Objectives: This study explored a multidimensional model of the relationships between social media use, gender, peer bullying victimization experiences, and the onset of anxiety symptoms among children. We hypothesized that greater experience of bullying would be associated with greater onset of anxiety. We also expected that gender and social media use (specifically Instagram and YouTube) would be linked with anxiety among elementary school children. To test this hypothesis, a structural equation modeling approach was used.Methods: A total of 456 elementary children aged 11–13 years from nine schools were recruited for this research. We used two psychological measures: The Screen for Child Anxiety Related Emotional Disorders (SCARED) and the Personal Experience Checklist (PECK) as well as a sociodemographic questionnaire (general demographic information and social media-related information).Results: The social media usage survey found that all participants (100%) used social media. Instagram (52.42%) and YouTube (47.58%) were the platforms most used by the participants. The Structural Equation Model results suggest that bullying victimization and gender predicted the onset of anxiety in elementary school children. The model explained 32.1% of the variance of the outcome with very adequate fit indicators based on most indices, χ2 = 173.56, df = 52, p < 0.001; CFI = 0.92; TLI = 0.94; RMSEA = 0.07 (90% CI: 0.06–0.08). Instagram use was correlated positively with generalized anxiety disorder. Gender was negatively correlated with Instagram use and positively correlated with YouTube use. Girls were found to use Instagram more and boys were found to use YouTube more. It was also found that girls had higher scores onSCARED dimensions, except for school avoidance. Girls were more prone to onset of anxiety than boys, except for school avoidance, which was not related to gender. Boys were found to experience significantly more physical bullying than girls. On the other hand, girls were found to experience more panic disorder, generalized anxiety disorder, separation anxiety disorder, and social anxiety than boys.Conclusion: This study found that bullying victimization significantly influences the onset of anxiety in children. Particular attention should be paid to cyberbullying in this context. This study also found a link between gender and anxiety—girls had a greater tendency to experience the onset of various types of anxiety, including panic disorder, generalized anxiety disorder, separation anxiety disorder, and social anxiety. Gender was also correlated with the form of bullying victimization. The findings of this study suggest that boys were more likely to experience physical bullying than girls. Interestingly, we found that Instagram use was significantly correlated with developing separation anxiety. In particular, children demonstrated school avoidance when experiencing cyberbullying. Limitations and future directions are discussed.

This research investigates the ways in which different groups of media users have different tendencies in consuming and believing fake news. These tendencies are examined through: (1) analysis of association of age and income level with the pattern of media consumption; (2) analysis of association of age and income level with types of media that is perceived as the most trustworthy. Using systematic random sampling, this study examines 400 households in Semarang, Central Java, with level of confidence of 95%.

This article explains the ways in which a digital media literacy campaign was conducted to help groups of adolescent to identify fake news or hoax and to prevent the further dissemination of fake news. A number of research have shown that young generation, or popularly known as millennials, is the age group of media users that has the highest tendency to read and to spread hoax or fake news. This is also tied to the fact that millennial spend more time on the Internet, and therefore have higher exposure to many various types information, including fake news. Based on the digital media campaign programs that was conducted in several public and private high schools in Semarang, Indonesia, this article will explicate the initial condition regarding the ability of high-school students in recognizing and identifying fake news before the digital media literacy campaign, and then explain how the campaign helping students to improve the ability to do so. This article will further describe the challenges faced in the typical media literacy campaign and several suggestions to overcome those challenges in future digital media literacy programs.

This research aims to examine the ways in which practices of information productions and distributions are shifting in the Internet era, particularly in the production of extreme speech that is claimed to be news. There are many information platforms on the Internet proclaimed as 'news sites", but instead of conveying valuable information to the readers, they are used to circulate opinionated pieces and propaganda. The popularity of user-generated content -where users were enabled not only to consume but also to produce and to distribute digital content -used to be hailed optimistically as a form of democratization that will to give chances to citizens to voice their social, economic, political, and cultural concerns. However, the recent development shows that the freedom and the easy-access offered by the Internet have been used to propagate negative content and sectarian sentiments. This research conducts analysis of ten 'news outlets' that were banned by Indonesian government (KOMINFO) that had been considered spreading hatred and sectarian spirit. This research will examine closely this so-called news in terms of their content, tone, and the parties that are confronted through the content. This research argues that the once embraced users-generated content as alternative news by citizen had evolved to be a form of extreme speech propagator.

<div><p>The population of millennials who work as elementary school teachers is currently increasing because it replaces the previous generation who will retire. This generation grows surrounded by technology and educates technology savvy too. This study aims to explore the experience of millennial teacher related to the use of technology in learning in primary schools. Two research questions were proposed, namely: 1) How did millennial teacher experience their role as teacher for elementary school students? ; 2) What is the experience of millennial teacher when using technology in learning for students in elementary schools. This study uses a qualitative method with the Interpretative Phenomenological Analysis (IPA) approach. Semi-structured interviews with open-ended questions were conducted on 6 elementary school teacher. The analysis showed four emergent themes, namely: (1) Interpersonal experience; (2) Technology as a learning tool; (3) Barriers to integrating technology in learning; (4) Strategy to overcome obstacles. Collaborative, and collegial relationships will help the subject to make an active contribution at work. Familiarity with technology helps millennial teachers in innovating learning and interacting with students.</p></div>