Environmental factors around Primary School students in pornography
exposure among electronic Age
Factores del entorno de los alumnos de Educación Primaria que inuyen en su
exposición a la pornografía en la Era Digital
doxa.comunicación |
nº 38
| 41
January-June of 2024
ISSN: 1696-019X / e-ISSN: 2386-3978
How to cite this article:
Ryan Fauzi, A.; Bafadal, I.; Imron, A. and Hadi, S. (2024). Environmental factors around Primary School students in pornography exposure among
electronic Age.
Doxa Comunicación
, 38, pp. 41-59.
https:/doi.org/10.31921/doxacom.n38a1948
Achmad Ryan Fauzi
. Graduate Doctor from Universitas Negeri Malang in the eld of Primary Education. Graduate in
2023. Since 2018, he has worked as a Primary School Teacher. Now, he works at UPT SD Negeri Ngreco, Blitar Regency,
Indonesia. He works as Professor Assistant in Universitas Nahdlatul Ulama Blitar, Indonesia in 2016-2018. He has also
been a researcher in primary education science since 2016. His research experience in primary school education elds,
like the model of learning, parents’ decision for school choice, sexual education, and primary school students’ wealth
and mental health. As a professional teacher, all of my research is funded by myself. It is for my dedication to developing
primary school education science as media to accommodate students’ wealth and mental health, especially in learning
knowledge, skills, and attitude. So, primary school students can develop and be ready for challenges as agents of change
in the future.
Universitas Negeri Malang, Indonesia
UPT SD Negeri Ngreco, Indonesia
[email protected]
ORCID: 0000-0003-4819-5698
Ibrahim Bafadal
. Professor in the eld of Education Management. He works as Lecture in Universitas Negeri Malang,
Indonesia. Now, he chosen as Vice Rector of Education, Students, and Alumni at Universitas Negeri Malang. He was
experienced as Vice Rector of Public Relations and Collaboration and Director of Primary Schools in the Ministry of
Education and Culture Republic of Indonesia. He is one of the experts in Education Leadership in his institution and
Indonesia too. He is a senior book author and researcher. His research experience in education management elds,
like education leadership, school institution leadership, learning leadership, leadership innovation, management of
primary education, and religious leadership. As a professional lecturer, His research is funded by many institutions, i.e.,
the Ministry of Education, Culture, Research dan Technology Republic of Indonesia, Institute of Research and People
Working Universitas Negeri Malang, Faculty of Education Science Universitas Negeri Malang, and the other Institutions.
More of his research ndings and book were published in International and National Scientic Journals and many
Publishers.
Universitas Negeri Malang, Indonesia
ibrahim.bafadal.
[email protected]
ORCID: 0000-0002-9058-5713
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
42 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Received: 16/03/2023 - Accepted: 30/10/2023 - Early access: 04/12/2023 - Published: 01/01/2024
Recibido: 16/03/2023 - Aceptado: 30/10/2023 - En edición: 04/12/2023 - Publicado: 01/01/2024
Abstract:
In the current electronic age, the trend of pornography exposure
to Primary School Students is massively happening. Pornography
exposure becomes an important issue to study because it concerns
the self-development of tens of millions of Primary School Students in
Indonesia. is phenomenon cannot be separated from environmental
factors. Environmental factors around Primary School Students in
pornography exposure become a focus of this study. Specically, about
kinds of environmental factors, environmental role, dan the process
of pornography exposure facilitated by the environment. is study
was conducted qualitatively with the use of observation, in-depth
interviews, and eld notes to collect data. is study nds that there
are three kinds of environments around primary school students now.
All of these have an important role in causing pornography exposure.
Interaction with two or three kinds of environments at the same time
Resumen:
En la actualidad, la exposición de los alumnos de Primaria a la por
-
nografía es cada vez mayor. Esta exposición afecta al desarrollo perso
-
nal de decenas de millones de estudiantes de Educación Primaria en
Indonesia. Los factores del entorno de los alumnos en su exposición a
la pornografía son el objeto de este estudio. Se analizan, así, los tipos
de factores del entorno, el papel del medio ambiente, y el proceso de
exposición a la pornografía facilitado por este entorno. Se ha utiliza
-
do la observación, entrevistas en profundidad y notas de campo para
recopilar datos en este estudio de carácter cualitativo. Se constata que
existen tres tipos de entornos relacionados con los alumnos de Prima
-
ria. Todos ellos desempeñan un papel importante en la exposición a la
pornografía. La interacción con dos o tres de estos entornos al mismo
tiempo, a través de un entorno virtual, facilita la exposición a la por
-
nografía. Esta interacción necesita ser estudiada porque la relación
Ali Imron
. Professor in the eld of Education Management. He works as Lecture in Universitas Negeri Malang,
Indonesia. At the least, He was chosen as the Coordinator of the Master and Doctor of Education Management Study
Program. He is one of the experts in education management in his institution and Indonesia too. Now, he focuses
on teaching and research. His research experience in education management elds, like education supervision,
school institution management, reward and punishment management, education program management, learning
management, and religious management. As a professional lecturer, His research is funded by many institutions i.e.,
the Ministry of Education, Culture, Research dan Technology Republic of Indonesia, Institute of Research and People
Working Universitas Negeri Malang, Faculty of Education Science Universitas Negeri Malang, and other Institutions.
More of his research ndings are in International and National Scientic Journals and many publishers that are cited by
many more researchers.
Universitas Negeri Malang, Indonesia
ali.imron.
[email protected]
ORCID: 0000-0002-0440-1050
Syamsul Hadi.
Associate Professor of Education management. He works as Lecture in Universitas Negeri Malang,
Indonesia. He is experienced in many positions at his Institution, the one as Vice Rector of Students and Alumni. At
the least, He was chosen as Coordinator of the Master and Doctor of Primary Education Study Program. He is one of
the experts in Management Education. Now, he focuses on teaching and research. He is a senior researcher who is
a consultant for his junior and colleagues. His research experience in education management elds, like Education
leadership, Digital leadership, technology integration, School Leadership, and Quality Insurance. His research is funded
by many institutions, i.e., the Ministry of Education, Culture, Research dan Technology Republic of Indonesia, Institute
of Research and People Working Universitas Negeri Malang, Faculty of Technic Universitas Negeri Malang, and other
Institutions. More of his research ndings were published in International and National Scientic Journals.
Universitas Negeri Malang, Indonesia
[email protected]
ORCID: 0000-0003-1220-2729
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 43
1. Introduction
Pornography exposure become an important problem in Primary Schools now. Pornography has massively exposed primary
school students. As a negative thing, ideally, pornography can be kept away from primary school students. Short et al., (2012)
reported that hundreds of children have exposed to pornography. A report from Wright & Donnerstein (2014) shows that
hundreds of adolescents have been exposed to pornography in the past ten years old. A report from Price et al., (2016) shows that
hundreds of children, boys or girls have exposed to pornography. A report from Murni et al., (2018) also shows that hundreds of
primary school students have been exposed to pornography, with more of them exposed since in 1
st
grade. en, a report from
Hornor (2020) also showed that hundreds of children, boys or girls have been exposed to pornography. e information above
has enough to become a base study for the study pornography exposure phenomenon in primary school students. Whereas, this
pornography exposure phenomenon cannot be separated from the current condition the of environment.
Studies about environmental factors around primary school students that cause pornography exposure are not been holistically
conducted by researchers yet, especially educational researchers. Now, the majority study about environmental factors are limited
to two environmental factors that inuence pornography exposure. e rst is the physical environment factor. is study found
that environmental factors that inuence pornography exposure are ownership and intensity of use of electronic devices (Fineberg
et al., 2018; Herbenick et al., 2020). is study is powered by the increasing of internet-based digital platforms for education
(Diningrat et al., 2023; Maisyaroh et al., 2022; Tejedor Calvo et al., 2022). e second is the social environmental factor. is study
found that the environmental factor that inuences pornography exposure is a permissive environment to pornography exposure
(Pons-Salvador et al., 2018; Stanley et al., 2016; Todaro et al., 2018). is can be described in peer facilitating followed by active
searching (Sanjuan, 2020). ere is the possibility that the existence of the internet facilitates the search for pornographic content
(Villagómez León, 2021). Generally, the study above already shows that the environment becomes a reason for pornography
exposure. ese environmental factors are the physical environment and social environment. However, the studies above do not
study virtual environment that could potentially cause exposure to pornography in primary school students. Given that they are
currently active in the virtual environment with various purposes and ease of access.
is study aims to answer the research gap above by showing environmental factors that become the reason for pornography
exposure happens to primary school students. is study is conducted by answering three research questions. First, how are
by involving a virtual environment ends in pornography exposure.
Associated with it, this interaction needs to be attention because
interaction with a virtual environment cannot happen without physical
environment and or social environment interaction. In response to
these ndings, stakeholders should reduce pornography exposure
to Primary School Students simultaneously maximizing their role in
changing Primary School Student’s behaviour.
Keywords:
Environmental factor; primary school students; pornography
exposure; electronic age.
con el entorno virtual no se da sin la interacción con el entorno físico
y/o social. Las instituciones escolares deberían reducir la exposición
de los alumnos a la pornografía y, al tiempo, maximizar su papel para
cambiar el comportamiento de los alumnos.
Palabras clave:
Factores del entorno; estudiantes de Primaria; exposición a la
pornografía; era digital.
44 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
environmental factors in pornography exposure to primary school students? is question describes the environmental factors
around primary school students when pornography exposure happens. Second, how do environmental factors cause pornography
exposure in primary school students? is question describes the environmental factors around primary school students that
cause pornography exposure. ird, how do environmental factors facilitate pornography exposure in primary school students?
is question describes the process of pornography exposure happens by environmental factors around primary school students.
All of the questions above are answered in this study comprehensively.
e rst three arguments are the starting point in this study. ese arguments are the important things to discuss for the truth.
First, physical environment, social environment, and virtual environment are factors that cannot be separated from pornography
exposure in primary school students. Second, the environment is a factor that inuences something happens. Whereas, primary
school students as the individuals who are in the imitating phase, their behaviour cannot separate from the condition of the
environment around them. is makes pornography exposure which happens to them caused by environmental factors. ird,
the environmental factor gives facilities to primary school students to expose pornography. is makes pornography exposure
happen to primary school students. us, some the kinds of the environmental factors need to be studied for existence and role
in pornography exposure to primary school students phenomenon.
1.1. Primary School Students Environments
e Environment cannot be separated from primary school student’s life. e environment facilitates them to get more knowledge
(Hashim et al., 2020). It is important for their self-development. Because in primary education grade is a good time to introduce
more knowledge and skills (Papastergiou et al., 2020). Environmental factors both physical and social have a major inuence on
primary school student’s self-development (Shi et al., 2019). e physical environment is all of the things that physically be around
students and inuence their behaviour (Baa, 2020). e existence of electronic device is an example of a physical environment.
It can increase primary school student’s skills for understanding and responding to knowledge (Alzubi & Kaur, 2018; Salmerón
et al., 2020; Yamaç et al., 2020). e social environment is the existence of the other person who inuences student’s behaviour
(Baharuddin et al., 2007). Friends, parents, teachers, school principals, and other persons around primary school students have a
role in developing behaviour (Kozak & Recchia, 2019; Wright & Domke, 2019). Besides both, primary school students also interact
with the virtual environment. e existence of a virtual environment allows them to interact the others, things, and knowledge
indirectly by IT device (Elo
ğ
lu Kurt & Tingöy, 2017; Mudiono et al., 2023; Rahayu et al., 2022). Internet is an example of a virtual
environment. rough the internet, information is easy to access without space and time limitations (Sulistiani et al., 2023). us,
in the current electronic age, Primary School Students have interacted with three kinds of environmental factors that have an
impact on their behaviour.
Primary school students’ behaviour which appears as a result of interaction with the environment can be positive or negative.
Positive behaviour for example is increasing understanding and skill in social literation (Pinto & Leite, 2020). It is the impact on
primary school students’ self-quality improvement in academic and social skills (Alsubaie, 2022; Delahunty, 2021; Karaka
ş
&
Kartal, 2020). Negative behaviour for example is behaviour to exposed pornography (Fineberg et al., 2018). is pornography
exposure causes some negative impacts in the long period (Landripet et al., 2019). Behaviour is inuenced by the environmental
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 45
interaction model which happens. e environment becomes a determinant factor in primary school student’s behaviour change
(Bond, 2020). So, environmental interaction needs to be managed properly to form positive behaviour.
1.2. Pornography Exposure
Pornography exposure is seen as a model of contamination of pornography content (Wolak et al., 2007). Whereas pornography
content is a matter that violates norms and mores (Peter & Valkenburg, 2016). Instead of being something private, it becomes
public consumption (Fallon et al., 2019). Although the consumption of pornography content is done quietly (Tzankova, 2018).
Pornography is exposed to individuals via environmental factors. e physical environment is an intermediary in pornography
exposure (Herbenick et al., 2020). Besides that, the social environment also be an intermediary in pornography exposure. So,
the existence of environmental factors that everyday make interact with primary school students cannot simply ignore related to
pornography exposure.
Today, pornography exposure happens easily. Other than the existence of the physical environment and the social environment,
it cannot be separated from the ease of getting pornography content. Pornography content is easy to get related to the existence
of pornography content on the internet is easy to access by primary school students (Potoglou et al., 2017). is pornography
exposure happens to male students (Laconi et al., 2016) and women students (B
ő
the et al., 2021). On the internet, pornography
content is accessed from more features like chat rooms, webcams, and games online (Efrati & Amichai-Hamburger, 2020). Now,
all of them are accessed easily via primary school students’ gadgets (Mardianto et al., 2019). Pornography exposure be a risk for
children and adolescents in internet access activity, including for primary school students. Ease in internet access also facilitates
pornography exposure.
1.3. Electronic Age
e current electronic age makes primary school students use their time to play with their electronic devices. It is in line with the
denition of the electronic age as a period when electronic devices began to be used intensively in daily life (Agim & Nwaohiri,
2021). In this era, pornography exposure via internet is increasing. A report from Roche et al. (2023) shows that an increase in
pornography exposure via internet happen because of electronic device used to access internet. A report from Cervigón-Carrasco
et al. (2023) shows that intensive use of electronic devices also increases pornography exposure. Whereas, increasing pornography
exposure also caused exposure freely (Zohor Ali et al., 2021). Some information above shows a fact that pornography exposure in
the electronic age is a warning in primary school student’s self-development.
Previous study has shown the role of the electronic age in increasing pornography exposure to primary school student. However,
all of the information above has not been able to show environmental factors that exist around primary school students when
pornography exposure happens. Besides it, also does not explain the forms of pornography exposure to primary school students
which happen with the environmental factor background yet. en, it does not describe the environmental interaction model that
happens in pornography exposure yet. Because in the electronic age appear internet access behaviour in primary school students.
Whereas, the internet is physically intangible and does not live like a social environment. So, an in-depth study is conducted to
describe all of the environmental processes in the phenomenon of pornography exposure in primary school students.
46 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
2. Methodology
In the electronic age, pornography exposure massively happens to some aspects of public life. Primary School Institution as user
of technology devices does not escape from this pornography exposure. Primary school students in this institution environment
are also exposed to some pornography matters intentionally or unintentionally. is case indicated that environmental factor
has an important role in pornography exposure to primary school students. Environmental factor has facilitated pornography
exposure in primary school students. Environmental factors around primary school students need to get attention signicantly.
An in-depth study needs to be conducted to study about important role of the environment in pornography exposure. erefore,
this study is conducted with a focus on environmental factors that cause pornography exposure in primary school students.
is study is conducted qualitatively with the use of observation, in-depth interviews, and eld notes to collect data. Observation
is used to observe the existence of environmental factors around primary school students when pornography exposure happens.
Primary school student’s activity in using technology devices was also observed. e in-depth interview is conducted to identify
the role of the environment in pornography exposure, identify environmental factors that cause pornography exposure, and
identify the process of pornography exposure which is facilitated by the existence of environmental factors. All of these, are
related to the electronic age.
Information in this study is obtained from some informants who purposively asked for data related to the focus of this study.
Data collection was conducted for six months with involved dozens of 4
th
to 6
th
grade primary school students aged 10 to 12
years old as informants. All of the informants are male with a middle social class background from some areas in Kawentar City
(Initial Name). ey are chosen based on their statement in the preliminary study that they had been exposed to pornography in
some methods (nd, look, search, share, urge to search, and teach to search), duration, and exposed time (afternoon, evening,
and night). ey also said that exposed to pornography outside of the school environment and studying time. ey are credible
informants because they had known and experienced in the condition of being exposed to pornography. e researcher observed,
interviewed, and wrote all deep information from them according to the research focus consistently. is research is focused on
environmental factors that cause pornography exposure in primary school students.
Questions that appear in this study is about the domain of forms of environmental factor, environmental background in
pornography exposure, and the process of pornography exposure. Questions about forms of environmental factors accommodate
indicators of the form of environmental factors that exist around primary school students. It includes of physical environment,
social environment, and virtual environment. Questions about the environmental background in pornography exposure
accommodate indicators of the form of exposure and background of exposure. Questions about the process of pornography
exposure happen to accommodate indicators of the role of environment, inter-environmental factors interaction, and the process
of pornography exposure facilitated by the environment.
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 47
Table 1. Data Coverage
Domain
Data coverage
Form
physical environment,
social environment,
virtual environment
Background
form of exposure
background of exposure
Process
role of environment,
inter-
environmental factors interaction
pornography exposure happe
n
Source: prepared by authors
Data analysis is conducted in three phases, there is
data condensations
,
data display
, dan
drawing and verifying conclusions
(Miles et al., 2014). In this phase, data is analyzed thematically. e analysis results are theme and subtheme that describe the
form of environmental factors, pornography exposure background, and process of pornography exposure to primary school
students in the electronic age context. Data is lled in a data analysis application to describe a mapping about the research focus.
NVivo 12 Plus is used in this analysis (Dalkin et al., 2021). Associated with an eort to decrease data bias, data triangulation is
conducted (Hemphill & Richards, 2018; Morrison et al., 2020). ese are collecting information from dozens of informants and
repeatedly until data saturation.
3. Results
3.1. Environment Around Primary School Students in Pornography Exposure
e current environment around primary school students has headed to openness and ease of information. Appear a trend for
intensive use of technology devices. Technology utilization is carried out in various aspects of life. is trend also happens in
primary school institutions. Technology utilization in primary school is conducted with access to various information. en,
to hold online classrooms which massively exist after the Covid-19 pandemic. However, behind the of ease accessing various
information, there is information about pornography which ready to be exposed. Finally, pornography exposure happened.
Primary school students as a member of Primary School are also exposed to pornography. ey are exposed to the environment
which supports for happen openness and easy access to information. e interesting thing is the environment around primary
school students which facilitates pornography exposure is classied into three kinds. e physical environment is the existence
and ownership of handphone. e social environment is friends who teach them to watch pornography content and lack of
supervision from parents. e virtual environment is the existence and ease of access to the internet. ese are shown in table 2
below.
48 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Table 2. Kinds of environmental factors which cause pornography exposure
Physical EnvironmentSocial EnvironmentVirtual Environment
“Yes, I have my handphone.” Primary
School Student answered.
“(Handphone) is my own.” Primary School
Student answered.
Researcher asked, “What factor facilitates
you to nd pornography?” Primary school
students answered, “Ease access to the
internet and have my handphone.”
Researcher asked, “After you have
a handphone, Do you often nd
pornography content?” Primary school
student answered, “Yes, I am.”
Researcher asked, “When internet access,
what device that you use?” Primary school
students answered. “I use my handphone
for access to the internet
“It is taught by my brother.” Primary School
Student said.
“First, I was invited for visit to my friend’s
house. en we played games online
together. Finally, if it’s nished, I am
invited to watch pornography content.”
Primary School Student said.
“Long ago, I was in 3
rd
grade, I was taught
by seniors. And then I was imitated. It’s
good, I think.” Primary School Student
said.
Researcher asked, “Are your parent
supervising or assisting you in accessing
the internet?” Primary school students
answered, “Sometimes but rarely.”
“Usually, it appears. It’s often. If I was
searching for a live video, I found it.”
Primary School Student said.
Researcher asked, “Did you ever access the
internet, suddenly appears pornography
content?” Primary school students
answered, “Yes, once.”
“I wasn’t accessing it. Just scrolling,
suddenly it appears. Suddenly appears a
link, then I choose it. I don’t know if it’s
a link to pornography content.” Primary
School Student said.
“When I was watching (internet), I was
scrolling it’s there.” Primary School Student
said.
“At this time, I was looking for learning
matters in g**gle. I found it.” Primary
School Student sai
d.
Source: prepared by authors
ese three kinds of environmental factors are shown from the information of forms of the environment that make primary school
students exposed to pornography. Points of forms of environmental factors that appear describe that three important kinds of
environments need to be attention for their existence. e existence of these three kinds of environmental factors facilitates
pornography exposure in primary school students.
3.2. Environment as Background of Pornography Exposure
e environment in the electronic age has caused disruption and trends in various aspects of life. In this context is makes trends
in primary school students to be exposed to pornography. Pornography exposure to primary school students is facilitated by the
environment. ese environmental factors are separated into three kinds. ese are physical, social dan virtual. All of these are
causes of pornography exposure in primary school students.
Pornography exposure to environmental factors background happens in various kinds of exposure forms. e interesting thing is
that all the kinds of exposure forms are started from a nding. is nding of pornography content is caused by an inuence on
the environment around primary school students. It is seen in Table 3 below.
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 49
Table 3. e background of pornography exposure forms
Find pornography conten
t
Find and watch pornography conten
t
Find, watch, and share pornography
content
“I wasn’t accessing it. Just scrolling, sud
-
denly it appears. Suddenly appears a link,
then I choose it. I don’t know if it’s a link
to pornography content.” Primary School
Student said.
“When I was watching (internet), I was
scrolling it’s there.” Primary School Student
said.
“At this time, I was looking for learning
matters in g**gle. I found it.” Primary
School Student sa
id.
Researcher asked, “Did you ever access the
internet, suddenly appears pornography
content?” Primary School Student an
-
swered, “Yes, once.”
Researcher asked, “When you watch, do
you watch until the end? Primary School
Students answered, “Just a half.”
Researcher asked, “Do you ever access por
-
nography content intentionally?” Primary
School Students answered, “I ever watch
pornography video.”
“Yes, I am. I do myself not intentionally. I
access the internet for learning matters, this
video appears suddenly. Appeared alone.
In g**gle c****e I found pornography video.
I thought it was a funny video. I watched
until the end. I had watched repeatedly. I
also share pornography links to my friends.
Seen, watched and almost did it with my
girl’s friends.” Primary School Student said.
Source: prepared by authors
Environment as a background in pornography exposure is shown from information about causes of forms of pornography exposure
to primary school students. Points of background in pornography exposure show that environment has a signicant inuence on
the pornography exposure phenomenon. Environmental factors need attention because their existence can exacerbate the form
of exposure that happens.
3.3. Inter-Environmental Factors Interaction in Pornography Exposure
Pornography exposure has massively happened to primary school students. Pornography exposure which happens cannot be
separated from environmental factors. Environmental around primary school students have taken them to pornography content.
It is shown that pornography exposure happens caused of the environmental factors which facilitate.
e role of the environment in facilitating pornography exposure cannot be separated from inter-environmental factor interaction.
e end of this Inter environmental factor interaction is pornography exposure in various forms. is process happens in the
interaction of a minimum of two kinds of environmental factors with the individual of primary school student. It makes primary
school students exposed to pornography. e interesting thing is pornography exposure always happens after interaction with
the virtual environment. Relate to it, happen two models of environmental interactions until pornography exposure. ese are
physic => virtual => pornography and social => physic => virtual => pornography. ese are shown in table 4 below.
50 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Table 4. Inter environmental factors interaction in pornography exposure
P
hysic =>
V
irtual =>
Pornography
S
ocial =>
P
hysic =>
V
irtual =>
Pornography
Researcher asked, “When you access the internet, are you nd
pictures, animations, or videos of porn?” Primary School
Student answered, “Yes, I am.”
“I had that one time spent many hours. Watched alone
continuously with my father’s handphone or my friend’s
handphone or my handphone. I access porn links that I get.”
Primary School Student said.
Researcher asked, “When internet access, what device that you
use?” Primary School Students answered, “I use a handphone
to access the internet.”
“One of my classmates sent it to the WhatsApp group class, it’s
a picture and a link. en I tried to click it and I watched it.”
Primary School Student said.
Researcher asked, “Are your friends inviting you to access
pornography content?” Primary School Students answered, “A
and N. Long ago, N shared links in the group.”
Researcher asked, “Does your friend share pornography content
to you?” Primary School Students answered, “Once, it’s a link
(for pornography content)”
“First, I was invited for visit to my friend’s house. en we
played games online together. Finally, if it’s nished, I am
invited to watch pornography content.” Primary School Student
said.
“At this time, they are ve, with their handphone, F tried to
search in y****be. Suddenly, they found porn animation. And
then, they forced me to watch it.” Primary School Student said.
Source: prepared by authors
Inter-environmental factors interaction in pornography exposure is shown from information about the process of pornography
exposure to pornography exposure. Points of inter-environmental factors interaction appear to show that the virtual environment
is a determinant in pornography exposure. When primary school students interact with the virtual environment, pornography
exposure happens. is pornography exposure happens in various forms. Because of this, the existence of interaction with the
virtual environment needs to be attentive because it is a stimulus in the pornography exposure process.
Inter-environmental factor interaction cannot be separated from primary school student characteristics. ey learn from the
imitated environment around them. In this context is behaviour to be exposed to pornography. Pornography exposure does not
happen to primary school students directly. Pornography exposure happens when primary school students interact with some
environmental factors and the last environment is the virtual environment. is environment is only accessible by primary school
students after interacting with the physical environment, i.e., handphone. e information above also shows the increase in
handphone use in primary school student along with the ownership of handphone. Especially in the current electronic age, the
need for technology devices is increasing. It is done to sucient information need. Whereas in the virtual environment, there is
more information of various kinds including pornography. So, this shows that pornography exposure in primary school students
in the electronic age is increasing because of the increase in access to the virtual environment via an electronic device that they
have.
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 51
4. Discussion
Today, primary school students are faced with an era in which technology is used massively. e need for technology devices is
increasing. Technology devices also is a need for primary school students. ey need it to stay connected to the internet. At the
same time, pornography exposure also increases signicantly (Guggisberg, 2020). It is related to the increasing internet access
activity (Li & Qin, 2018). Whereas the ownership of technology devices is increasing in the primary school student community.
e environment around primary school students also inuences pornography exposure. ere are three kinds of environmental
factors. ese are the physical environment, social environment, and virtual environment. e current virtual environment is
massively accessed by primary school students. e virtual environment gets higher intensity than the others. Primary school
students are more prefer to spend their time surng in internet world (Martínez-Domínguez & Fierros-González, 2022). Related
to it, the model of inter-environmental factors interaction which involves a virtual environment produces pornography exposure.
It shows that the existence of a virtual environment is a determinant in the pornography exposure phenomenon.
e virtual environment around primary school students needs to be attended. e interaction of primary school students in the
virtual environment is an important factor that causes pornography exposure. It is strengthening for some reports and arguments
before. Habesha et al., (2015) argue that children who have easy access to the internet get a high risk of easier to exposed
pornography. Wright et al. (2019) report that people who are exposed to pornography, watch pornography for the rst time
online, then their source is the internet. And then B
ő
the et al. (2020) argue that this ease of access to the internet will continue to
have pornography access. Pornography exposure to children is spread widely (Okutan & Çebi, 2019). So, the virtual environment
which is described as the internet is an important nding in massively pornography exposure to primary school students.
is study has found an important puzzle in pornography exposure to primary school students. It has been found that the virtual
environment is the last phase in assisting primary school students with pornography exposure. e model of environmental
interaction around primary school students happens naturally in the physical dan social environments (Cai, 2021). If this
environmental interaction continues to virtual environment interaction, then there is a high possibility for a primary school
student to be exposed to pornography. It can be described as two inter-environmental factors interaction models. It is physical
environment => virtual environment => pornography and social environment => physical environment => virtual environment
=> pornography. Whereas in the electronic age virtual environment i.e., the internet is used for various learning needs for primary
school students (Arvanitaki & Zaranis, 2020; Kim, 2020; López-Faican & Jaen, 2020; Ross, 2020). Appear means that the virtual
environment as a part of an environmental factor not only gives many benets in the learning activity but also be a stimulus for
exposure to pornography.
e nding in this study shows a strengthened for many research before. As found that the existence of the device and intensity
of use of the electronic device is a factor that causes pornography exposure (Fineberg et al., 2018; Herbenick et al., 2020). e
other factors that cause pornography exposure permissive environment include lack of supervision from parents (Pons-Salvador
et al., 2018; Stanley et al., 2016; Todaro et al., 2018) and friends who facilitate to access pornography content (Henry & Talbot,
2019; Rokhmah & Khoiron, 2015). en important factor in pornography exposure is the internet where there is pornography
content with easy to access. Internet pornography is accessible via own electronic device freely (Lestari et al., 2014; Zohor Ali
et al., 2021). is nding also strengthens the inuence of environmental factors on primary school students. e behaviour of
52 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
primary school students is a result of interaction with the environment around them (Bandura, 1977b). It is shown from various
forms of pornography exposure which appears. But this nding shows a virtual environment. is environment exists in primary
school student’s lives but it is not social and physical. is nding is contrary to Baharuddin et al., (2007) who argue that the
environment around primary school student inuences their behaviours separate into physical and social environments. Besides
this, this study also nds an inter-environmental factors interaction model that causes pornography exposure. ese models are
separated into two models and every model is ended by virtual environmental interaction. So, a new nding is that individual
interaction with virtual interaction via various inter-environmental factors interaction models causes pornography exposure.
e virtual environment has appeared as a determinant factor for pornography exposure. Relate to it, this study also shows
that interaction with a virtual environment happens if there are interactions with the physical and or social environment. It
is shown that the environment signicantly inuences primary school behaviour. en, without decreasing attention to the
physical and social environment, the existence of virtual environment needs to be attended more intensively. Because primary
school students interact with the virtual environment more intensively now (Dennen et al., 2020; Eutsler et al., 2020; Kolnhofer-
Derecskei et al., 2017). Pornography exposure needs to be paid attention and countered from the early stage via environmental
factors. e inuence of environment on an individual’s behaviour appears in children as a result of interplay interaction between
environment and cognition (Bandura, 1977b). is cognition can be described as perception (Bandura, 1977a). e physical and
social environments around primary school student needs to be involved in developing a negative perception of pornography.
Negative perception about pornography makes primary school students stay away from pornography exposure. Because of this,
higher attention to the virtual environment related to pornography exposure need to be realized while still paying attention to
environmental factors and countermeasure involving physical and social environmental factors around primary school students.
5. Conclusions
is study nds that the environment around primary school students in the electronic age is separated into three kinds. ese
are the physical environment, social environment, and virtual environment. is study also nds that primary school students’
interaction with one kind of environment causes pornography exposure is don’t right. Pornography exposure happens when
there is interaction with minimum of two environmental factors. is study nds two models of environmental factor interaction
that causes pornography exposure, these are physic => virtual => pornography and social => physic => virtual => pornography.
e model which involves a virtual environment always ends with pornography exposure. Whereas interaction with a virtual
environment happens after interaction with a physical and or social environment. erefore, pornography exposure to primary
school students in the electronic age only happens via interaction with many environmental factors which ends with interaction
with the virtual environment.
is study gives an understanding of the environment around primary school students in the electronic age. Now, there are
three environments which give a strong inuence on pornography exposure possibility. ese are physical, social, and virtual
environments. eir interaction with these kinds of environments in some models simultaneously ends in pornography exposure.
Especially after interaction with the virtual environment. is nding shows that interaction with various environments in the
context of primary school students has the potential to cause pornography exposure. However, the existence of the environment
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 53
that inuences students’ behavior has a potential eort to be used as media for counter pornography exposure. Which interaction
with the environment allows it to be directed at forming an understanding of elementary school students about the dangers
of pornography and as a protective barrier. As is the possibility of increasing digital literacy skills through the collaborative
interaction of three environmental factors, especially the virtual environment. Considering that the virtual environment is very
familiar in the Electronic Age.
is study is limited to the informant and topic. Informants who are involved in this study is limited to students from public
primary school institution. en, the age ratio is also limited to the primary students who are 10-12 years old with the same
genders, they are male and middle-class family background. is study is also limited to environmental factors that cause
pornography exposure. Whereas environmental factors continue to develop. In line with this, solutions for massive pornography
exposure to younger age people need to develop further. Because it is associated with human development sustainability. Based
on the limitation above, future studies on this topic should involve informants from religion-based primary school institutions
with various ages, grades, genders, exposure times, and social class backgrounds. Further study also should be developed to
study specic environmental factors in the distribution of pornography and environmental potentiality as a protective barrier
for pornography exposure. So, the sustainability of pornography study can be obtained as an inseparable part of contemporary
developments which have an impact on human development sustainability.
6. Acknowledgements
We would like to express our gratitude to Charles Edmond Arthur Charles Edmon Arthur for his work with the translation of this
text into Spanish.
It’s fully funded by authors to increase our insight related to current issues in Primary School.
7. Specic contributions of each author
Name and Surname
Conception and design of the workAchmad Ryan Fauzi
Methodology
Ibrahim Bafadal, Ali Imron, and Syamsul Hadi
Data collection and analysisAchmad Ryan Fauzi
Discussion and conclusionsAchmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron, and Syamsul Hadi
Drafting, formatting, version review and approvalAchmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron, and Syamsul Hadi
54 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
8. Conict of interest
e authors declare that there is no conict of interest contained in this article.
9. Bibliographical references
Agim, N. C., & Nwaohiri, N. M. (2021). Understanding the Information User in the Electronic Age. In J. P. Chigwada & N.
Nwaohiri (Eds.), Examining the impact of industry 4.0 on academic libraries (pp. 47–53). Emerald Publishing Limited.
https://doi.org/10.1108/978-1-80043-656-520201013
Alsubaie, M. A. (2022). Distance education and the social literacy of elementary school students during the Covid-19 pandemic.
Heliyon, 8(7), e09811.
https://doi.org/10.1016/j.heliyon.2022.e09811
Alzubi, A. A. F., & Kaur, M. (2018). e impact of social strategies through smartphones on the Saudi learners’ socio-
cultural autonomy in EFL reading context. International Electronic Journal of Elementary Education, 11(1), 31–40.
https://doi.org/10.26822/IEJEE.2018143958
Arvanitaki, M., & Zaranis, N. (2020). e use of ICT in teaching geometry in primary school. Education and Information
Technologies.
https://doi.org/10.1007/s10639-020-10210-7
Baa, R. K. A. (2020). School Physical Environment and Student Academic Performance. Advances in Physical Education, 10(02),
121–137.
https://doi.org/10.4236/ape.2020.102012
Baharuddin, Esa, & Nurwahyuni. (2007). Teori Belajar dan Pembelajaran. Ar-Ruzz Media Grup.
Bandura, A. (1977a). Self-ecacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1977b). Social Learning eory. In Prentice-Hall, Inc. Prentice-Hall, Inc.
Bond, M. (2020). Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review.
Asian Journal of Distance Education, 15(2), 191–247.
https://doi.org/10.5281/zenodo.4425683
B
ő
the, B., Tóth-Király, I., Griths, M. D., Potenza, M. N., Orosz, G., & Demetrovics, Z. (2021). Are sexual functioning problems
associated with frequent pornography use and/or problematic pornography use? Results from a large community survey
including males and females. Addictive Behaviors, 112(August 2020).
https://doi.org/10.1016/j.addbeh.2020.106603
B
ő
the, B., Vaillancourt-Morel, M. P., Girouard, A., Štulhofer, A., Dion, J., & Bergeron, S. (2020). A Large-Scale Comparison of
Canadian Sexual/Gender Minority and Heterosexual, Cisgender Adolescents’ Pornography Use Characteristics. Journal of Sexual
Medicine, 17(6), 1156–1167.
https://doi.org/10.1016/j.jsxm.2020.02.009
Cai, P. (2021). inking skills development in mobile learning: e case of elementary school students studying environmental
studies. inking Skills and Creativity, 42, 100922.
https://doi.org/10.1016/j.tsc.2021.100922
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 55
Cervigón-Carrasco, V., Schulze-Steinen, L., Ballester-Arnal, R., Billieux, J., Juliá, B. G., Giménez-García, C., & Castro-Calvo, J.
(2023). Attentional inhibitory control interference related to videogames, pornography, and TV series exposure: An experimental
study in three independent samples. Computers in Human Behavior, 143(September 2022), 107683.
https://doi.org/10.1016/j.chb.2023.107683
Dalkin, S., Forster, N., Hodgson, P., Lhussier, M., & Carr, S. M. (2021). Using computer assisted qualitative data analysis software
(CAQDAS; NVivo) to assist in the complex process of realist theory generation, renement and testing. International Journal of
Social Research Methodology, 24(1), 123–134.
https://doi.org/10.1080/13645579.2020.1803528
Delahunty, A. B. & D. (2021). Primary School Education in the Time of COVID-19 – A Literature Review. Jultika Oulun, 1-50.
Dennen, V. P., Choi, H., & Word, K. (2020). Social media, teenagers, and the school context: a scoping review of research in
education and related elds. Educational Technology Research and Development, 68(4), 1635–1658.
https://doi.org/10.1007/s11423-020-09796-z
Diningrat, S. W. M., Setyosari, P., Ulfa, S., & Widiati, U. (2023). e Eect of an Extended Flipped Classroom Model for Fully Online
Learning and its interaction with Working Memory Capacity on Students’ Reading Comprehension. Journal of New Approaches
in Educational Research, 12(1), 77–99.
https://doi.org/10.7821/naer.2023.1.1073
Elo
ğ
lu Kurt, Ö., & Tingöy, Ö. (2017). e acceptance and use of a virtual learning environment in higher education:
an empirical study in Turkey, and the UK. International Journal of Educational Technology in Higher Education, 14(1).
https://doi.org/10.1186/s41239-017-0064-z
Efrati, Y., & Amichai-Hamburger, Y. (2020). Are adolescents who consume pornography dierent from those
who engaged in online sexual activities? Children and Youth Services Review, 111(October 2019), 104843.
https://doi.org/10.1016/j.childyouth.2020.104843
Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020). e inuence of mobile technologies on preschool and elementary
children’s literacy achievement: a systematic review spanning 2007–2019. Educational Technology Research and Development,
68(4), 1739–1768.
https://doi.org/10.1007/s11423-020-09786-1
Fallon, B., Joh-Carnella, N., Trocmé, N., Chabot, M., Esposito, T., Nosrati-Inanlou, M., & Collin-Vézina, D. (2019). An examination
of trends in child sexual abuse investigations in Ontario over time. Child Abuse and Neglect, 88(September 2018), 389–399.
https://doi.org/10.1016/j.chiabu.2018.12.012
Fineberg, N. A., Demetrovics, Z., Stein, D. J., Ioannidis, K., Potenza, M. N., Grünblatt, E., Brand, M., Billieux, J., Carmi, L., King, D. L.,
Grant, J. E., Yücel, M., Dell’Osso, B., Rumpf, H. J., Hall, N., Hollander, E., Goudriaan, A., Menchon, J., Zohar, J., … Chamberlain, S. R.
(2018). Manifesto for a European research network into Problematic Usage of the Internet. European Neuropsychopharmacology,
28(11), 1232–1246.
https://doi.org/10.1016/j.euroneuro.2018.08.004
Guggisberg, M. (2020). Sexually explicit video games and online pornography – e promotion of sexual violence: A critical
commentary. Aggression and Violent Behavior, 53(May), 101432.
https://doi.org/10.1016/j.avb.2020.101432
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
56 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Habesha, T., Aderaw, Z., & Lakew, S. (2015). Assessment of exposure to sexually explicit materials and factors associated with
exposure among preparatory school youths in Hawassa City, Southern Ethiopia: A cross-sectional institution based survey.
Reproductive Health, 12(1), 1–12.
https://doi.org/10.1186/s12978-015-0068-x
Hashim, S., Masek, A., Abdullah, N. S., Paimin, A. N., & Muda, W. H. N. W. (2020). Students’ intention to share information
via social media: A case study of COVID-19 pandemic. Indonesian Journal of Science and Technology, 5(2), 236–245.
https://doi.org/10.17509/ijost.v5i2.24586
Hemphill, M.., & Richards, K. A. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical
Education, 37(2), 225–231.
Henry, C., & Talbot, H. (2019). e complexities of young New Zealanders’ use and perceptions of pornography: a quantitative
survey in context. Porn Studies, 6(4), 391–410.
https://doi.org/10.1080/23268743.2019.1656544
Herbenick, D., Fu, T. C., Wright, P., Paul, B., Gradus, R., Bauer, J., & Jones, R. (2020). Diverse Sexual Behaviors and Pornography
Use: Findings From a Nationally Representative Probability Survey of Americans Aged 18 to 60 Years. Journal of Sexual Medicine,
17(4), 623–633.
https://doi.org/10.1016/j.jsxm.2020.01.013
Hornor, G. (2020). Child and Adolescent Pornography Exposure. Journal of Pediatric Health Care, 34(2), 191–199.
https://doi.
org/10.1016/j.pedhc.2019.10.001
Karaka
ş
, A., & Kartal, G. (2020). Pre-Service Language Teachers’ Autonomous Language Learning with Web 2.0 Tools and Mobile
Applications. International Journal of Curriculum and Instruction, 12(1), 51–79.
Kim, J. (2020). Voices of youth in reconceptualising and repositioning the role of mobile learning for sustainable development.
Information Technology for Development, 0(0), 1–17.
https://doi.org/10.1080/02681102.2020.1749537
Kolnhofer-Derecskei, A., Reicher, R. Z., & Szeghegyi, A. (2017). e X and Y generations’ characteristics comparison. Acta
Polytechnica Hungarica.
https://doi.org/10.12700/APH.14.8.2017.8.6
Kozak, S., & Recchia, H. (2019). Reading and the Development of Social Understanding: Implications for the Literacy Classroom.
Reading Teacher, 72(5), 569–577.
https://doi.org/10.1002/trtr.1760
Laconi, S., Andréoletti, A., Chauchard, E., Rodgers, R. F., & Chabrol, H. (2016). Utilisation problématique d’Internet, temps passé
en ligne et traits de personnalité. Encephale, 42(3), 214–218.
https://doi.org/10.1016/j.encep.2015.12.017
Landripet, I., Buško, V., & Štulhofer, A. (2019). Testing the content progression thesis: A longitudinal assessment of pornography
use and preference for coercive and violent content among male adolescents. Social Science Research, 81(January), 32–41.
https://doi.org/10.1016/j.ssresearch.2019.03.003
Lestari, I. A., Fibriana, A. I., & Prameswari, N. (2014). Faktor-Faktor yang berhubungan dengan Perilaku Seks Pranikah pada
Mahasiswa UNNES. Unnes Journal of Public Health.
Li, X., & Qin, Y. (2018). Research on criminal jurisdiction of computer cybercrime. Procedia Computer Science, 131, 793–799.
https://doi.org/10.1016/j.procs.2018.04.263
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 57
López-Faican, L., & Jaen, J. (2020). EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school
children. Computers and Education, 149(January).
https://doi.org/10.1016/j.compedu.2020.103814
Maisyaroh, Juharyanto, Bafadal, I., Wiyono, B. B., Adha, M. A., & Surif, J. (2022). Diverrs of Primary School Students’
Achievement in Indonesia During Pandemic. European Journal of Educational Research, 12(3), 1393–1405.
https://doi.org/10.12973/eu-jer.12.3.1393
Mardianto, Hanurawan, F., Chusniyah, T., Rahmawati, H., Ifdil, I., & Pratama, M. (2019). Cyber aggression of students: e role
and intensity of the use of social media and cyber wellness. International Journal of Innovation, Creativity and Change, 5(6),
567–582.
Martínez-Domínguez, M., & Fierros-González, I. (2022). Determinants of internet use by school-age children: e challenges for
Mexico during the COVID-19 pandemic. Telecommunications Policy, 46(1).
https://doi.org/10.1016/j.telpol.2021.102241
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Sage Publications.
Morrison, D., Lichtenwald, K., & Tang, R. (2020). Extending the online focus group method using web-based conferencing
to explore older adults online learning. International Journal of Research and Method in Education, 43(1), 78–92.
https://doi.org/10.1080/1743727X.2019.1594183
Mudiono, A., Wiyono, B. B., Maisyaroh, Supriyanto, A., & Wong, K. T. (2023). e Eects of the Communicative Approach and the
Use of Information Technology on Students’ Motivation and Achievement in Indonesian Language Learning. Journal of Language
Teaching and Research, 14(3), 808–819.
https://doi.org/10.17507/jltr.1403.29
Murni, R., Setiawan, H. H., Sumarno, S., Kurniasari, A., Astuti, M., Haryati Roebyantho, H., Suhendi, A., & Rahman, A. (2018).
Dampak Media Berkonten Pornogra Terhadap Anak. Pusat Penelitian dan Pengembangan Kesejahteraan Sosial, Kementerian
Sosial Republik Indonesia.
Okutan, A., & Çebi, Y. (2019). A Framework for Cyber Crime Investigation. Procedia Computer Science, 158, 287–294.
https://doi.org/10.1016/j.procs.2019.09.054
Papastergiou, M., Natsis, P., Vernadakis, N., & Antoniou, P. (2020). Introducing tablets and a mobile tness application into
primary school physical education. Education and Information Technologies.
https://doi.org/10.1007/s10639-020-10289-y
Peter, J., & Valkenburg, P. M. (2016). Adolescents and Pornography: A Review of 20 Years of Research. In Journal of Sex Research.
https://doi.org/10.1080/00224499.2016.1143441
Pinto, M., & Leite, C. (2020). Digital technologies in support of students learning in higher education: Literature review. Digital
Education Review, 37, 343–360.
https://doi.org/10.1344/DER.2020.37.343-360
Pons-Salvador, G., Zubieta-Méndez, X., & Frias-Navarro, D. (2018). Internet Use by Children Aged six to nine: Parents’ Beliefs
and Knowledge about Risk Prevention. Child Indicators Research, 11(6), 1983–2000.
https://doi.org/10.1007/s12187-018-9529-4
Potoglou, D., Dunkerley, F., Patil, S., & Robinson, N. (2017). Public preferences for internet surveillance, data retention
and privacy enhancing services: Evidence from a pan-European study. Computers in Human Behavior, 75, 811–825.
https://doi.org/10.1016/j.chb.2017.06.007
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
58 |
nº 38, pp. 41-59
|
January-June of 2024
Environmental factors around Primary School Students in pornography exposure among electronic Age
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Price, J., Patterson, R., Regnerus, M., & Walley, J. (2016). How much more XXX is generation X consuming? Evidence of changing
attitudes and behaviors related to pornography since 1973. Journal of Sex Research.
https://doi.org/10.1080/00224499.2014.1003773
Rahayu, S., Setyosari, P., Hidayat, A., & Kuswandi, D. (2022). the Eectiveness of Creative Problem Solving-Flipped Classroom for
Enhancing Students’ Creative inking Skills in Online Physics Educational Learning. Jurnal Pendidikan IPA Indonesia, 11(4),
649–656.
https://doi.org/10.15294/jpii.v11i4.39709
Roche, S., Otarra, C., Fell, I., Belle Torres, C., & Rees, S. (2023). Online sexual exploitation of children in the Philippines: A scoping
review. Children and Youth Services Review, 148(September 2022), 106861.
https://doi.org/10.1016/j.childyouth.2023.106861
Rokhmah, D., & Khoiron. (2015). e Role of Sexual Behavior in the Transmission of HIV and AIDS in Adolescent in Coastal Area.
Procedia Environmental Sciences, 23(Ictcred 2014), 99–104.
https://doi.org/10.1016/j.proenv.2015.01.015
Ross, S. M. (2020). Technology infusion in K-12 classrooms: a retrospective look at three decades of challenges and advancements
in research and practice. Educational Technology Research and Development, 0123456789.
https://doi.org/10.1007/s11423-020-09756-7
Salmerón, L., Sampietro, A., & Delgado, P. (2020). Using Internet videos to learn about controversies: Evaluation and integration
of multiple and multimodal documents by primary school students. Computers and Education, 148(January 2019).
https://doi.org/10.1016/j.compedu.2019.103796
Sanjuan, C. (2020). (Des)información sexual: pornografía y adolescencia.
https://bit.ly/46C4l1A
Shi, L., Han, L., Yang, F., & Gao, L. (2019). e Evolution of Sustainable Development eory: Types, Goals, and Research Prospects.
Sustainability (Switzerland), 11(24), 1–16.
https://doi.org/10.3390/su11247158
Short, M. B., Black, L., Smith, A. H., Wetterneck, C. T., & Wells, D. E. (2012). A review of internet pornography use research:
Methodology and content from the past 10 years. In Cyberpsychology, Behavior, and Social Networking.
https://doi.org/10.1089/cyber.2010.0477
Stanley, N., Barter, C., Wood, M., Aghtaie, N., Larkins, C., Lanau, A., & Överlien, C. (2016). Pornography, Sexual Coercion and
Abuse and Sexting in Young People’s Intimate Relationships: A European Study. Journal of Interpersonal Violence, 33(19), 1–26.
https://doi.org/10.1177/0886260516633204
Sulistiani, I. R., Setyosari, P., Sa’dijah, C., & Praherdhiono, H. (2023). Technology integration through acceptance of e-learning
among preservice teachers. Indonesian Journal of Electrical Engineering and Computer Science, 31(3), 1821–1828.
https://doi.org/10.11591/ijeecs.v31.i3.pp1821-1828
Tejedor Calvo, S., Cervi, L., Robledo-Dioses, K., & Pulido Rodríguez, C. (2022). Desafíos del uso de TikTok como plataforma
educativa: Una red multitemática donde el humor supera al debate. Aula Abierta, 51(2), 121–128.
https://doi.org/10.17811/rie.51.2.2022.121-128
Todaro, E., Silvaggi, M., Aversa, F., Rossi, V., Nimbi, F. M., Rossi, R., & Simonelli, C. (2018). Are Social Media a problem or a tool?
New strategies for sexual education. Sexologies, 27(3), e67–e70.
https://doi.org/10.1016/j.sexol.2018.05.006
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 38, pp. 41-59
January-June of 2024
Achmad Ryan Fauzi, Ibrahim Bafadal, Ali Imron and Syamsul Hadi
ISSN: 1696-019X / e-ISSN: 2386-3978
| 59
Tzankova, V. (2018). Online Pornography. e Blackwell Encyclopedia of Sociology, 1–8.
https://doi.org/10.1002/9781405165518.
wbeos1142
Villagómez León, D. (2021). El uso de la pornografía en los jóvenes del siglo XXI: una revisión narrativa. In Universidad Autónoma
de Madrid. Universidad Autónoma de Madrid.
Wolak, J., Mitchell, K., & Finkelhor, D. (2007). Unwanted and wanted exposure to online pornography in a national sample of
youth internet users. Pediatrics, 119(2), 247–257.
https://doi.org/10.1542/peds.2006-1891
Wright, P. J., & Donnerstein, E. (2014). Sex Online: Pornography, sexual solicitation, and sexting. Adolescent Medicine: State of
the Art Reviews.
Wright, P. J., Sun, C., & Miezan, E. (2019). Individual dierences in women’s pornography use, perceptions of pornography, and
unprotected sex: Preliminary results from South Korea. Personality and Individual Dierences, 141(October 2018), 107–110.
https://doi.org/10.1016/j.paid.2018.12.030
Wright, T. S., & Domke, L. M. (2019). e Role of Language and Literacy in K-5 Science and Social Studies Standards. Journal of
Literacy Research, 51(1), 5–29.
https://doi.org/10.1177/1086296X18821141
Yamaç, A., Öztürk, E., & Mutlu, N. (2020). Eect of digital writing instruction with tablets on primary school students’ writing
performance and writing knowledge. Computers and Education, 157, 103981.
https://doi.org/10.1016/j.compedu.2020.103981
Zohor Ali, A. A., Muhammad, N. A., Jamil, T. R., Ahmad, S., & Abd Aziz, N. A. (2021). Internet pornography exposures amongst
young people in Malaysia: A cross-sectional study looking into the role of gender and perceived realism versus the actual sexual
activities. Addictive Behaviors Reports, 14, 100350.
https://doi.org/10.1016/j.abrep.2021.100350
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>