TEACHERS’ PERSUASIVE COMMUNICATION IN BUILDING DIGITAL LITERACY TO PREVENT EXPOSURE TO PORNOGRAPHIC CONTENT AMONG PRIMARY SCHOOL STUDENTS: A QUALITATIVE CASE STUDY IN JAKARTA

Abstract

Children’s access to internet-connected devices creates educational opportunities while exposing them to age-inappropriate material. Schools need communication practices that help children recognise digital risks and make safer choices without relying solely on prohibition. This study explores how teachers use persuasive communication to build digital literacy and prevent primary-school students’ exposure to pornographic content at SDN Pejaten Timur 11 in Jakarta, Indonesia. A qualitative case-study approach draws on interviews and observation reported in the underlying thesis. The analysis focuses on message strategies, teacher credibility, interpersonal relationships, instructional practices, and school–family communication. Findings indicate that teachers use direct guidance, reminders, age-appropriate explanations, examples of safe internet behaviour, and routine integration of digital ethics into classroom interactions. Teachers also communicate with parents through meetings and class messaging groups, recognising that children’s online experiences extend beyond school. Persuasion appears to operate through credible adult role-modelling, clear and repeated messages, relational trust, and practical guidance rather than fear-based warnings alone. Digital-literacy activities are constrained by limited device use during lessons, the need for more systematic programming, and the single-school scope of the study. The article contributes a context-sensitive account of school-based prevention communication and recommends a coordinated, child-centred approach linking digital literacy, safeguarding, and parent engagement. As a qualitative case study, it does not establish causal effects on exposure or behaviour.