




































Humanitas: Indonesian Psychological Journal  

Vol. 20 (1), February 2023, 29-39 
ISSN:  2598-6368(online); 1693-7236(print)                                                                 

       humanitas@psy.uad.ac.id             http://journal1.uad.ac.id/index.php/Humanitas            https://doi.org/10.26555/humantias.v20i1.47 

The get personal application to improve personal safety skills in children 

Yun Nina Ekawati, Verdiantika Annisa, Nofrans Eka Saputra 

Department of Psychology, Universitas Jambi, Indonesia 
Corresponding author: nofransekasaputra@unja.ac.id 
 

 

Introduction 

Sexual crimes against children are a growing problem in almost all regions of Indonesia 
(Collin-Vézina et al., 2013; Mashudi & Nur’aini, 2014). It is most experienced by boys and 
girls around 2 to 12 years old (Komalasari, 2016; Rohmah et al., 2015). These crimes are in 
the form of coercion of sexual activities in unnatural and undesirable ways, in which children 
are included as objects of perpetrators (Probosiwi & Bahransyaf, 2015) 

Furthermore, the perpetrators are usually the closest people, such as biological or step-

parents, neighbors, and relatives, showing that their environment does not provide a safe 

place of care (Hikmah, 2017; Komalasari, 2016). Children’s bewilderment provokes sexual 

crimes about negative connotations of perpetrators’ true intentions covert in the form of 

propositions or other motives, which can be followed by intimidations that compel children 

to comply (Mashudi & Nur’aini, 2014). Criminals use grooming as the primary tactic in 70% 

of cases to approach victims (Protection, 2019). 

Sexual crime includes coercing or physically forcing someone to commit a sexual act 

against their inclination or purposefully osculating someone else without that person's 

permission. Furthermore, it is a form of sexual violence that comprises child sexual abuse, 

grouping, rape (coerced vaginal, anal, or oral penetration or a drug-facilitated sexual assault), 

or the torture of the person sexually (Collin-Vézina et al., 2013; Mashudi & Nur’aini, 2014). 

ART ICLE  INFO  

 

AB ST R ACT  

 

Article history 

Received March 21, 2022 

Revised December 23, 2022 

Accepted January 5, 2023 

 Sexual crime comprises child sexual abuse, grouping, rape, or the 

torture of a person in a sexual manner. Recently, sexual crimes have 

posed a threat to children in Indonesia. This study aimed to determine 

the effectiveness of the Get Personal application in enhancing 

children's personal safety skills against sexual crime. A pre-post 

control group design was utilized with a quasi-experimental 

approach. Twenty-two elementary school pupils who participated in 

the study were split into experimental and control groups, with the 

experimental group receiving the Get Personal application treatment. 

The personal safety skills scale was utilized to obtain the pretest and 

posttest data. The data were analyzed by independent sample t-test 

and paired sample t-test. Significant differences were found in the 

results of personal safety skills in the pretest and posttest scores in the 

experimental group, while the control group didn’t indicate any 

difference. Following the paired t-test, individuals in the experimental 

group demonstrated a significant difference between the means of the 

pretest and posttest, with the posttest’s mean score being higher than 

the pretest’s mean score. Therefore, the Get Personal application 

improves children's personal safety skills and may apply to enhance 

personal safety skills among children.  

 

    

 
Keywords 

children; 

personal safety skills;  

the get personal application. 

 

 

mailto:humanitas@psy.uad.ac.id
http://journal1.uad.ac.id/index.php/Humanitas
https://doi.org/10.26555/humantias.v20i1.47
mailto:nofransekasaputra@unja.ac.id


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Ekawati et al.(The get personal application to improve…) 

Jambi Province has a high incidence of sexual crimes, which should be a cause for 

concern. Data from the Regional Integrated Service Unit for Protection and Children Jambi 

Province (2019) showed many reported child sex crimes. Furthermore, in 2018-2019, as 

many as 312 children across Jambi became victims, both boys, and girls. Sexual crimes 

against children violate morals and laws, and this act hurts physically, psychologically, and 

socially (Sitompul, 2015; Tursilarini, 2017; Umar et al., 2018; W. Zhang et al., 2015). Even 

children who have been abused and trauma tend to commit the same crimes against others. 

It becomes a continuous cycle; therefore, each victim must recover from the trauma and 

break the cycle (Octaviana, 2019). 

Sexual crimes against children usually occur due to a lack of insight and other skills 

to protect themselves against sexual criminals, such as resisting persuasion, seduction, or 

threats (Umar et al., 2018). Efforts to avoid these crimes can be carried out by providing 

sexual education. After participating in sexual education programs, personal safety skills 

improve regardless of age (Chen et al., 2012). The education programs can be carried out on 

a school basis (H. Zhang et al., 2021; W. Zhang et al., 2014). A previous study shows training 

programs combined with appropriate practical skills will empower children in preventive 

behavior (Alirezaei & Mirzaiinajmabadi, 2019).  

The personal safety skills program aims to advance knowledge and skills to avoid the 

threat of sexual crimes (Kumalasari & Kurniawati, 2018; Mashudi & Nur’aini, 2014; 

Wurtele, 2008). This skill attempts to deal with child sexual abuse; therefore, they may be 

responsible for protecting their bodies from sexual predators (Hasanah et al., 2019). Studies 

have shown that personal safety skills have successfully stimulated an increased ability to 

prevent sexual crimes (Juarni et al., 2020; Umar et al., 2018). In addition, it has been shown 

that providing information about personal safety skills to school and preschool children 

increases knowledge and skills (Handayani, 2017; Mashudi & Nur’aini, 2014).  

Educational media for personal safety skills as an instrument for sexual education can 

be dolls, stories, videos, student workbooks, dramas, and comics (Bruce, 1995). However, 

this study examines media for android-based personal safety skills training to provide more 

accessible and practical knowledge about preventing sexual crimes in children (Fitria et al., 

2020; Hasanah et al., 2019). Children receive three skill components recognize, resist, and 

report (Bagley & King, 2003), which are packaged in the Get Personal application (gadget 

personal safety skills). This application is based on an android developed to provide 

knowledge about the potential for sexual crimes (recognize), able to refuse the treatment of 

sexual crimes (resist), and dare to provide information to parents openly about sexual crimes 

behavior (report). These applied activities are carried out in stages with the principle of 

student-centered learning that emphasizes understanding, planning, action, and reflection 

(Twigg & Jorgensen, 2000). Therefore, this study aimed to investigate the effects of the Get 

Personal application on improving children's personal safety skills. This research 

hypothesizes that the Get Personal application will improve children's personal safety skills.  

Method 

Research Design 

This research was designed as quasi-experimental research. This design required an 
experimental group and a control group to be compared. Table 1 shows the research design. 
Initially, a pretest was conducted to gauge each participant's level of personal safety skills by 
giving the experimental and control groups a scale to fill out. In the treatment phase, the 
experimental group received the treatment, whereas the control group received no treatment. 
The Get Personal treatment was implemented by facilitators who underwent a three-day 



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                                                Ekawati et al. (The get personal application to improve…)   

training program to teach kids the Get Personal activities for 150 minutes. In the last stage, 
the experimental and control groups' scores on the precise scale used for the pretest were used 
to provide the posttest 
 

Table 1  

Quasi-experimental Design 

Description:  

EG : Experiment Group 

CG : Control Group 

O1 : Pretest 

O2 : Posttest  

X : The Get Personal Treatment 

Children were exposed to the Get Personal application for three days as part of the 

treatment given to the experimental group. The Get Personal application was administered 

daily for around 150 minutes, with the sessions shown in Figure 1. 

 

Figure 1 

Get Personal Sessions 

 

Participants 

The criteria for participants in this research were elementary school students aged 6-8 years. 

Participants aged six years old were the majority (54%). The number of female participants 

is more significant than that of males, 73% and 27%, respectively. 11 students were in the 

control group. In contrast, 11 students were in the experimental group. Therefore, all 

participants were equally allocated to both groups. 

Instrument 

The data collection used components of personal safety skills: recognition, resistance, and 

reporting (Bagley & King, 2003). The personal safety skills scale was field tested on 

elementary school students in Muara Jambi and has components reliability between .86-.92, 

with 24 items. The sample of recognition items is described, such as whether the child can 

state sensitive body parts in the hear area (hair-neck).  Resist items are described as whether 

the child can say stop, no, stop, no, scream, or not want to be touched when sensitive body 

Group Pretest Treatment Posttest 

EG O1 X O2 

CG O1 - O2 



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Ekawati et al.(The get personal application to improve…) 

parts are touched. Reporting items are shown, such as children can tell parents about sexual 

crimes that have taken place. 

The Get Personal Application 

The application (Apk) is software that can be launched and booted on mobile devices like 

Android (Burgers et al., 2016; Liu et al., 2014). The application was further developed using 

the Smart Apps Creator (SAC) program as a digital interactive medium for developing 

multimedia material for mobile devices. It works with all types of gadgets and touch screens 

(Smartappscreator.com). Therefore, by designing this product as an app, Get Personal will 

become a simpler and more sustainable (paperless) solution. 
  As shown in Figure 2, the pictures are aligned with event scenarios that are easy for 
children to comprehend and child-friendly colors. These pictures are developed in the Get 
Personal application to ease children’s comprehension and make children comfortable. 
 

Figure 2 

Design of Get Personal Application Pictures 

 

      

Experts have verified the material of the Get Personal application. The validators, 

including psychologists, parents, teachers, women, and child protection professionals, were 

explicitly chosen based on their competence areas. Table 2 shows the validation results. 

 

Table 2 

Validation Results 

Sub-

activities 

Objectives Description of the content 

and form of activities 

Validator Total 

Score 
s V Validation 

Level 
1 2 3 4 

Truth & 

Dare 

Children 

recognize 

the body 

parts that 

can and 

should 

not be 

touched 

Children are asked 

to open a virtual truth card 

containing 

information about the body 

parts that 

can be and should 

not be touched 

4 4 3 4 15 11 .55 High 

Children are asked 

to open a virtual 

dare card 

containing 

questions about the 

parts that can and 

should not be touched 

4 5 4 3 16 12 .60 High 



Humanitas: Indonesian Psychological Journal 33 

 

                                                Ekawati et al. (The get personal application to improve…)   

Table 2  

Continued 
Sub-

activities 

Objectives Description of the 

content and form of 

activities 

Validator Total 

Score 
s V Validation 

Level 
1 2 3 4 

 Children 

recognize who 

can and 

cannot 

touch-

sensitive parts 

Children are asked 

to open a virtual 

truth card 

containing information 

on who 

is allowed to touch 

the sensitive 12art 

5 4 4 4 17 13 .65 High 

 Children are asked 

to open a virtual 

dare card 

containing 

questions about who can 

touch the sensitive art 

3 3 5 3 14 10 .50 Moderate 

 Children 

know the 

behavior 

of other 

people with 

the potential 

for sexual 

crimes such as 

touching, 

persuading, 

threatening.  

Children are asked to 

open a virtual 

truth card 

containing 

information on forms of 

behavior 

with the potential to 

commit sexual 

4 4 4 3 15 11 .55 Moderate 

 Children are asked to 

open a virtual 

dare card 

containing 

question about forms of 

behavior with the 

potential to commit 

sexual crimes. 

4 4 4 3 15 11 .55 Moderate 

Mode on  Children 

know how to 

resist 

actions from 

others who 

pose physical 

Children are asked to 

open a virtual 

card containing 

questions that 

describe the actions of 

others who pose a 

physical threat 

4 4 4 3 14 10 .50 Moderate 

 Children 

know 

how to resist 

the actions of 

others who 

have the 

potential to 

harm verbally 

Children are asked 

to open a virtual 

card containing 

questions that 

describe the actions of 

others by verbally 

refusing 

4 4 3 3 14 10 .50 Moderate 

Speak up Children 

know 

whom to 

report or tell 

to about the 

sexual crimes 

that they have 

faced 

Children are asked 

to open a virtual 

card which 

stimulates their 

ability to speak or write 

down the 

incidents of sexual 

crimes they have 

experienced 

4 4 4 4 16 12 .60 High 



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Results 

Table 3 presents the statistic descriptive of the experimental and control groups' mean and 
standard deviation of pretest and posttest scores. It can be seen that the pretest score of the 
control group is slightly higher than that of the experiment group. 
 

Table 3 

Statistic Descriptive 

Group Score Mean Standard Deviation 

Experiment Pretest 73 5.0 

 Posttest 79 7.2 

Control Pretest 76 9.5 

 Posttest 74 6.1 

Figure 3 compares the average pretest-posttest scores of the experimental group to those 
of the control group. The mean score in the experimental group increased from the pretest to 
the posttest, but the mean score in the control group decreased from the pretest 

 
Figure 3 
Mean Difference between the Experiment and Control Groups 

 

Table 4 shows the results from the paired sample t-test and the independent sample t-

test. The result of paired t-tests on the experiment group was significant (t=-2.992; p<.05), 

with the mean score on the posttest being higher than on the pretest. This finding indicates 

after receiving the Get Personal treatment, the experimental group showed improved 

personal safety skills. Contrarily, there was no difference between the mean of the pretest 

and posttest scores among individuals in the control group (t=.600; p>.05). Meanwhile, the 

independent sample t-test on the pretest score between the experimental and control groups 

was insignificant (t=-2.992; p>.05). The findings indicate that personal safety skills among 

the experimental and control groups did not differ before the treatment.  

 

Table 4 

The Results of the t-test 

t-test Score t value p 

Paired sample t-test Pretest EG – Posttest EG -2.992 .014 

 Pretest CG – Posttest CG .600 .562 

Independent sample t-test Pretest EG – Pretest CG -.974 .342 

 Posttest EG – Posttest CG 1.495 .151 



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                                                Ekawati et al. (The get personal application to improve…)   

Discussion 

This study aimed to investigate the effects of the Get Personal application on enhancing 
children's personal safety skills. The findings show a significant difference in personal safety 
skills in the pretest and posttest scores in the experimental group, with the average posttest 
value higher than the pretest. In contrast, there was no significant difference in the control 
group. The findings imply that the Get Personal application effectively improves children's 
personal safety skills. Personal safety skill is one of the programs shown to help children 
avoid the risk of sexual crimes (Kumalasari & Kurniawati, 2018; Mashudi & Nur’aini, 2014; 
Wurtele, 2008). 

The Get Personal application may apply as a school-based program to prevent sexual 

crime. School-based violence prevention education can be useful for increasing children's 

knowledge and skills regarding sexual violence prevention (H. Zhang et al., 2021; W. Zhang 

et al., 2014). Training programs and their combination with appropriate practical skills 

enable children to adopt preventive behavior (Alirezaei & Mirzaiinajmabadi, 2019). This 

school-based program is expected to improve children's personal safety skills after 

participating (Chen et al., 2012).  

The Get Personal application attempts to use technological elements in the program.  

Training in Android-based personal safety skills can be easier and more effective in teaching 

children of relevant knowledge (Fitria et al., 2020). The study results show that the Get 

Personal application improves children's personal safety skills. These results are in line with 

previous studies results  (Handayani, 2017; Hikmah, 2017; Juarni et al., 2020; Kumalasari 

& Kurniawati, 2018; Mashudi & Nur’aini, 2014; Umar et al., 2018) which aim to improve 

children's personal safety knowledge and skills to avoid the threat, as well as stimulating the 

increased ability to prevent sexual crimes (Çeçen-Eroǧul & Hasirci, 2013; Wurtele et al., 

1986).  

The Get Personal application comprised three components: recognize, resist, and 

report (Bagley & King, 2003; Çeçen-Eroǧul & Hasirci, 2013; Sawyerr & Bagley, 2017). 

Recognize is related to the importance of children understanding, identifying parts of the 

body that may and should not be touched by others, who may touch-sensitive parts of the 

body, and also finding out abnormal behaviors from other people related to sexual crimes. 

Furthermore, resist is the behavior of facing or rejecting other people when committing 

sexual crimes or acts. Meanwhile, the report is the behavior of reporting to parents, closest 

people, or the authorities when dealing with other people who commit sexual crimes or who 

make sexual discomfort 

The components of personal safety skills are organized into applications and board 

games that use multimedia elements in the form of audio tools and virtual map functions to 

enhance children's enthusiasm for playing. The Get Personal application consists of three 

parts games, including truth and dares, mode on, and speak up, including virtual cards and 

board games, which require to be organized by paying attention to the shape of the text, 

colored board games suitable for children's development. Hence, children will be interested 

in using this application to play while learning. To ensure the validity of the Get Personal 

app, validators, including psychologists, parents, teachers, and child protection 

professionals, appraised it. The validator's assessment is also helpful as a measure of 

improvement to improve the reliability of the content. The results of the validator's 

assessment are within the valid criteria, which are included in the moderate and high 

categories. 

The truth and dares game provides image stimulation for children to recognize the 

body and sensitive areas and recognize the bad behavior of perpetrators of sexual crimes 

through virtual cards displayed. Recognizing body areas is essential to provide information 



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Ekawati et al.(The get personal application to improve…) 

as early as possible to shape children's knowledge of personal safety skills and attitudes 

toward preventing sexual behavior (Handayani, 2017).  

The mode on game provides image stimulation regarding rejection behavior and 

relationships with others who intend or commit sex crimes. Children attending these sessions 

are encouraged to say no to potential sexual acts by others (Handayani, 2017). At the same 

time, the illustration depicted in the speak-up game emphasizes events that appear in an 

unsafe state or receive sexual crimes treatment from others. Therefore, in this game, children 

are required to report incidents of sexual crimes they have experienced to their parents or 

guardians in their environment. This combination is expected to increase their skills in telling 

someone about the incidence of sexual harassment, which is still considered very low 

(Wulandari et al., 2020). 

This study has several limitations. The first limitation is a few references regarding 

interventions on personal safety skills using digital media as a demonstration. The second 

limitation is the potential of study participants’ mortality. The time the school gives needs 

to be optimized so that respondents do not drop out of the study. Moreover, interventions 

carried out during the experiment require the school's commitment to providing facilities 

and infrastructure support.  

Conclusion 

The Get Personal application, with three game sessions, improves children's personal safety 

skills. A significant difference between pretest and posttest scores among the experiment 

group, with a higher score in the posttest than in the pretest, supports implementing the Get 

Personal application for children.  Event illustrations arranged with pictures appropriate to 

the context of the game provide stimulation for children to recognize personal safety skills. 

Participants' experience in the Get Personal game strengthens information about recognition 

by recognizing parts of the body that may and should not be touched by others, who may 

touch sensitive parts of the body, and abnormal behaviors from other people related to sexual 

crimes. The Get Personal application also enhances participants' resistance to facing or 

rejecting others when committing sexual crimes or actions. The report deals with reporting 

to parents, closest people, or the authorities when dealing with other people who commit 

sexual crimes or cause sexual discomfort among the participants was also improved with the 

Get Personal application. Therefore, the Get Personal application is a valuable tool for 

improving personal safety skills, which hopefully may develop children's skills in dealing 

with the threat of sexual crimes around them. 

Acknowledgment 

The authors would like to thank the elementary school students in the Jambi Area and the 

validators of the application implemented in this study.  

Declarations  

Author contribution. YNE established the research topic, collected data, analyzed data 
samples, and wrote the report. VA assisted with developing research ideas. NES supervised 
the work and examined and corrected the final manuscript.  
Funding statement. This research has been carried out under the applied research scheme 
provided by the Faculty of Medicine and Health Science, Universitas Jambi. 
Conflict of interest. The authors declare no conflict of interest. 
Additional information. No additional information is available for this paper. 
 



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                                                Ekawati et al. (The get personal application to improve…)   

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