Program “Pilar” untuk Meningkatkan Pengetahuan dan Keterampilan Ibu Menyampaikan Prevensi Kekerasan Seksual Anak

Nurhuzaifah Amini, Ira Paramastri
(Submitted 30 September 2019)
(Published 30 October 2019)


The number of negative impacts caused by CSA makes it still need serious treatment. Mother as the closest environment of early childhood should be able to be a preventive agent of CSA. In fact, there was still many mothers who do not have knowledge dan skill regarding CSA prevention on children. Therefore, a program was needed to improve the knowledge and skills of parents through the “PILAR” program (Skilled-Taught Self Protection Skill). This study aimed to validate the “PILAR”program through content validation with professional judgement and empirical validation with training using the one pretest and posttest group design. The result showed that knowledge about CSA prevention improves significantly after being given training with Z = -2.952, p = 0.003 (p < 0.01) and CSA prevention skills improve significantly with Z = -2.952, p = 0.003 (p < 0.01). It meant that the program of “PILAR” was able to improve the knowledge and skills of mothers in performing prevention of CSA.


CSA prevention; knowledge; PILAR program; skills

Full Text: PDF

DOI: 10.22146/gamajpp.50256


Azwar, S. (2017). Metode penelitian. Yogyakarta: Pustaka Pelajar.

Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373. doi: 10.1521/jscp.1986.4.3.359

Bartholomew, L. K., Gottlieb, N., Kok, G., & Parcel, G. S., (2006). Planning health promotion programs: An intervention mapping approach (Edisi kedua). San Francisco: Jossey-Bass.

Berhane Y., Devries K., Deyessa N., Durand, J., Ellsberg, M., Garcia-Moreno C., Heise, L., Jansen H., Kiss L, Mbwambo, J., Schraiber, LB.,Watts, C, & Yoshihama, M. (2011). Violence against women is strongly associated with suicide attempts: Evidence from the WHO multi-country study on women’s health and domestic violence against women. Social Science & Medicine, 73(1), 79-86. doi: 10.1016/j.socscimed.2011.05.006

Brown, H. D. (1973). Prinsiples of languaege learning and teaching. New Jersey: Prentice Hall, Englewood Cliff

Byers, E. S., Sears, H. A., & Weaver, A. D. (2008). Parents' reports of sexual communication with children in kindergarten to grade 8. Journal of Marriage and Family, 70(1), 86-96. doi: 10.1111/j.1741-3737.2007.00463.x

Cashmore, J & Shackel, R. (2014). Gender differences in the context and consequences of child sexual abuse. Current Issues in Criminal Justice, 24(1), 75-104. doi: 10.1080/10345329.2014.12036008

Chalya, P. L., Mlekwa, F. M., Nyamhanga, T., & Urassa, D. (2016). Knowledges, attitudes and practices of parents on child sexual abuse and its prevention in Shingaya district, Tanzania. Tanzania Journal of Health Research, 18(4), 1-9. doi: 10.4314/thrb.v18i4.6

Egemo-Helm, K., Johnson, B. M., Jostad, C., Kelso, P., Knudson, P. & Langley, L. Miltenberger, R. G. (2006). A preliminary of two behavioral skills training procedures for teaching abduction-prevention skill to schoolchildren. Journal of Applied Behavioral Analysis, 39(1), 25-34. doi: 10.1901%2Fjaba.2006.167-04

Finkelhor, D., Shattuck, A., Turner, H. A. & Hamby, S. L. (2014). The lifetime prevalence of child sexual abuse and sexual assault assessed in late adolescence. Journal of Adolescent Health, 55(3), 329-333. doi: j.jadohealth.2013.12.026

Reisener, C. D., Gadke, D. L., Ho, T. Q., & Jostad, C. M. (2014). The effect of behavioral skills training on teacher’s implementation guided compliance. Journal of Psychology & Behavioral Science, 2(3&4), 1-16. doi: 10.15640/jpbs.v2n3-4a1

Hunt, D. P. (2003). The concept of knowledge and how to measure it. Journal of Intellectual Capital, 4(1), 100-113. doi: 10.1108/14691930310455414

Indriati E. (2001). Child sexual abuse (pencabulan terhadap anak): Tinjauan klinis dan psikologis. Berita Ilmu Kedokteran, 33(2), 111-119.

Islawati, I., & Paramastri, I. (2015). Program “Jari Peri” sebagai pelindung anak dari kekerasan seksual. Jurnal Psikologi, 42(2), 115-128. doi: 10.22146/jpsi.7167

Karadag, S. Ç., Dereobah, N., & Sonmez, S. (2014). An Investigation of preschool teachers' recognition of possible child abuse and neglect in Izmir, Turkey. Journal of Interpersonal Violence, 30(5), 873-891. doi: 10.1177/0886260514536274

Kisanga, F. (2012). Child sexual abuse in urban Tanzania: Possibilities and barriers for prevention. Tanzania : Muhimbili University of Health and Allied Sciences School of Public Health and Social Sciences

Komalasari, E. (2016). Skill-based curriculum development to prevent the violence against children. Indonesian Journal of Islamic Early Childhood Education, 1(1), 101-108.

Komisi Perlindungan Anak Indonesia (KPAI). (2016). Diakses pada tanggal 4 Juli 2018 melalui

Mardhiyah, Z. (2017). Validasi program “Lingkaran” untuk meningkatkan keterampilan ibu dalam menyampaikan prevensi kekerasan seksual pada anak. (Tesis tidak dipublikasikan). Yogyakarta : Universitas Gadjah Mada.

Martin, B. O., Kolomitro, K. & Lam, T. (2013). Training methods: A review and analysis. Human Resource Development Review 13(1), 11-35. doi: 10.1177%2F1534484313497947

Miltenberger, R. G. (2012). Behavior modification (principles and procedures) (Edisi kelima). USA: Wadsworth Cengage Learning.

Noval, D. (2018). Kasus kekerasan seksual terhadap anak tertinggi di Jawa Timur. Diakses pada tanggal 19 Juli 2018 melalui https://online.jatim.metrotvnews/kasus-kekerasan-seksual-terhadap-anak-tertinggi-di-jawa-timur-bNPX

Odhayani, A. A, Watson, W. J. & Watson, L. (2013). Behavioral consequences of child abuse. Canadian Family Physician, 59(8), 831-836.

Ogunfowokan, A & Fajemilehin, R. B. (2012). Impact of a school-based sexual buse prevention education program on the knowledge and attitude of high school girls. Journal of School Nursing, 28(6), 459-468. doi: 10.1177/1059840512446949

Olafson, E. (2011). Child sexual abuse: Demography, impact, and interventions. Journal of Child & Adolescent Trauma, 4(1), 8-21. doi: 10.1080/19361521.2011.545811

Russell, J. D. & Johanningsmeier, K. A. (1981). Improving competence through Programar instruction. Toronto: Kendal/ Hunt Publishing Company.

Salisu, A. & Ransom, E, N. (2014). The role of modeling towards impacting quality education. International Letters of Social and Humanistic Sciences, 32, 54-61. doi: 10.18052/

Scimeca, G., Ventimiglia, M.A., Bruno, A., Pandolfo, G., Cicciarelli, C., Zoccali, R. & Muscatello, M. (2014). Abuse characteristics and posttraumatic stress disorder among child and adolescents victims of sexual abuse: A preliminary investigation. Annals of Depression and Anxiety, 1(4), 1-3.

Walsh, K., & Brandon, L. (2012). Their children's first educators: Parents' views about child sexual abuse prevention education. Journal of Child and Family Studies, 21(5), 734–746. doi: 10.1007/s10826-011-9526-4

Yafie, E. (2017). Peran ibu dalam memberikan pendidikan seksual anak usia dini. Jurnal CARE (Children Advisory Research and Education), 4(2), 18-30.

Yandu, B.W. (2017). Validasi Program ORIGAMI pada orangtua untuk prevensi kekerasan seksual anak tunarungu. (Tesis tidak dipublikasikan). Yogyakarta: Universitas Gadjah Mada

Zhang, W., Chen, J., Feng, Y., Li, J., Zhao, X., & Luo, X. (2013). Young children's knowledge and skills related to sexual abuse prevention: a pilot study in Beijing, China. Child Abuse & Neglect, 37(9), 623-630. doi: 10.1016/j.chiabu.2013.04.018


  • There are currently no refbacks.

Copyright (c) 2019 Gadjah Mada Journal of Professional Psychology (GamaJPP)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.