Analysis of the Cognitive Ability Phenomenon (Brainrot) in 5th Grade Elementary School Students
Analisis Fenomena Kemampuan Kognitif (Brainrot) pada Siswa Kelas 5 SD
DOI:
https://doi.org/10.21070/ups.11055Keywords:
brainrot, Digital Media, Cognitive Abilities, Bloom’s Taxonomy, Elementary School StudentsAbstract
Digital transformation through instant social media content has raised concerns about "brainrot" phenomena, which correlates with decreased concentration and cognitive depth in elementary students. This study aims to explore the "brainrot" phenomenon among fifth grade students and its impact on cognitive abilities based on Bloom's Taxonomy. Employing a qualitative phenomenological approach, data were collected via observations, semi-structured interviews, and learning documentation at SD Negeri Pilang 2 Sidoarjo. Findings reveal that despite high gadget intensity, students' basic cognitive functions (remembering and understanding) remain optimal. However, early symptoms like shortened attention spans and situational distractions emerge during complex tasks. Students’ analytical and evaluative skills are in a transitional phase, affected by physical fatigue and inconsistent home study habits. In conclusion, the "brainrot" phenomenon has not reached severe cognitive impairment but impacts learning focus readiness. Interactive pedagogical strategies by teachers are critical in mitigating digital media’s negative impacts in schools.
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