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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Proceeding of International Conference on Science, Education, and Technology
Chitra Sintarani
Universitas Negeri Semarang
Education

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CYBER GROOMING PADA ANAK: ANALISIS FAKTOR RISIKO, DAMPAK PSIKOSOSIAL, DAN PELANGGARAN HAK ANAK DALAM PERSPEKTIF SDGs 16 Chitra Sintarani; Eko Handoyo; Edi Waluyo
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13419

Abstract

Penelitian ini bertujuan untuk menganalisis fenomena cyber grooming pada anak di Indonesia melalui kajian terhadap faktor risiko, dampak psikososial, serta pelanggaran hak anak dalam perspektif Sustainable Development Goals (SDGs) 16.2. Pendekatan penelitian menggunakan metode kualitatif dengan jenis studi kepustakaan (library research), yang memanfaatkan berbagai sumber ilmiah bereputasi, laporan lembaga internasional, serta data nasional yang relevan. Hasil analisis menunjukkan bahwa cyber grooming merupakan fenomena yang terbentuk melalui interaksi kompleks antara aspek individu, keluarga, sekolah, dan lingkungan digital. Proses grooming berlangsung secara bertahap dan manipulatif, dimulai dari pembentukan kepercayaan hingga eksploitasi, sehingga sulit dikenali pada tahap awal. Dampak yang ditimbulkan bersifat multidimensional, mencakup gangguan emosional, penurunan kepercayaan diri, hambatan relasi sosial, serta penurunan performa akademik. Selain itu, praktik cyber grooming merepresentasikan pelanggaran serius terhadap hak anak, khususnya dalam aspek perlindungan, keamanan, dan kesejahteraan. Dalam perspektif SDGs 16.2, fenomena ini menunjukkan adanya kesenjangan antara komitmen global dan implementasi di lapangan, terutama akibat keterbatasan sistem dalam mengantisipasi kekerasan digital yang bersifat tersembunyi. Oleh karena itu, diperlukan pendekatan berbasis sistem yang adaptif, mencakup penguatan indikator, deteksi dini, serta respons kebijakan yang terintegrasi untuk mendukung upaya penghapusan kekerasan terhadap anak di era digital.
The Effectiveness of the CERDAS Learning Media in STEAM-Integrated PjBL to Enhance Elementary Students’ Critical Thinking and Collaboration Skills Chitra Sintarani; Woro Sumarni; Bambang Subali
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 7 (Affordable and Clean Energy), requires innovative science learning that develops students’ critical thinking and collaboration skills while fostering awareness of renewable energy and environmental sustainability. However, science learning in elementary schools is often dominated by teacher-centered instruction, limiting students’ opportunities to engage in authentic problem-solving and collaborative activities. This study aimed to examine the effectiveness of the CERDAS learning media (Creating Eco-Friendly Electronic Devices Powered by Solar Energy), implemented through a STEAM-integrated Project-Based Learning (PjBL) approach, in enhancing the critical thinking and collaboration skills of fifth-grade students. The study employed a pre-experimental one-group pretest-posttest design involving 30 fifth-grade students from SD Negeri Sambiroto 02, Semarang City, Central Java, Indonesia. Data on critical thinking skills were collected through pretests and posttests, while collaboration skills were assessed using observation sheets and project evaluation rubrics. The results revealed that students’ critical thinking scores increased from 53.00 to 86.67, with an N-Gain score of 0.72, categorized as high. Students’ collaboration scores also improved from 24.33 to 51.50, with an N-Gain score of 0.76, indicating a high level of improvement. Furthermore, the paired sample t-test yielded a significance value of 0.000 (p < .001), confirming that the improvements were statistically significant. These findings suggest that the CERDAS learning media is an effective innovation for transforming elementary science education by enhancing students’ critical thinking and collaboration skills while supporting renewable energy literacy and sustainability awareness in line with the Sustainable Development Goals.
Co-Authors Bambang Subali Edi Waluyo Eko Handoyo Woro Sumarni