values developed in the group are negative, this can
endanger the mental development of adolescents (South Sulawesi Health
Office,2014).

3. Community Environment
Society is the widest environment for teenagers. The demand that adolescents
follow the rules of culture, anxiety will face punishment, threats, and the absence
of affection is an encouragement that causes adolescents are forced to follow the
demands of the cultural environment (socialized anxiety). If this anxiety is too
severe, the resulting effect is behavioral barriers (South Sulawesi Health Service,
2014).
2.2. Mental and Emotional Problems in Teenagers

2.2.1. Definition of Emotional Mental Problems

Mental emotional problems can be defined as something that
inhibits, impedes, or complicates a person in his efforts to adjust to the
environment and experience (Damayanti, 2011). This can develop into
a pathological state if it continues, so it is necessary to anticipate so
that people's mental health is maintained (Idaini, 2009). Emotional and
behavioral problems in children and adolescents are quite serious
problems because they affect development, reduce productivity and
their quality of life (Wiguna, 2010).
2.2.2. Types of Emotional Mental Problems
There are several types of mental emotional disorders, namely depression,
sadness and antisocial disorders. These disorders have a different
etiology, treatment and prognosis. There are those who have a good
prognosis, some who are not good (Isfandari, 1997).
Mental emotional problems in children and adolescents are divided
intotwo categories, namely internalization and externalization
(Damayanti, 2011).

1. Picture of mental emotional problems internalizing:

- Excessive anxiety reactions, this is characterized by anxiety, fear,
difficulty sleeping, nightmares, especially in dealing with new
situations. Many of them have excessive fantasy and consider the new
environment as something dangerous.
- The reaction to escape, this is done by the child when dealing with
situations that are considered dangerous. Generally they feel rejection
and do not have friends in the house.
Generally they come from families whose parents refuse, never give
warmth, affection, and discipline so that the teenager never learns to
socialize well. (Damayanti, 2011).

2. Picture of externalizing emotional emotional problems:

 - Asocial aggressive behavior is a group reaction where adolescents form
groups and together commit destructive or asocial aggressive actions. Teenagers
feel the security with identification and support in the group
- Attention disorders and hyperactivity, excessive activity reactions caused
by impaired brain function with or without abnormalities in brain structure and can
be accompanied or without EEG abnormalities. Specific learning disorders,
namely due to impaired perception, coordination, capture power, orientation, and
memory. (Damayanti, 2011).
2.3. Early Detection of Mental and Emotional Problems
Early detection of mental emotional problems can be assessed or measured
by various instruments such as the Pediatric Symptom Checklist (PSC), Child
Behavior Checklist (CBC), Childrens' Social Behavior Questionnaire (CSBQ),
Computer Based Screening for Adolescent, and Strength Difficulties
Questionnaire (SDQ) (SDQ) IDAI Youth Task Force, 2010).
The SDQ instrument that will be used in this study is a questionnaire for
behavioral screening of children aged 3-16 years, which is practical, economical
and easy to use. The SDQ self report questionnaire can be filled out by yourself, if
the child is over 11 years old. For children under the age of 11 you can use the
SDQ Parent Report filled out by parents and SDQ Teacher Report filled out by the
teacher (IDAI Youth Task Force, 2010).

2.3.1. Strengths and difficulties questionnaire (SDQ)

The SDQ instrument is a short questionnaire consisting of 25 questions
covering subscales namely emotional symptoms, behavioral problems,
hyperactivity, relationship problems with peers, and prosocial behavior. Strengths
include prosocial behavior while difficulties are emotional symptoms, behavioral
problems, hyperactivity, and relationship problems with peers (Wiguna, 2010).
Each of these sections consists of five questions. Each question contains three
answers, namely: incorrect (0), sometimes true (1), and always correct (2) which
can be chosen by the questionnaire by giving a sign of grass (√) in the appropriate
statement. After the questionnaire is filled in, answers are given a score according
to their respective group groups in accordance with a predetermined value.
Interpretation of the results obtained are: Normal, Borderline, or Abnormal
(Goodman, 2005).

The benefit of SDQ as a clinical assessment is that health services and

 mental disorders can be used as part of assessing disorders in children and
adolescents, the results affect the assessment made and determine what
professionals are involved to help solve the problem. SDQ can be accepted in
various communities so it is used as data collection for teenage problems. SDQ has
a sensitivity of 63.3% and a specificity of 94.6% for detecting psychiatric
disorders in the community so that it can be used as a research aid in the areas of
development, genetic, social, clinical, and educational (Goodman, 2005).

2.4.1. Technological development

Very rapid progress in the field of information and communication
technology can bring people to the gate of broader insight. For adolescents, the
mass media is used as a pastime to more deeply absorb the value of life which is
sometimes incompatible with existing life.
2.4.2. Online game
Games are an inseparable part of children's daily lives, while some parents
accuse games of causing children's values to go down, children unable to socialize,
and acts of violence committed by children (Samuel in Surya, 2014).

2.4.3. Patterns of Playing Online Games

Duration and frequency are things that cover the pattern of teenage play.
According to the Big Indonesian Dictionary (KBBI), duration is the span of time
or the length of time something lasts, so what is meant by the duration of playing
online games is the length of time someone plays online games. (Fromme, 2003).

2.5. Online and Teen Games

2.5.1. Impact of Online Games for Teens
Changes in technology in the last 15 years, has the potential to make
changes in thoughts, feelings, and behavior. Easy access, makes the amount of
time children and adolescents spend time playing online games increasing. This
activity was not originally pathological. However, it can change towards pathology
if this causes negative consequences in everyday life (Gentile, 2009).
Griffiths in his research suggested that children began to be interested in
online games at around the age of seven. In the study found that one third of teens
in their early teens play online games every day. About 7% of children in their
early teens play online games for at least 30 hours per week (Griffiths, 2008).

2.5.1.1. Positive impact

 Playing games provides a very effective exercise for the brain. Mark
Griffiths, a professor at Nottingham Trent University, UK, stated that playing
games can alleviate and even divert attention from the pain suffered by a child
who is undergoing treatment, such as chemotherapy. By playing games, their pain
and dizziness decreases, their blood pressure decreases, compared to those who
only rest after being treated (Griffiths, 2008).
2.5.1.2. Negative impact
According to Professor of Psychology Douglas A. Gentile, who runs the
Media Research Laboratory at Lowa State University "a child who has been
addicted to games is too much to affect his mental health such as anxiety,
depression, and social phobia will deteriorate and school grades will decline.
However, if a child quits addiction, anxiety, depression, and social phobia will
improve "(Gentile et al., 2004).

CHAPTER III
 RESEARCH METHODOLOGY

4.1. Types of research

This type of research uses analytic methods with cross sectional research
designs and uses online teenage gamers who live in my residence as
research subjects.

4.2. Research Location and Time

This research will be carried out at my residence and conducted on
October 19, 2019.

4.3. Population and Research Samples

4.3.1. Research Population
The population in this study were adolescents aged 15-19 years old who
played online games at my place of residence
4.3.2. Research Samples
The research sample was taken using the consecutive sampling method,
where all subjects who came and met the selection criteria were
included in the study until the number of subjects needed was met
(Sastroasmoro, Ismael, 2011).

4.3.2.1. Inclusion Criteria

- Teenagers aged 15-19 years
- online game player
4.3.2.2. Exclusion Criteria
- Adolescents who refuse to participate in research
- Teenagers with a family history of mental disorders
- Do not fill out the questionnaire sheet correctly and completely

4.3.3. Large Research Sample

 Calculation of sample size is done by using a sample size formula for
correlative research (Sastroasmoro, S., Ismael, S., 2011).
Sample large formula:
Information :
n = sample size
α = type I error = 0.05; Zα = 1.96
β = type II error = 0.05; Zβ = 1,645
r = strength of the correlation set by the researcher = 0.5
The calculation results:
The number of samples needed in this study were 05 people.

4.4. Method of collecting data

Data collection is done by filling out the questionnaire by respondents who
are done directly by researchers of the study sample. The questionnaire used to see
mental and emotional status is
Strengths and Difficulties Questionnaire (SDQ). The questionnaire has
been validated and has been used in previous research on mental and emotional
problems. Next, the researcher will distribute the questionnaire to research subjects
who have agreed to their informed consent.
4.5. Data analysis method
Data collected includes the results of the questionnaire in the form of
answers from respondents. Data that has been collected, then carried out
management through several stages, the first stage, editing is checking the names
and completeness of the identity and data of respondents and ensuring that all
answers have been filled according to instructions, the second stage, coding that is
giving a code or a number specific to the questionnaire to facilitate when
conducting tabulation and analysis, the third stage, entry is entering data from the
questionnaire into a computer program using the SPSS program, the fourth stage,
cleaning is checking the data that has been entered again to find out whether there
is an error or not.
After the data is processed then the data is analyzed descriptively and
analytically. Characteristics of respondents and categorical scale data descriptions
are described in the form of frequency distribution and percent in the form of
tables and analysis of the relationship between variables is done by bivariate
analysis using the correlation hypothesis test.

CHAPTER IV
 DISCUSSION

5.1 Research Results

5.1.1 Description of Research Time and Location
This research was conducted on October 19, 2019 at my place of residence Rumahku dela
sale manado. The location of my boarding house dela salle manado.
5.2 Discussion.
Based on data obtained from research respondents, interest in playing online games in
male research respondents (51.1%) was higher than women (48.1%). This is consistent with
research conducted at my residence where the prevalence of online game players is higher
in men than women (Devi, 2012).
5.2.1 Relationship Duration and Frequency Playing Online Games with Symptoms
Emotional
The analysis test results in this study indicate that there is a relatively strong
relationship (r = 0.591; r = 0.565) between the duration and frequency of playing
online games on emotional symptoms (p = 0.0001; p = 0.0001). The results of this
study are in accordance with research conducted by Mathiak and Weber (2006)
which states that online games, especially those with a theme of violence, can
affect a person's emotions outside his game, especially at the age where
developmental crises occur in early adolescents.

5.2.3 Relationship Duration and Frequency Playing Online Games with

Hyperactivity
The analysis test results in this study indicate that there is a relatively moderate
relationship (r=0,339 ; r=0,359) between the duration and frequency of playing
online games against hyperactivity (p=0,02 ; p=0,013). The results of this study
are consistent with research by Chan and Rabinowitz (2006) which states that.
playing online games for more than 1 hour can increase the potential for
attention deficit disorder, hyperactivity, and symptoms of persistent concentration
disorder.

CHAPTER V
 CONCLUSIONS AND SUGGESTIONS

Based on the results of the analysis and discussion of the above research,
conclusions can be drawn regarding the correlation of the duration and frequency
of playing online games with mental emotional problems as follows.
1. In this study, the number of male respondents is higher, i.e. compared to
female respondents.
2. The average duration of playing online games for teens in my residence
± 1.63 hours in one week.
3. The average frequency of playing online games in teens in my residence
is ± 1.62 times in one week.
6. There is a strong correlation between the frequency of playing online
games on emotional symptoms (r = 0.565), the moderate correlation between the
frequency of playing online games on behavioral problems, hyperactivity,
relationship problems between people (r = 0.372; r = 0.359; r = 0.396) , and there
is no relationship between the frequency of playing online games on prosocial
behavior (r = 0.185 6.2 Suggestions.
1. For Parents
Researchers suggest that parents guide the child more in the process of
growth and development and increase supervision of patterns of playing children's
online games by limiting contact with online games and choosing the type of
online games that are cooperative and do not contain elements of violence. In
addition, parents can also do early detection by using the SDQ parent report to
find out whether the child is at risk of experiencing mental emotional problems or
not as a form of early detection.
3. For Research
Researchers suggest further research needs to be done with more research
respondents and share specific types of online games to determine their
relationship with mental emotional problems.
 DAFTAR PUSTAKA

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