PENGGUNAAN TEKNIK SELF-MANAGEMENT DALAM MENGURANGI PERILAKU BERMAIN GAME ONLINE PROBLEMATIK PADA MAHASISWA

Abstrak

Perilaku bermain game online yang problematik pada mahasiswa merupakan permasalahan yang semakin relevan seiring dengan meningkatnya penggunaan internet dan aksesibilitas game digital. Penelitian ini bertujuan untuk mengetahui bagaimana penerapan teknik self-management dalam mengurangi perilaku bermain game online yang problematik pada mahasiswa. Metode yang digunakan adalah Single Subject Research (SSR) dengan desain A-B-A, yang meliputi tiga fase, yaitu baseline (A1), intervensi (B), dan baseline-withdrawal (A2). Subjek penelitian adalah seorang mahasiswa aktif berusia 18-23 tahun yang bermain game online lebih dari 6 jam per hari, dipilih melalui purposive sampling. Teknik self-management yang diterapkan mencakup self-contracting, self-control, dan self-monitoring selama 12 hari intervensi. Hasil penelitian menunjukkan bahwa pada fase baseline (A1) perilaku subjek memenuhi keempat aspek perilaku problematik menurut teori Griffiths, yaitu salience, mood modification, conflict, dan relapse. Selama fase intervensi, terjadi penurunan durasi bermain game secara bertahap dari semula mencapai 6 jam menjadi 1 jam pada hari-hari terakhir intervensi. Pada fase baseline-withdrawal (A2), subjek mampu membatasi waktu bermain rata-rata 2-3 jam per hari dan tidak melewati pukul 22.00. Temuan ini mengindikasikan bahwa teknik self-management efektif dalam mengurangi perilaku problematik bermain game online secara bertahap, meskipun konsistensi perubahan masih perlu diperkuat melalui pendampingan yang lebih berkelanjutan.

Problematic online gaming behavior among college students is an increasingly relevant issue amid the growing use of the internet and the accessibility of digital games. This study aims to examine the application of self-management techniques in reducing problematic online gaming behavior among college students. The method used is Single Subject Research (SSR) with an A-B-A design, consisting of three phases: baseline (A1), intervention (B), and baseline-withdrawal (A2). The research subject was an active college student aged 18-23 years who played online games for more than 6 hours per day, selected through purposive sampling. The self-management techniques applied included self-contracting, self-control, and self-monitoring over a 12-day intervention period. The results showed that during the baseline phase (A1), the subject’s behavior met all four aspects of problematic behavior according to Griffiths’ theory, namely salience, mood modification, conflict, and relapse. During the intervention phase, gaming duration gradually decreased from a peak of 6 hours to 1 hour in the final days of intervention. In the baseline-withdrawal phase (A2), the subject was able to limit gaming to an average of 2-3 hours per day and consistently stopped before 10 PM. These findings indicate that self-management techniques are effective in gradually reducing problematic online gaming behavior, although consistency of change still needs to be reinforced through longer-term support