INTENSITAS BERMAIN ONLINE FREE FIRE DAN IMPLIKASINYA TERHADAP PRESTASI AKADEMIK SISWA SMP

Abstract

This study examines the relationship between the intensity of playing the online game Free Fire and the academic performance of junior high school students. The research background highlights the widespread use of smartphones and online gaming among adolescents, which previous studies suggest can boost cognitive and social skills but also pose risks to learning motivation, concentration, and discipline. A systematic literature review was conducted by collecting and analyzing data from various recent journals, books, and research reports. The findings reveal that playing Free Fire for more than two to three hours per day is significantly negatively correlated with students’ academic achievement, focus, and discipline, while also increasing academic anxiety and aggressive behavior. Conversely, the game’s social and team-based elements contribute positively—though to a lesser extent—to communication and problem-solving skills. These results underscore the crucial roles of parents, teachers, and policymakers in setting clear time limits, integrating educational gamification, and developing device-use guidelines within schools. With a holistic intervention approach, students can benefit from the cognitive and social advantages of online gaming without compromising their academic success or emotional well- being.