School-Based Media Education: Sharing of Experiences ... - Unicef

School-Based Media Education: Sharing of Experiences and Lessons Learned from Indonesia By Hendriyani, Nina Mutmainnah Armando, Billy K Sarwono Atmonobudi 1

Abstract The atmosphere of democracy that started in Indonesia since 1998 has brought tremendous change in Indonesia’s media landscape. It grows from one (government owned) TV station to 11 stations that broadcast nationally and more than 200 local/community TV stations. The high increasing of media penetration which reached urban and rural areas in Indonesia has become huge problems among children and youth. Children spend more time in front of TV than at school per year. They spend more than 7 hours for using media every day (TV, video games, internet, book, etc). The content of the media is full with violence; the physical or psychological violence is also found in most cartoon programs, the programs that are very closely associated with children. Many scholars have conducted researches on the effects of media violence to children. They've found a consistent and strong association between media violence and aggressive behaviour, desensitization to violence, fear, depression, nightmares, and sleep disturbance. Concerning about the potential negative effect of media among children and youth, Yayasan Pengembangan Media Anak (Children Media Development Foundation) has been conducting media education for elementary schools’ teachers since 2004, with support from UNICEF Indonesia. The objective of the program is to promote media literacy among the teachers, which will be shared with their students. Media literacy is the ability to access, analyze, evaluate media content, and communicate message through certain media. Through this paper, we would like to share our experiences and lessons learned from the media education program in Jakarta, Central Java and East Java. The program should be integrated into the school curricula and adjusted to the local needs of teachers and their students. It also needs support from local community, such as local authority and elderly, to create new culture of consuming media in a healthy way.

The atmosphere of democracy started in Indonesia since 1998 has brought tremendous change in Indonesia’s media landscape which grows from one (government-owned) TV station to 11 stations broadcast nationally, plus more than 80 local/community TV stations. On the other hand, a highly increasing of media penetration which reached urban and rural areas in Indonesia has posed the country with huge problems among children and youth. The amount of time spent by children in front of TV exceeded school time per year. According to research carried by YPMA (2006), more than 7 hours in a day are spent by children for media consumption (TV, video games, internet, book, etc).

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The authors are teaching staffs at Communication Sciences Department in Faculty of Political and Social Sciences – Universitas Indonesia. Contact: [email protected]

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Not only children habits become the main concern of many parents and educators, the content of media also poses parents with problems. There are full violence contained programs being aired on TV; the physical or psychological violence is also found in most cartoon programs— such programs are traditionally associated with children. Many scholars conducted research’ on media violence effects to children. They've found a consistent and strong association between media violence and aggressive behaviour, desensitization to violence, fear, depression, nightmares, and sleep disturbances. As an institution whose concern is concentrated on potential negative effect of media among children and youth, Yayasan Pengembangan Media Anak (Children Media Development Foundation) has been conducting media education for elementary schools’ teachers since 2007. Supporting by UNICEF Indonesia,

the program objective is promoting media

literacy among teachers, which in turn will be shared to their students. Media literacy is the ability to access, analyze, evaluate media content, and communicate message through certain media. Through this paper, we would like to share our experiences and lessons learned from media education programs held in Jakarta, Central Java, and East Java. The program should be integrated into the school curricula and adjusted to the local needs of teachers and their students. Strong support from local community, such as local authority and elderly, was needed to create new culture of consuming media in a healthy way.

The Rate of Media Use by Children Media, definitely, has become inseparable part of children’s life. Today’s kid are surrounded by varieties of media, namely TV, videogame, Internet, radio, handphone, magazine, film, and so on. Amongst those, TV is the closest media for children. Kids and TV actually resemblance a strong integration (Chen, 2005, page xiii). For many child, TV was assumed as the third parent (Naisbitt, 2001, page 117). It appear from children’s highly consumption rate of TV in their daily life. Some surveys concerning TV viewership pattern on children show us that a highly increasing time for watching TV among children has been significantly increasing. In 1997, YKAI found out that primary school pupils has spent 3-4 hours to watch TV in a day (or 22-26 hours a week). Nine years later (2006), the amount of time for watching TV had been 2

growing to 4-5 hours on weekdays, or 7-8 hours on weekend (30-25 hours in a week on weekdays). Compared with school time, it was found that children’s time to watch TV reached about 1.500 hours a year in public school. This amount of watching TV time toppled time amount spent by students for studying in school which no more than 750 hours in a year (YPMA, 2006). Kid’s program portion on TV, definitely, is large enough. Hendriyani, et. Al (2008) has found that more than 7 hours a day were provided for kid’s program on TV, started from 4.30 to 20.30. The majority of kid’s program is consisted of imported program, most of them were animation/cartoon. To worsen the situation, children preferences toward TV program in larger part were not for programs for their age. According to Khadiz, children are ominivision spectators, watching everything, including “adult” program (Mulyana & Ibrahim, ed. 1997). Another research carried out by YPMA also found out children’s big consumption

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videogame. In 2008, children played videogame 1 hour a day on weekdays, or 3.5 hours on weekend. According to the research, children loved violence-based-game. Some popular games were mentioned i.e. Smackdown, Grand Theft Auto, Tekken, Resident Evil, and Bully. Another game loved by the children is Winning Eleven, The Sims, Harvest Moon, and Barbie. Why children could spent many times for videogame? It’s a matter of access. For children in Indonesia, accessing videogame is relatively easy. Due to unlawful piracy which occur anywhere in this country, the price of piracy game is very cheap. Moreover, piracy products could be found everywhere. As happened to other piracy products, there’s no original ESRB rating attach on it. If there were any of those ratings appeared on the cover, the letter which marked the classification of videogame user has been changed. Usually, the letter which marked “AO” (Adult Only) rating, or “M” (mature), has been changed to “T” (Teen). Videogame sellers often do it, especially for popular violent game, such as Smackdown or Grand Theft Auto. Other media which featured in many ways on children’s life is Internet. Of 937 primary school students which being surveyed by YPMA in 2006, 88% admitted had the experience of accessing the Internet. Nearly half of the respondents pointed out their own home as place for accessing Internet, 27 % other accessed Internet from Internet rental kiosk. Only a very small amount of respondent were accessing Internet at school or their parent’s office. The survey also revealed that nearly 40% of home base-Internet-respondents used it for free—it meant, there were no regulation imposed on them to use Internet in their home. 3

Why did children access the Internet? Most of them accessed Internet to play online game (29%), or to carry out school task (22%). YPMA survey show that 11 % of respondents use Internet for chatting, only 8% of respondents use it for e-mail or downloading materials according to their purpose. Another media featured most in children’s daily life is handphone. For children nowaday, handphone is a must.

Nearly all children being surveyed by YPMA owned personal

handphone. Handphone is used most for sending text message (34%), calling friends (28%). The rest used their handphone for taking pictures/photographs (10%), playing games, recording events, and sharing pictures through MMS facilities (7 % for each). Ironically, only 2% of respondents used their handphone to call their parents. Some school applied a strict regulation toward handphone use in school area. Many other took no care about it, so children were free to bring and use their handphone in the school. Children love comic. It was no surprise if comic had been consumed most by the children. Detective Conan, Doraemon, Sinchan, and Naruto appeared as most favorite comic in YPMA survey (2006). But one third of respondent admitted that they also consumed popular book such as chicklit and teenlit genre. Part of respondent admitted that they read adult comics (usually contain sex materials) which were freely traded. The format of such comic was similar with other children comic.

Concerns on Children and Media There are several cases in Indonesia that seem to be evidence of media impact on children. In 2006, three boys were killed and 13 children were injured after imitating some scenes from Smackdown!, a popular wrestling TV program. Smackdown! popularity among children also endorsed by video game with the same theme. To worsen the matter, there were Smackdown! merchandise to be found everywhere, such as school bag, hat, card, sticker, poster, stationary, etc. These incidents occurred in different region of Indonesia, meanwhile the victims came from different social background within age range 7-12 years old. Public pressure aftermath forced the TV station to cancel the program. In January 2008, a boy from Semarang, Central Java, was found dead, hanging with a belt around his neck. His mother told reporters that the boy’s favourite is playing as Naruto, an animation series character, and he might imitate the scene from the series when he was 4

accidentally hanged himself. Despite its popularity, Naruto is packed with full violence and mystical content. Similar with Smackdown in previous tragedy, Naruto also endorsed among children by its merchandise, comic, and video game. The program is still broadcast until today, because no “real” evidence that the program cause that incidence. Again, in July 2008, another boy, 10 years old, accidentally hanged himself in his house in Pontianak, West Kalimantan. He was playing “dead” with his little brother, imitating a scene they saw in a television movie. They were playing at the second floor while their mother was at the first floor of their house. The boy cannot be saved. Long before these cases occurred, movements to advocate safer children’s media have taken place. Since 1990s, when the first commercial TV station was established, organizations such as Indonesian Child Welfare Foundation (Yayasan Kesejahteraan Anak Indonesia – YKAI) tried to approach government and TV stations to protect children by broadcast violence-free-programs and less advertisement in the programs. They also invited public to protest or boycotted the violence found in children’s television. But at the time of New Order regime, public opinion was in failure to influence the government or television industry. This failure was caused by the fact that entire commercial TV station owners are the president’s close- relative. Kitley concluded, “Close-family relation between commercial TV owners and the executive led to years of relatively unregulated development” (Kitley, 2003).

Children’s television regulation The advocates of children’s media found a new hope when the first broadcast law after democracy movement in Indonesia issued by the President in 2002. The Law #32 of 2002 provided a legal foundation for the establishment of Indonesia Broadcasting Commission (KPI), a regulation body whose responsibilities are processing and issuing broadcast standard and code of conduct. The existence of independence body to regulate broadcast system (and industry) in Indonesia is proved to be a great change, as part of democracy process in Indonesia. Regardless pros and cons on KPI position and authority, the body managed to issue a more detailed regulation on broadcasting, which are known as Broadcasting Code of Conduct (Pedoman Perilaku Penyiaran–P3) and Broadcast Program Standard (Standar Program Siaran–SPS) in 2004. Those regulation product had been revised in 2007.

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The P3-SPS provide a firm protection for children in term of broadcast content and program classification. It is stated that children’s program must not contain violence- and sexuallyexplicit content. TV stations also have to attach an A mark (means for Anak-child) for children’s program, in order to differentiate the classification for each program (children, teenage, adult, and family program). But this regulation has failed to meet the demand of children’s media advocates. Several research’ carried out by Children’s Media Development Foundation (Yayasan Pengembangan Media Anak-YPMA) have found that children watch not only children’s program but also other programs, including adult program. This result was consistent with AGB Nielsen Media research. YPMA also observes that many cartoon programs, classify as children’s programs by TV stations, are ‘dangerous’ for children due to their negative content such as violence, mystical, sexually explicit, and inappropriate language.2

The foundation has already

complained these “dangerous” children’s programs to KPI and TV stations, all with no avail. The TV stations keep broadcast them. Other than that, KPI and its regulation also have not yet accommodate the request from children’s media advocates for giving time allocation of children’s program and providing more detailed regulation of advertisement appeared in children television programs. Moreover, no regulation had been provided regarding other media used by children in their daily life, such as video game and Internet. In 2008, the government issued a law concerning information and electronic transaction. Sadly, it was not put in effect. Most of the disc for video game used by children are piracy ones. In consequence, ESRB rating (which differentiates children and non children programs) could be modified by the sellers. Video game rental also operate freely in Indonesia. With 3000 IDR (approximately 30 cent US dollar) for one hour, children can play video game in the rental. They free to choose whatever game they want to play. Facing with the lack of regulation to protect children from the “unhealthy” media, limited cooperation from television industry, and a growing amount of media use among children, children’s media advocate finally realized that they have to involve the public (as the consumer of media), especially children, parents, and teachers, in their movement to promote healthier media for children. It was decided to start by conducting media literacy education for the public.

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For example: Naruto, Bleach, One Piece, Popeye, and Detective Conan.

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Media literacy education programs Media literacy is the ability to access, analyze, evaluate media content, and communicate message through certain media (National Leadership on Media Literacy, www.medialit.org). Gamble and Gamble (2002) describe media literacy as the ability to interpret meaning and positive or negative effect of media content, instead of taking for granted all the media content. The ability becomes very important in the vast development of technology and media nowadays in order to protect children (and help the children to protect themselves) from negative effects of media. In recent years, several efforts to promote media literacy such as seminar, road show and campaign have been held by some organizations.

Some of them are Yayasan Jurnal

Perempuan (Women Journal Foundation, 2005), Komunitas Mata Air (Mata Air Community, 2004), Perhimpunan Masyarakat Tolak Pornografi (Reject Pornography Society, 2006), Komisi Penyiaran Indonesia (Broadcasting Commission of Indonesia, 2005—2009), Himpunan Mahasiswa Ilmu Komunikasi Universitas Indonesia (Student Body of Communication Science, University of Indonesia, 2005—2007), Ikatan Mahasiswa Ilmu Komunikasi Indonesia (Alliance of Communication Science Students, 2008), Gerakan Jangan Bugil Depan Kamera (No-nude-for-Camera Movement), and some other media concerned organizations. However, the activities had been carried out separately, with lack of continuity and sustainability. In 2002, The Indonesia’s Child Welfare Foundation (YKAI) conducted media literacy education for primary school at SDN Johar Baru 01 (a public school in Central Jakarta) as a pilot site. YKAI decided to start its media literacy program at primary school due to the fact that teachers are the most approachable and supportive group to protect children. On the other hand, this decision is proved to be very strategic, because teachers have huge influence among their students and students’ parents. Training was given to the school’s teachers; followed by a seminar for the parents. The material being delivered on the training and seminar are types of television programs, media use among children in Indonesia, the seductive nature of advertisement along with its effects, impact of television on children, how to use television as media for learning, and the importance of media education as a means of media literacy. Based on high degree of penetration among children, the training and seminar materials of media literacy emphasized most on television. At the end of each activities, teachers are expected to conduct some lesson on media literacy for their students, meanwhile parents are expected to promote healthy media consumption at home.

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During 2004-2005, YKAI held several pilot trainings on media literacy for teachers of high school in Jakarta and surrounding area. The program was supported by UNESCO. From the experiences of 2002-2005, there were some lessons learned. Among other, influencing children and their parents through teachers is a strategic start for media literacy education. But teachers found it difficult to conduct media literacy education outside school hour (which already use for government-mandatory school curricula), especially in the public schools. Younger children are easier to be influenced about healthy media consumption than older ones. Concern about how to evaluate the program (process, output, and outcome) also emerged. All those lessons learned are taken into consideration when Children’s Media Development Foundation (Yayasan Pengembangan Media Anak –YPMA) plan a media education program start from 2006, supported by UNICEF. The program was started with developing module of training for teacher. The module was implemented on pilot training on November 2006 and revised afterward. The module tries to cover the basic knowledge that a teacher need for promoting media literacy, including children development stage (physically and psychologically), media use of children, the impact of media on children, how media work, advertisement in media, learning with media, “new media” (internet, videogame, mobile phone, computer), and media literacy education in other countries. The teachers were also encouraged to create activity plan for their class.

Table 1. YPMA Media Education Program 2006-2008 Year 2006

Goals Objectives Upgrade teacher *Provide educational material capacity to participate in media

Activities • Develop modules of training • Provide teaching aids of the training • Provide teaching aids for implementing media

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education (Focus in Jakarta)

2007- Promote media 2008 education in elementary school (focus in Central and East Java)

education in school *Educate the teacher • Conduct training of trainers • Conduct training for teachers *support the teacher in the • Socialize the importance of media education to application of media education the headmasters and ministry of education • Conduct seminar for the parents • Supervise the teachers in school • Promote the public support by “No TV Day” campaign *Provide educational material for • Develop media education curricula (integrated elementary school version and independent version) • Provide teaching aids of the training • Provide teaching aids for implementing media education in school *Promote the teacher participation *support the teacher in the application of media education *Promote the parents participation *Promote the children participation

• Conduct training of trainers • Conduct training for teachers • Socialize the importance of media education to the headmasters and ministry of education • Supervise the teachers in school •Conduct seminar for the parents • Promote the public support by “No TV Day” campaign • cooperate with school to conduct “Media Day” for the students.

In order to implement the media education in the school, the teacher should be equipped by teaching aids such as huge Ular Tangga (Snake and Ladder) sized 3x3 meters, posters of popular children’s television character, clips of popular children’s television program, collection of television advertisements, and clips of popular videogame program. These teaching aids were proven to be very useful because sometime the teachers (and parents) don’t know what kind of program that they children watch or play. For example video game program Grand Theft Auto (GTA), which is actually for adult, is very popular among children. They can easily buy the program discs for 2 US dollar at many (piracy) videogame shops. When we showed some scenes from the game, the teachers (and parents) were very shock. To help parents encouraging positive media consumption, YPMA published bimonthly newsletter, KIDIA (Kritis!Media untuk Anak – Critical! Media for Children), that analyze children’s television program and other children’s media whether it save or not for the children. “Save” program is marking with a green smiling icon, means that the content of the program provides a lot of educational material and no violence or sexually explicit scenes. The “careful” icon is given for a program that has educational purpose, but still contains a certain amount of violence or sexually explicit material. For such programs, parents are advised to give active mediation for their children while watching the program.

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“dangerous” icon is given to a program, usually a popular one, containing a lot of unsafe material for children to watch. So far, this newsletter was also used for the teachers when they give media education for the students. Picture 1. Icons for children’s media used by KIDIA

Save

Careful

Dangerous

Support from the headmasters and ministry of education are very needed for this program. It is impossible for the teachers to implement media education in their workplace if their boss is not supporting them. Supervision in the school was also given so that the teachers can ask directly if they meet some challenge when implementing media education. Parents’ supports were obtained by conducting seminar(s) for them, organized by the school. In a three hour session, the parents were informed about media education that their children receive at school and why the program is important. They were asked to encourage the positive behavior in media consumption (choosing the right program, restricting the time use of media) and discourage negative behavior (doing homework in front of television, watching television until late). YPMA also coordinate an annual campaign, named “Hari Tanpa TV” (No TV Day), to gather direct public support. The campaign is a joint movement of schools, universities, NGOs, foundation, and communities. In one day (usually Sunday that close to Indonesian Children’s Day, on July) those who support this campaign arrange a community activity that allowed parents and children to spend the day without watching television. The program was started in 2006, first in Jakarta and surrounding area, now also joint by other areas in Indonesia such as Bandung, Medan, Jogjakarta and Makasar. This campaign symbolized the public protest on unsafe and unhealthy children’s media and that the public has a power to stop that kind of media.

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In order to socialize the healthy viewing movement among children, YPMA in collaboration with national NGO supported by UNICEF conducted a roadshow in 4 public school in Jakarta and Bandung. Puppet show with specific message concerning negative impact of a heavy viewer were performed, and followed by singing together, quiz, and various games with plenty of gift. At the same time, their parents had a seminar on how to be a critical TV viewer. These activities were appreciated by school and parents. Some school have succesfully delivered media education to their students, while other stil found some difficulty in the practice. The teachers asked whether it is posible to integrate the media education into existing government-mandatory curricula so that the student won’t be overburden with classes in school. For that reason, YPMA tried to develop two type of media education curricula: the one that is integrated to government curricula, and the other one for independent use by the school. In the developing process, YPMA involved teachers, media practitionaires, and lectures with many background: education, communication, psychology, sociology, etc. In the integrated curricula, media literacy can be introduced by asking the students to write a story about a television program that they like most, why they like it, and whether it is a safe or unsafe program for children at their age. The curricula have been used in 35 elementary schools in Central Java (Klaten and Solo) and East Java (Malang and Bondowoso), involving 140 teachers and 6,000 students. This program also supported by UNICEF. So far, YPMA receives positive responses from the teachers, students, and their parents. Most teachers in Malang and Bondowoso regions of East Java are enthusiastically teaching Media Education, since they understand the practical benefit of this subject. When the teacher teaches Media Education with sufficient preparation, students always show a profound interest. Students are very familiar with the content of the media they usually consumed like television and video games. From several meetings with the teachers, YPMA found that some of them are very creative by producing the teaching aids by themselves. They did so because all teaching aids supplied by YPMA were already implemented. Of course, they should be supported with the ability to create more teaching aids in order to make the lesson more impressive and updated. From those experiences, there are some obstacles that media educator in Indonesia have to put into consideration. First, the lack of support from the government, especially the ministry of education. Their support, morale, and financial, is really important for applying media 11

education in elementary schools. Second is teacher’s capacity. Teacher should be equipped with teaching aids, sufficient knowledge of media, and the ability to create interactive and fun atmosphere in the class. Third is about financial support. The whole process of media education in elementary schools needs considerably budget that cannot be provided by the school itself, not only for the training but also for the teaching aids. And fourth, the lack of support from the students’ parents which made them reluctantly endorse the healthy media consumption at home (not giving mediation, providing television in the child’s bedroom, allowing their children to play videogames freely, etc).

Conclusion The vast growth of media must be anticipated with media literacy, especially for children. Experiences in Indonesia (and several countries like Canada, England, German, France, Netherland, United States, and Australia) show that it is possible to promote media literacy through media education. There are changes in the society that make media education is a must. First, intervention of media in children’s life will continue to grow, in quantity and quality. Second, parents (or childcare provider) have to work hard to mediate the relation between their children and media. Third, business competition to gain profit from children’s media will make it difficult to attain the industry support for a better, safer, healthier media for children. Therefore, media education effort should be endorse in continue, involving as many parties as possible, in a joint cooperative with those who is considered as the most strategic one is schools.

References Armando, Nina Mutmainnah. “Pola Konsumsi Media oleh Anak dan Pentingnya Pendidikan Melek Media”. Paper presented at Media Education Socialization Seminar held by YPMA -- UNICEF, June 2008. Center for Media Literacy. “Media Literacy: A Definition…and More..”, www.medialit.org. Center for Child Information and Policy Studies (CCIPS) Yayasan Kesejahteraan Anak Indonesia [The Indonesian Child Welfare Foundation]. (2002, January). Kajian Anak dan Media di Indonesia Tahun 2001-2002 [Children and Media Studies in Indonesia in 20012002]. Jakarta, Indonesia: B. Guntarto. Gamble, Teri Kwal dan Michael Gamble. Communication Works. Boston; McGraw Hill, 2002. 12

Khadiz, Antar Venus. “Berinteraksi dengan TV dalam Sikap Pasif” in Dedy Mulyana and Idi Subandy Ibrahim, ed. Bercinta dengan Televisi. Bandung: Remaja Rosdakarya, 1997. Kitley, Philip (Ed.). (2003). Television, Regulation and Civil Society in Asia. London: RoutledgeCurzon. Naisbitt, John, et.al. High Tech High Touch: Pencarian Makna di Tengah Perkembangan Pesat Teknologi, terj. Bandung: Mizan, 1999, p. 132. Yayasan Pengembangan Media Anak. Lembar Fakta: Media dalam Kehidupan Anak 2008. Jakarta: YPMA, Juli 2008. Yayasan Pengembangan Media Anak & UNICEF. “Pendidikan Media di Sekolah Dasar”. Training Modules for Teacher.. Bogor, March, 26-30th, 2008.. www.kidia.org.

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YPMA PROFILE So far, YPMA is the only institution in Indonesia who seriously work to make Media Edication possible to be implemented in schools. Since its establishment in 2004, the foundation has been focused on children and the media issue. YPMA conducting research, social movement on critical TV viewing, and promote media literacy through media education in shcools. YPMA was found by a group of child advocate, journalist, lecturer, NGO activitst, and housewives. It can be found in www.kidia.org and can be reached in [email protected]. Head of the Fooundation is B.Guntarto ([email protected]). YPMA have 3 main purpose: to protect children from harmful media; to empower parents and teachers on developing media literacy for their children; and to enhance the quality of children’s media content. In recent years, the foundation just completed Media Education materials for elementary schools which consists of: teachers training module, teaching aids, handout for teachers to socialize Media Education for parents and information kit for parents, advocacy materials for policy makers in order to understand what Media Education is and moreover, implemented in school. Nowadays, the YPMA focused on preparing intervention into early childhood education using similar approach for elementary schools. . Activities relating with the development of Media Education by YPMA. Year 2006 1.

2. 3. 4. 2007 1.

2. 3. 4. 2008 1. 2. 3. 4. 2009 1. 2. 3.

Activity “Healthy TV Viewing” Roadshow in 2 big cities: JakartaBandung Producing posters, pin, stickers for students Conducting the 1st “No TV Day” – national movement Disseminate ‘Kidia’ Guidance for parents and teachers Workshop for Media Education training module formulation for elementary school teacher Piloting the module in 7 elementary public school in East Jakarta Disseminate ‘Kidia’ Guidance for parents and teachers 2nd “No TV Day” movement Module Development Piloting in broader scope in 35 elementary schools in 4 regions Disseminate ‘Kidia’ Guidance for parents and teachers 3rd “No TV Day” campaign

Objectives Program Target Campaign and introduce two basic 800 students from 4 regulations on healthy viewing: elementary schools watching TV maximum 2 hours perday, and choose suitable TV program. “No TV Day” aimed to reduce children dependency on TV; remind parents to regulate their children TV habits; and as a pressure toward TV broadcasters. • Produce Media Education module Involving 8 expert, 24 elementary school • Try out in limited public school • Compiled inputs and lesson learned teachers, and around 960 students from pilot project

• Developing training module based Involving 35 school; 140 teachers; and 6.000 on lesson learned and inputs in students. previous year • Try out in broader scope to identify the impact of Media Education on student Technical support for 35 Involving 40 teachers in • To keep teachers still teaches elementary schools 10 early childhood Media Education in their school Disseminate ‘Kidia’ Guidance for • Intervention to younger children education and trainer parents and teachers from the biggest Islamic through formal and non-formal Modue development and piloting women organization early childhood education for early child education in (Aisyiyah) Yogyakarta and Central Java

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