Early Detection of Porn Addiction with ‘Piso Kertas’ Method for the

Elementary Student

Safitri M

, Yuli Asmi Rozali

, Aziz Luthfi

and Sulis Mariyanti

Fakulty of Psychology, Esa Unggul University, Jl. Arjuna Utara no.9 Kebon Jeruk, Jakarta Barat, Indonesia

Keywords: psychodrama, peer group discussion, pornography addiction, puberty preparation

Abstract: Puberty is a vulnerable period in child growth. Children are one of the targets of pornography producers, so

it is feared that as they enter puberty, they can have porn mentality, and become addicted to pornography.

Children who are addicted to pornography could have porn mentality. Therefore, it is necessary to make an

activity that aimed to find out the tendency of pornography addiction in Elementary School. The activities

method were quasi-experiment, with training called PISO KERTAS (Psychodrama and group discussion for

Puberty Readiness) for 51 Elementary School student, in West Jakarta. Modified addiction-measuring

instruments from Kimberley Young were used. The activities show that most of the elementary students have

seen pornography, mostly in internet cafes and their own homes, most have expressions of disgust but some

already find it normal or ordinary. A moderate level of addiction is most prevalent among the students, low

andhigh addicted level quite same. There is a relationship between the level of addiction and gender, where

more male students have a higher level of addiction, and more female students have a lower level of addiction.

1 INTRODUCTION

Technological development makes many changes.

Not only changing equipment from old-fashioned

equipment to sophisticated ones, but it also changes

values and morals. Many parents are not ready to face

the changes in life in this digital era. The changes can

be positive and negative. Children’s intelligence of

using cellular phones, computers and the internetare

not balanced with parents’ ability to explain the

negative effects thereof. For example, when a child

plays games, his/her parents sometimes don’t care

about the games he/she plays. Data from

TopTenReviews.com (2006) indicates that there are

totalling 4.2 million porn sites (2500/week) with 100

thousand child porn sites. Averagely, children know

porn internet when they attain the age of 11 years,

90% of the children of 8 - 16 years old ever access

porn materials (when doing homework). The names

of children’s idols/superheroesare used in thousands

of porn sites, 26 character names the children like are

among others naruto, pokemon, spiderman,

BartSimpson, etc). Even, Mark Castelmen in his book

entitled The Drug of the Millenium (2007) said that

children not yet reached puberty are the target of

pornography.

Mark Castlemen (2007) also reminds that the

effect of pornography addiction is the formation of

porn library in mind that can lead to brain damage

(free frontal cortex is not functioning well), frequent

masturbation, oral sex, and finally pornography

addict for life.

The results of the survey by Yayasan Kita and

Buah Hati in 2014 to the elementary students of

grades 4, 5, and 6 in Jabodetabek support the

abovementioned explanation. It is found that 92% of

the students have seen pornography, where 52% out

of which see pornography in their own homes, 27%

find it something ordinary and 2% feel stimulated

upon seeing pornography. The other results also

indicate that pornography media are movie

cinemas/DVDs by 20%, Video Clips by 17%, Sites

by 13%, Comics by 13%, Games by 13%, TV

Cinemas by 10%, Advertisements by 8%, Cellular

Phones by 4%, and Story Books by 3%.

According to Santrock (2007), puberty being a

“storm and stress” period can indeed lead to difficulty

and frustration in a child’s life due to the stresses from

school, family, and friends. Children who live in this

era find sex materials more frequently along with the

freedom of media and press. Many pornographic

contents in various media can be seen by children

unintentionally or intentionally due to inducements or

desires to try. Therefore, it is feared that teenagers

2788

M., S., Asmi Rozali, Y., Luthﬁ, A. and Mariyanti, S.

Early Detection of Porn Addiction with ‘Piso Kertas’ Method for the Elementary Student.

DOI: 10.5220/0009952727882793

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2788-2793

ISBN: 978-989-758-458-9

will be addicted to pornography that can lead to porn

mentality and even brain damage to teenagers

(Castlemen, 2007).

Research by Afiyati Reno (2016), Informatics

Engineering Lecturer of UMB Jakarta, indicates that

65% of the grade 1 junior high school students have

seen porn videos, and grade 4 elementary students are

found to be addicted to pornography. Observation

results in several elementary schools in West Jakarta

indicate that some children are found unable to share

time to play games at the internet cafes and even talk

gross as adults.

In early 2015, the Government through the

Ministry of Social Affairs has also stated that

Indonesia is in pornography alert. Real activities are

expected to protect children from pornography.

Therefore, early detection to children is required

whether or not they have been exposed to the effects

of pornography by the abovementioned media

through the right activities to the children before

puberty.

Based on the preceding, problems found by the

Elementary Students are:

a. Many students do not realize the effects of the

improper use of electronic devices particularly

those relating to the internet.

b. Many students do not know the effects of

pornography addiction.

c. The right approaches are required to find out how

far the elementary students are exposed to

pornography.

The main purposes of the activities to find out the

tendency of pornography addiction in Elementary

School, through active puberty preparation training,

namely psychodramas and group discussions with the

peers. From the questionnaires and peer group

discussions can expectedly illustrate the level of

pornography addiction in the elementary students for

early precaution.

2 METHOD

The activities method were quasi-experiment,

with training called PISO KERTAS (Psychodrama

and group discussion for Puberty Readiness ) for 51

Elementary School student, in West Jakarta.

Psychodrama is an acting technique in group

therapy, a rapport strategy to make the elementary

students more opened. Students are invited to get

acquainted, play, and play roles. After that, they are

asked to rest while filling questionnaires,

accompanied by the facilitators. The questionnaires

already filled will be a reference for the division of

the group. The group discussion led by 1 facilitator

and 1 observer (student from Esa Unggul University)

to assist in the recordingis held. Male and female

student are separated. The discussion talks about

Puberty Preparation.

Modified addiction-measuring instruments from

Kimberley Young were used. The inferential method

uses to see the effectiveness of the model by SPSS.

3 RESULT

3.1 Data on Respondent

Data on respondents by gender indicates that male

respondents are the most (27 students/52.9%) while

female respondents are 24 students (47.1%), totalling

51 students.

Data on the respondent by grade indicates that

grade 4 respondents are the most (25 students/49%),

followed by grades 5 and 6 respondents by 13

students respectively (25.5%).

Data on respondents by age indicates that 19

students of 9 years old are the most (37.3%), followed

by 18 students of 10 years old (35.3%), 10 students of

11 years old (19.6%), 3 students of 12 years old and

1 student of 13 years old (2.0%).

Table 1: The most favoured activities to fill students’

spare times

Favoured activities to

fill students’ spare times

Number %

Reading 18 35.3

Playing games 12 23.5

Watching television 8 15.7

sporting 6 11.7

surfing the internet 5 9.8

Chatting 1 2.0

Other 1 2.0

Total 51 100.0

The most favoured activities to fill students’ spare

times are reading by 18 students (35.3%), followed

by playing games by 12 students (23.5%), watching

television by 8 students (15.7%), sporting by 6

students, surfing the internet by 5 students (9.8%),

chatting by 1 student (2.0%), other activity by 1

student (2.0%).

Electronic items that are important to be owned

by students are mostly cellular phones by 30 students

(58.8%), laptop by 9 students (17.6%), Ipad by 6

students (11.8%), DVD Player by 3 students (5.9%),

Personal Computer by 2 students (3.9%), other by 1

student (2.0%), described in table 2.

Early Detection of Porn Addiction with ‘Piso Kertas’ Method for the Elementary Student

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Table 2: Electronic items that are important to be owned

by students

Electronic items

that are important

Number %

30 58,8

Lap top

9 17,6

I pad

6 11,8

DVD Player

3 7,8

2 3,9

Other

1 2,1

Time(s) spent to surf the internet per day(table 3)

is mostly < 1 hour by 29 students (56.9%), 1-2 hours

by 14 students (27.5%), 3-4 hours by 4 students, 5-6

hours by 2 students, 7-8 hours by 1 student (2.0%), >

8 hours by 1 student (2.0%).

Time(s) spent to surf the internet per day (table 4)

is mostly < 1 hour by 29 students (56.9%), 1-2 hours

by 14 students (27.5%), 3-4 hours by 4 students, 5-6

hours by 2 students, 7-8 hours by 1 student (2.0%), >

8 hours by 1 student (2.0%).

Table 3: Time(s) spent to surf the internet per day

Time(s) spent to surf the

internet per day

Number %

< 1 hour 29

56,9

1 – 2 hour 14

27,5

3-4 hour 4

31,4

5-6 hour 2

7,8

7-8 hour 1

2,0

8 hour 1

2,0

Total 51

100.0

The parents’ reasons for giving electronic devices

( table 4 ) are mostly easy communication by 38

students (74.5%), following the trends and no reason

at all by 6 students respectively (11.8%), and for more

socialization (2.0%).

Table 4: The parents’ reasons for giving electronic devices

The parents’

reasons for giving

electronic devices

Number %

Communication 38 74.5

Following the trends 6 11.8

No reason at all 6 11.7

More socialization 1 2.0

Description of the students who have seen porn

images/scenes(Table 5) indicates that 47 students

(being the majority of students) have seen porn

images/scenes. The remaining 4 students (7.8%) have

never seen pornography.

Table 5: Description of the students who have seen porn

images/scenes

Have seen porn

images/scenes

Number %

Yes 47 92.2

No 4 7,8

Total 51 100.0

Reasons for Seeing Porn Images/Scenes ( table 6)

are mostly accidental by 46 students (90.2%), Just a

fad by 3 students (5.9%) and others by 2 students

(3.9%). Vide table 1 for the description of places

where students see pornography.

Table 6: Reasons for Seeing Porn Images/Scenes

Reasons for Seeing

Porn Images/Scenes

Number %

Accidental 46 74.5

Just a fad 3

5.9

Others 2 11.8

Total 51 100.0

The place to see pornography in the table 7 , we

find out that most of the students see porn

images/scenes at the internet cafes by 16 students

(31.4%), own house/friend’s house by 12 students

(23.5%), friend’s house by 8 students (15.7%), school

and from friends near home by 4 students respectively

(7/8%), others by 7 students (13.7%).

The students’ expressions after seeing

pornography ( table 8 ) are mostly disgusted by 38

students (74.5%), ordinary by 6 students (1.8%),

scared by 5 students (9.8%), they want to puke and

others by 1 student respectively (2.0%).

Table

7: Places To See Pornography

Places To See

Pornography

Number %

Own House/Relative’s

House

12 23.5

Friend’s House 8 15.7

Internet Café 16 31.4

School 4 7.8

Park Near Home 4 7.8

Others 7 13.7

Total 51 100.0

Table 8 : Students’ expressions after seeing pornography

Students’ expressions After

Seeing Pornography

Number %

Want to puke 1 2.0

Feel disgusted 38 74.5

Scared 5 9.8

Ordinary 6 11.8

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Students’ expressions After

Seeing Pornography

Number %

others 1 2.0

Total 51 100.0

The students’ expressions after seeing

pornography (table 9) are mostly giving up and

refusing to see it anymore by 35 students (68.6%),

ordinary by 10 students (19.6%), curious and intend

to see it again by 3 students, glad to imagine by 1

student (2.0%), and others by 2 students (3.9%).

Table 9: The description of students’ expressions after

seeing pornography.

Students’ Expressions

After Seeing Pornography

Number %

Give up and refuse to see

them anymore

35 68.6

Curious and want to see

them anymore

3 5.9

Glad to imagine 1 20

Ordinary 10 19.6

Others 2 3.9

Total 51 100.0

3.2 Description of Level of

Pornography Addiction

Pornography addiction questionnaire scores indicate

that the minimum score is 9 and the maximum one is

29 while the average score is 17.02 with the standard

deviation by 4.62.

From the scores above, thenthe category of high

and low level of pornography addiction is made as in

table 10.

Table 10: Level of Pornography Addiction

Level of Pornography

Addiction

Number %

Low 14 27.5

Moderate 24 47.1

High 13 25.5

Total 51 100.0

The table 10 above indicates that level of

addiction of the majority of students is moderate by

24 students (47.1%), low by 14 students (27.5%) and

high by 13 students (25.5%).

The description of High and Low Level of

Addiction by Sex ( table 11) indicates that level of

addiction of female students tends to be low by 10

students (41.6%) and high by 7 students (29.16%)

while that of the majority of male students is

moderate (62.96%), high (22.22%) and low (14.8%).

Table 11 : Pornography Addiction By Gender

Gender

Level of

Pornography Addiction

Total

low moderate high

Female 10 7 7 24

Male 4 17 6 27

Total 14 24 13 51

The chi-square cross tab score level of

pornography by sex is 0.037 (<0.05). Therefore, there

is a relationship between the level of addiction and

gender.

The crosstab ofthe low and high level of addiction

with grade ( table 12) indicates that level of addiction

of the majority of grade 4 students is moderate while

that of the remaining students is high as much as low

by 6 students. Level of addiction of grade students 5

tends to be low (38.46%). Level of addiction of Grade

6 students tends to be moderate by 7 students (53.8%)

while that of the remaining students is high as much

as low by 3 students (23.07%).

Table 12: Level of Addiction by grades

Grade

Level of pornography

addiction

Total

low moderate high

4 6 13 6 25

5 5 4 4 13

6 3 7 3 13

Total 14 24 13 51

High and low chi-square cross tab score by grade

are 0.774 (>0.05). Therefore, there is no relationship

between the level of addiction and grades where the

students are.

The crosstab of the high and low level of

addiction by places to see pornography. (table 13)

Indicates that level of addiction of the students seeing

pornography at own home is high and low by

respectively 5 students (41.66%). Level of addiction

of the students seeing pornography at their friends’

houses is moderate, but the low level of addiction is

more than the high one. Level of addiction of the

students seeing pornography at the internet café is

moderate, but the high level of addiction is more than

the low one. Level of addiction of the majority of

students at school is moderate, but the low level of

addiction is more than the high one. Level of

addiction of the students seeing pornography at the

park near home is more than the moderate one,and the

high level of addiction is more than the low one.

Early Detection of Porn Addiction with ‘Piso Kertas’ Method for the Elementary Student

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Table 13: Level of pornography addiction by

places to see pornography

Places to See

Pornography

low moderate high

Own

House/Relative’s

House

5 2 5

Friend’s House 2 5 1

Internet Café 3 9 4

School 1 3 0

Park Near Home 0 3 1

Others 3 2 2

Total 14 24 13

High and low chi-square cross tab score by places

to see pornography are 0.378 (> 0.05). Therefore,

there is no relationship between the level of addiction

and places here students see pornography.

4 DISCUSSION

Student activity data indicates that the majority of

students are playing games and reading outside

school hours. The favoured places are school and

home. Electronic device that is important to be owned

is cellular phone on the grounds of communication

and more games to play for < 1 hour at the most by

29 students (56.9%), 7-8 hours by 1 student (2.00%),

> 8 hours by 1 student (2.0%), already categorized as

internet addiction. The results of the research by Siti

Nurina Hakim (2017) show that internet addiction has

more negative effects than positive impacts. It is

feared that many students have already been addicted

to the internet, seeing pornographic content on the

internet.

Most student respondents (92,2%) have seen

pornography contents. It complies with Yayasan Kita

and Buah Hati (Risman, 2017) data that 98% of the

elementary students of grades 4, 5 and 6 have seen

pornography contents. With the majority of students

already seeing pornography and already being

addicted to the internet, the likelihood of students

seeing pornography on the internet will have more

and more mental porn

Reasons for seeing pornography contents are

mostly incidental, but some are curious, follow

friends or afraid of being considered out-dated by

friends. While, places to see pornography contents are

mostly at homes (own home, relatives and friends’

homes) because many homes provide internet facility

and subscribed television.

Student’s expression after pornography contents

are mostly refusing to see them anymore, but some

feel ordinary and are even addicted. It complies with

the statement of Mark Castlemen (2007) that more

children will have porn library to affect the mind in

case of failure to pay attention to the same. While,

media where students see pornography contents are

mostly cellular phone, comics, and games already

being a part of their life. These results are in line with

the research of Rahmatia (2017) that 73% of students

(55 children) have seen pornographic content by

accident via YouTube and Instagram 21% of students

(16 children) have seen pornographic content

intentionally via YouTube and Instagram

Based on the preceding, we find out that many

elementary students have seen pornography contents

because many parents fail to know that electronic

devices they give to their children, considered as the

main needs for easy communication, seem to be

vulnerable to seeing pornography contents.

Moreover, porn industries incessantly put

pornography contents in social media in demand by

the elementary students preceded with inadvertency

due to schoolwork, television shows and movies,

tourism spots, and the favoured games whose

contents are full of porn scenes.

Ideally, the elementary students spend most of the

time to interact with other people directly

(microsystem). Electronic devices are media to

interact with other people directly (macrosystem) and

also get information from other people indirectly.

Giving electronic devices without any obvious

explanation and direction from parents will endanger

the users. Data indicates that cellular phones are the

basic needs of children. Even though most of the

children use cellular phones for communication, but

they could incidentally see much info about

pornography.

Elementary children are still at the phase of

concrete thought by cognitive development.

Therefore, direct interaction with other people is still

much better and required for self-development.

Working parents and mother’s educational level

make direct interaction with parents diminish. While

children get much information onthe internet.

Elementary children approaching puberty will

change sexual organs that urge them to know what

happens to them about their sexual development.

Facilities they receive facilitate them to get any

information from friends or the internet. Moreover,

awareness and times to surf the internet are getting

higher.

Their curiosity of information on sexual

development is not directly received from close adults

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in their microenvironment. Therefore they find out

the information on their own or together with the

peers who are also curious. Information received by

the internet can cause children to behave badly, while

parents as directors fail to realize the effects thereof

fully.

It complies with Hurlock’s theory (2007) that

each age has certain stages of development. One of

the aspects is socio-emotional and social

development affected by successive waves from

family, friends, and teachers. The small world of

children widens because they grow bigger and

develop their relationships with many new people that

will influence their socio-emotional development.

According to the ecological theory of Bronfenbrenner

(in Hurlock 2007), five environments are ranging

from interpersonal interaction to extensive culture-

based effects. The five systems are microsystem,

mesosystem, exosystem, macrosystem, and

chronosystem. Therefore, children ideally need step-

by-step guidance by completing well the tasks of their

development in the microsystem to enter the

microsystem. However, parents generally fail to

realize that giving electronic devices able to access

the internet can force children toenter the macro

system without any preparation of what to face.

Many children think that electronic devices are

concrete goods in their territory as they interact with

their friends (as if playmates). They get information

from electronic media and think that it is concrete and

can be imitated without realizing that they are in the

macro system where the information is connected in

such a way and controlled by those who have interests

that they cannot understand because their phases of

thought are still concrete.

Times spent to surf the internet indicate that

children tend to access pornography, intentionally or

unintentionally. When their thinking ability is still

dominated by cerebellum than their pre-frontal

cortex, then the information can easily be absorbed

without any filter. Therefore, it is nothing impossible

if children will directly practice things related to

pornography in the real world. Even though, the

tendency of pornography addiction is mostly still a

moderate and low level of pornography addiction is

more than the high one but we should alert those with

the high level. Otherwise, it is feared that their

addictive pornography behaviour will increase.

Likewise, those with moderate level should be

maintained.

5 CONCLUSIONS

Based on the activities, we can conclude that the

majority of students (92.2%) have seen pornography,

mostly at the internet cafes (31.4%) and their own

homes (23.5%); most have expressions of disgust

(74.5%),but some already find it normal or ordinary

(11.8%). A moderate level of addiction is most

prevalent among the students, but 25.5% were found

to be strongly addicted. There is a relationship

between the level of addiction and sex, where more

male students have a higher level of addiction, and

more female students have a lower level of addiction

ACKNOWLEDGEMENTS

The research was supported by Faculty of

Psychology, Esa Unggul University.

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