UTILIZATION OF THE LEARNING CHATBOT SAHABAT CURHAT (SACU) IN OVERCOMING ADOLESCENT MENTAL HEALTH PROBLEMS

##plugins.themes.bootstrap3.article.main##

Dini Safitri

Abstract

The current trend of making learning chatbots stimulates the creativity of educators to overcome the learning problems that many teenagers experience today, one of which is the creation of learning chatbots to address adolescent mental health. Currently, many adolescents are experiencing mental problems, it is estimated that there are more than 1 in 7 adolescents aged 10-19 years in the world living with a diagnosis of mental disorders. The purpose of this study is to describe the use of chatbot friends to confide in to overcome mental health problems of adolescents. The research methodology used is qualitative by conducting text analysis on chatbot content and chatbot user comments. The results showed that many teenagers who had mental health problems needed a place to express their feelings. Talking to chatbots is an alternative because they can comfortably express their feelings. Especially during the pandemic, this chatbot application is considered very helpful in overcoming the problems of teenagers who have mental health problems

References

1. Sarosa M, Suyono A, Kusumawardani M, Sari Z. Implementasi Chatbot Pembelajaran Bahasa Inggris Menggunakan Media Sosial. Jurnal Edukasi dan Penelitian Informatika 6(3), 317-322, 2020
2. Kim, Y and Baylor. A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. Educational Technology Research and Development 54(6), 569-596, August 2006
3. Safitri, D. Pembelajaran Produktif Di Masa Pandemi. Produktif di Masa Pandemi “Work from home: Refleksi Masyarakat Indonesia Tetap Kreatif”. Jakarta: Literasiologi, 2020
3. Ahmad, N.A., Hamid, H.C., Zainal, M.F., Rauf, M.F.A., dan Adnan, Z. Review of Chatbots Design Techniques. International Journal of Computer Applications 181 (8), 7-10, August 2018
4. Molnar G., and Szuts, Z. The Role of Chatbots in Formal Education. IEEE 16th International Symposium on Intelligent Systems and Informatics, September 2018. DOI: 10.1109/SISY.2018.8524609
5. Jiang, Q., Zhang, Y., Pian, W. Chatbot as an Emergency Exist: Mediated empathy for resilience via human-AI interaction during the covid-19 pandemic. Information Processing & Management 59(6), November 2022. DOI: 10.1016/j.ipm.2022.103074
6. Zumstein, D., and Hundertmark, S. Chatbots-An Interactive Technology for Personalized Communication, Transactions and Services. IADIS International Journal on WWW/Internet 15(1), 96-109, January 2017.
7. Pham, X.L., Pham, T., Nguyen, Q.M., Nguyen, T.H., and Cao, T.T.H. Chatbot as an Intelligent Personal Assistant for Mobile Language Learning. Proceeding of the 2018 2nd International Conference on Education and E-Learning, 2018
8. Ranoliya, B.R., Raghuwanshi, N and Singh, S. Chatbot for University Related FAQs. 2017 International Conference on Advances in Computing, Communications and Informatic, pp. 1525-1530, 2017. DOI: 10.1109/icacci.2017.8126057
9. Saenz, J., Burgess, W., Gustitis, E., and Mena, A. The Usability Analysis of Chatbot Technologies for Internal Personnel Communications. Institute for Industrial and Systems Engineers Annual Conference & Expo, pp.1357-1362. USA, 2017
10. Georgescu, A.A. Chatbots for Education-Trends, Benefits and Challenges. eLearning and Software for Education, pp, 195-200, 2018. DOI: 10.12753/2066-026x-18-097
11. Zahour, O., Benlahmar, E.H., Eddaoui, A., Ouchra, H., Hourrane, O. A System for Educational and Vocational Guidance in Morocco: Chatbot E-Orientation. International Workshop on Artificial Intelligence & Internet of Things (A1IoT), 175, pp.554-559, August 2020. DOI: 10.1016/j.procs.2020.07.079
12. Bii, P. K. Chatbot Technology: A possible means of unlocking student potential to learn how to learn. Educational Research 4(2), pp.218-221, 2013
13. Yildirim, I. The Effect of Gamification-based teaching practices on Student Achievement and Students Attitudes Toward Lesson. The Internet and Higher Education 33, pp.86-92, April 2017. DOI: 10.1016/j.iheduc.2017.02.002
14. Kasih, AP. Jaga Kesehatan Mental Remaja, Psikiater: Orangtua Wajib Hadir Secara Fisik dan Emosional. https://www.kompas.com/edu/read/2022/10/12/061500171/jaga-kesehatan-mental-remaja-psikiater--orangtua-wajib-hadir-secara-fisik. 2022
15. Hartati, S., Lutiyah, Hardiansya, T. Pendidikan Kesehatan Orangtua Covid-19 terhadap Kesehatan Mental Remaja. Jurnal Ilmu Keperawatan Anak 5(1), pp.59-64, May 2022
16. Imran, N., Zeshan, M., Pervaiz, Z. Mental Health Considerations for Children & Adolescents in Covid-19 Pandemic. Pakistan Journal of Medical Sciences 36 (4), pp.67-72. DOI: 10.12669/pjms.36. Covid-19-S4.2759
17. Sommer, M., Ness, O., Borg, M. Helpful Support to Promote Participation in School and Work: Subjective Expreriences of People with Mental Health Problems-A Literature Review. Social Work in Mental Health 16 (3), 346-366. DOI: 10.1080/15332985.2017.1395778

18. Sugiono. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2011
19. Eriyanto. Analisis Isi: Pengantar Metodologi Untuk Penelitian Ilmu Komunikasi dan Ilmu Ilmu lainnya. Jakarta: Kencana. 2011
20. Pakaang, A. et.all. Chatbot Sahabat Curhat. https://app.smojo.org/ariantopakaang/SahabatCurHat?p=t. 2022
21. Intan, K. Survei: Satu dari Tiga Remaja Indonesia Punya Masalah Kesehatan Mental. Remaja Indonesia Punya Masalah Kesehatan Mental (mojok.co), November 2022
22. Phangadi, M. Peningkatan Pengidap Penyakit Mental pada Generasi Z Periode 2013-2018. INA-Rxiv. June 2019. DOI:10.31227/osf.io/p6m3
23. Rudianto, Z.N. Pengetahuan Generasi Z Tentang Literasi Kesehatan dan Kesadaran Mental di Masa Pandemi. Jurnal Pendidikan Kesehatan Mental di Masa Pandemi 11(1), pp.49-72, April 2022