Resiliensi Digital Anak Sekolah Dasar dalam Menghadapi Risiko Eksploitasi Daring: Analisis Peran Keluarga, Sekolah, dan Tata Kelola Perlindungan Anak Berbasis SDGs 16.2
Abstract
Penelitian ini bertujuan untuk menganalisis resiliensi digital anak sekolah dasar dalam menghadapi risiko eksploitasi daring dengan menelaah peran keluarga, sekolah, dan tata kelola perlindungan anak berbasis SDGs 16.2. Perkembangan teknologi digital telah membuka ruang baru bagi anak untuk belajar, berkomunikasi, dan berpartisipasi, tetapi juga menghadirkan risiko seperti kontak dengan orang asing, manipulasi emosional, penyalahgunaan data pribadi, paparan konten berbahaya, perundungan siber, dan eksploitasi berbasis teknologi. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kepustakaan. Data diperoleh dari artikel ilmiah, laporan lembaga internasional, dokumen kebijakan, dan regulasi nasional yang relevan dengan perlindungan anak di ruang digital. Analisis dilakukan secara tematik dengan menelaah lima tema utama, yaitu risiko eksploitasi daring, resiliensi digital anak, digital parenting, pendidikan keamanan digital di sekolah, dan tata kelola perlindungan anak. Hasil kajian menunjukkan bahwa resiliensi digital tidak dapat dipahami hanya sebagai kemampuan individu anak dalam menggunakan teknologi, tetapi sebagai kapasitas yang dibentuk melalui dukungan keluarga, sekolah, kebijakan negara, dan desain platform digital yang aman. Keluarga berperan melalui pendampingan dan komunikasi terbuka, sedangkan sekolah berperan melalui pendidikan keamanan digital dan mekanisme pelaporan. Tata kelola perlindungan anak diperlukan untuk memperkuat regulasi, pengawasan platform, layanan pelaporan, dan prinsip child safety by design. Penelitian ini menegaskan bahwa resiliensi digital merupakan strategi preventif dalam mendukung pencapaian SDGs 16.2, khususnya penghapusan kekerasan, eksploitasi, dan perlakuan salah terhadap anak di era digital.
References
Badan Pusat Statistik. (2025). Statistik telekomunikasi Indonesia 2024. Badan Pusat Statistik. https://www.bps.go.id/id/publication/2025/08/29/beaa2be400eda6ce6c636ef8/statistik-telekomunikasi-indonesia-2024.html
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
ECPAT, INTERPOL, & UNICEF Office of Research–Innocenti. (2022). Disrupting harm in Indonesia: Evidence on online child sexual exploitation and abuse. UNICEF Office of Research–Innocenti. https://www.unicef.org/innocenti/media/4141/file/DH-Indonesia-Report-2022.pdf
Hammond, S. P., Polizzi, G., Duddy, C., Bennett-Grant, Y., & Bartholomew, K. J. (2024). Children’s, parents’ and educators’ understandings and experiences of digital resilience: A systematic review and meta-ethnography. New Media & Society, 26(5), 3018–3042. https://doi.org/10.1177/14614448241232065
Helsper, E. J., Veltri, G. A., & Livingstone, S. (2025). Parental mediation of children’s online risks: The role of parental risk perception, digital skills and risk experiences. New Media & Society, 27(11). https://doi.org/10.1177/14614448241261945
Jang, Y., & Ko, B. (2023). Online safety for children and youth under the 4Cs framework: A focus on digital policies in Australia, Canada, and the UK. Children, 10(8), 1415. https://doi.org/10.3390/children10081415
Kementerian Komunikasi dan Digital Republik Indonesia. (2026). Peraturan Menteri Komunikasi dan Digital Nomor 9 Tahun 2026 tentang Peraturan Pelaksanaan Peraturan Pemerintah Nomor 17 Tahun 2025 tentang Tata Kelola Penyelenggaraan Sistem Elektronik dalam Pelindungan Anak. JDIH Komdigi. https://jdih.komdigi.go.id/produk_hukum/view/id/1007/t/peraturan%2Bmenteri%2Bkomunikasi%2Bdan%2Bdigital%2Bnomor%2B9%2Btahun%2B2026
Lee, A. Y., & Hancock, J. T. (2023). Developing digital resilience: An educational intervention improves elementary students’ response to digital challenges. Computers and Education Open, 5, 100144. https://doi.org/10.1016/j.caeo.2023.100144
Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying online risk to children. CO:RE Short Report Series on Key Topics. https://doi.org/10.21241/ssoar.71817
OECD. (2021). Children in the digital environment: Revised typology of risks (OECD Digital Economy Papers No. 302). OECD Publishing. https://doi.org/10.1787/9b8f222e-en
OECD. (2024). Towards digital safety by design for children (OECD Digital Economy Papers No. 363). OECD Publishing. https://doi.org/10.1787/c167b650-en
OECD. (2025). How’s life for children in the digital age? OECD Publishing. https://doi.org/10.1787/0854b900-en
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pan, Q., Lan, M., Tan, C. Y., Tao, S., Liang, Q., & Law, N. (2024). Protective factors contributing to adolescents’ multifaceted digital resilience for their wellbeing: A socio-ecological perspective. Computers in Human Behavior, 155, 108164. https://doi.org/10.1016/j.chb.2024.108164
Pemerintah Republik Indonesia. (2025). Peraturan Pemerintah Republik Indonesia Nomor 17 Tahun 2025 tentang Tata Kelola Penyelenggaraan Sistem Elektronik dalam Pelindungan Anak. Database Peraturan BPK. https://peraturan.bpk.go.id/Details/316698/pp-no-17-tahun-2025
Pham, T., Goto, D., & Tran, D. (2024). Child online safety education: A program evaluation combining a randomized controlled trial and list experiments in Vietnam. Computers in Human Behavior, 156, 108225. https://doi.org/10.1016/j.chb.2024.108225
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Tan, C. Y., Xu, N., Liang, M., & Li, L. (2025). Meta-analysis of associations between digital parenting and children’s digital wellbeing. Educational Research Review, 48, 100699. https://doi.org/10.1016/j.edurev.2025.100699
UN Committee on the Rights of the Child. (2021). General comment No. 25 (2021) on children’s rights in relation to the digital environment. Office of the United Nations High Commissioner for Human Rights. https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-25-2021-childrens-rights-relation
UNICEF. (2024). Protecting children from violence and exploitation in relation to the digital environment: Policy brief. UNICEF. https://www.unicef.org/documents/protecting-children-violence-and-exploitation-relation-digital-environment
United Nations. (n.d.). Goal 16: Peace, justice and strong institutions. United Nations Sustainable Development Goals. https://www.un.org/sustainabledevelopment/peace-justice/
United Nations Statistics Division. (n.d.). SDG indicators metadata repository: Target 16.2. United Nations. https://unstats.un.org/sdgs/metadata/?Goal=16&Target=16.2&Text=
World Health Organization. (2026). Violence against children. World Health Organization. https://www.who.int/news-room/fact-sheets/detail/violence-against-children
