DEEPFAKE-ENABLED ONLINE GENDER-BASED VIOLENCE: EVALUATING NATIONAL DIGITAL LITERACY MODULES WITH GENDER EVALUATION METHODOLOGY
DOI:
https://doi.org/10.15408/harkat.v22i1.52733Keywords:
Deepfake AI, Online Gender-Based Violence, digital literacy, pornography , Kekerasan Berbasis Gender Online, literasi digital, pornografiAbstract
Abstract. Deepfake AI has enabled new forms of Online Gender-Based Violence (OGBV) through the manipulation of women’s images and videos into non-consensual pornographic content. This study evaluates the gender responsiveness of four 2021 National Digital Literacy Movement (GNLD) presentation modules: Digital Skills, Digital Safety, Digital Culture, and Digital Ethics, in addressing deepfake-enabled OGBV. Using directed qualitative content analysis, 279 slides were examined through four dimensions adapted from the Gender Evaluation Methodology (GEM): gender representation, response to gender-related risks, participation, and language and visuals. Findings show uneven gender responsiveness. Digital Skills provides the strongest explicit representation of women and vulnerable groups, while the other modules mainly use generalized user categories. The modules recognize several digital harms, but not as gender-specific risks; none directly addresses deepfake AI or provides gender-sensitive prevention, protection, and reporting guidance. Participation remains largely general, while neutral language and some inclusive visuals do not ensure substantive gender responsiveness. The study recommends integrating deepfake recognition, gender-sensitive safety guidance, and women’s agency. Its scholarly contribution lies in operationalizing GEM to identify gaps between general digital literacy and the gender-responsive competencies needed to address deepfake-enabled OGBV.
Abstrak. Deepfake AI telah memunculkan bentuk baru Kekerasan Berbasis Gender Online (KBGO) melalui manipulasi gambar dan video perempuan menjadi konten pornografi nonkonsensual. Penelitian ini mengevaluasi responsivitas gender empat modul presentasi Gerakan Nasional Literasi Digital (GNLD) tahun 2021: Cakap Digital, Aman Digital, Budaya Digital, dan Etika Digital, dalam merespons KBGO berbasis deepfake. Dengan analisis isi kualitatif terarah, 279 slide dianalisis menggunakan empat dimensi yang diadaptasi dari Gender Evaluation Methodology (GEM): representasi gender, respons terhadap risiko terkait gender, partisipasi, serta bahasa dan visual. Hasil menunjukkan responsivitas gender yang tidak merata. Cakap Digital memberikan representasi paling eksplisit terhadap perempuan dan kelompok rentan, sedangkan modul lainnya terutama menggunakan kategori pengguna yang bersifat umum. Modul-modul tersebut mengenali sejumlah risiko digital, tetapi belum membingkainya sebagai risiko spesifik gender; tidak satu pun membahas deepfake AI secara langsung atau menyediakan panduan pencegahan, perlindungan, dan pelaporan yang responsif gender. Partisipasi masih bersifat umum, sementara bahasa netral dan beberapa visual inklusif belum menjamin responsivitas gender substantif. Penelitian merekomendasikan integrasi pengenalan deepfake, panduan keamanan responsif gender, dan agensi perempuan. Kontribusi ilmiah terletak pada operasionalisasi GEM untuk mengidentifikasi kesenjangan antara literasi digital umum dan kompetensi responsif gender yang dibutuhkan untuk menghadapi KBGO berbasis deepfake.
References
Apriani, F. (2008). Berbagai Pandangan Mengenai Gender dan Feminisme. Jurnal Sosial-Politika, 15(1), 115–130.
Bamberger, E. T., & Farrow, A. (2021). Language for Sex and Gender Inclusiveness in Writing. Journal of Human Lactation, 37(2), 251–259. https://doi.org/10.1177/0890334421994541
Barromi-Perlman, E., Dekel, T., & Barchana-Lorand, D. (2021). Gender and visual literacy: towards gender-sensitive readings. Journal of Visual Literacy, 40(3–4), 145–148. https://doi.org/10.1080/1051144X.2021.1974772
Bintari, A. (2024). Kekerasan Seksual Berbasis Elektronik: Permasalahan dan Respons terhadap Kasus. Jurnal Perempuan, 29(1), 38–63.
Brody, N., & Vangelisti, A. L. (2017). Cyberbullying: Topics, strategies, and sex differences. Computers in Human Behavior, 75, 739–748. https://doi.org/10.1016/j.chb.2017.06.020
Byerly, C. M., & Ross, K. (2006). Women and media: A critical introduction. Blackwell Publishing. https://doi.org/10.1002/9780470774908
Chesney, R., & Citron, D. K. (2019). Deep fakes: A looming challenge for privacy, democracy, and national security. California Law Review, 107(6), 1753–1820. https://doi.org/10.15779/Z38RV0D15J
Dewi, N. I., & Pertiwi, P. P. (2025). Eksplorasi Gender Gap pada Industri Teknologi Digital : Perspektif Pekerja Perempuan. Jurnal Riset Rumpun Ilmu Sosial, Politik Dan Humaniora, 4(2), 898–926. https://doi.org/10.55606/jurrish.v4i2.5280
Dragiewicz, M., Burgess, J., Matamoros-Fernández, A., Salter, M., Suzor, N. P., Woodlock, D., & Harris, B. (2018). Technology facilitated coercive control: domestic violence and the competing roles of digital media platforms. Feminist Media Studies, 18(4), 609–625. https://doi.org/10.1080/14680777.2018.1447341
Flynn, A., Powell, A., Eaton, A. A., & Scott, A. J. (2025). Sexualized deepfake abuse: Perpetrator and victim perspectives on the motivations and forms of non-consensually created and shared sexualized deepfake imagery. Journal of Interpersonal Violence. Advance online publication. https://doi.org/10.1177/08862605251368834
Fuchs, C. (2021). Social media: A critical introduction (3rd ed.). SAGE Publications.
Garcia Ramilo, C., & Cinco, C. (2005). Gender evaluation methodology for Internet and ICTs: A learning tool for change and empowerment. Association for Progressive Communications. https://www.apc.org/sites/default/files/GEM_EN.pdf
George-Reyes, C. E., Peláez-Sánchez, I. C., & Glasserman-Morales, L. D. (2024). Digital Environments of Education 4.0 and complex thinking: Communicative Literacy to close the digital gender gap. Journal of Interactive Media in Education, 2024(1), 1–20. https://doi.org/10.5334/jime.833
Gibson, K. (2025). Gender bias, AI, and deepfakes are promoting misogyny online. https://blogs.lse.ac.uk/wps/2025/01/09/gender-bias-ai-and-deepfakes-are-promoting-misogyny-online/
Gill, R. (2016). Postfeminism and the new cultural life of feminism. Diffractions, 6, 1–8.
Gravelin, C. R., Biernat, M., & Bucher, C. E. (2019). Blaming the victim of acquaintance rape: Individual, situational, and sociocultural factors. Frontiers in Psychology, 9(JAN), 1–22. https://doi.org/10.3389/fpsyg.2018.02422
Henry, N., & Flynn, A. (2019). Image-based sexual abuse: Online distribution channels and illicit communities of support. Violence Against Women, 25(16), 1932–1955. https://doi.org/10.1177/1077801219863881
Henry, N., & Powell, A. (2018). Technology-facilitated sexual violence: A literature review of empirical research. Trauma, Violence, & Abuse, 19(2), 195–208. https://doi.org/10.1177/1524838016650189
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Jane, E. A. (2017). Misogyny online: A short (and brutish) history. SAGE Publications. https://sk.sagepub.com/book/mono/misogyny-online/toc
Kementerian Komunikasi dan Informatika (Kominfo). (2021). Literasi digital bergulir ke seluruh negeri. https://www.komdigi.go.id/berita/artikel/detail/literasi-digital-bergulir-ke-seluruh-negeri
Komisi Nasional Anti Kekerasan terhadap Perempuan. (2025). CATAHU 2024: Menata data, menajamkan arah: Refleksi pendokumentasian dan tren kasus kekerasan terhadap perempuan. https://komnasperempuan.go.id/catatan-tahunan-detail/catahu-2024-menata-data-menajamkan-arah-refleksi-pendokumentasian-dan-tren-kasus-kekerasan-terhadap-perempuan
Krippendorff, K. (1991). Analisis isi: Pengantar teori dan metodologi (F. Wajidi, Trans.). Rajawali Pers.
Kurnia, D. (2021). Analisis kritis terhadap Gerakan Nasional Literasi Digital dalam perspektif good governance. Jurnal Academia Praja, 4(1), 107–133. https://doi.org/10.36859/jap.v4i1.321
Kurnia, N., & Astuti, S. I. (2017). Peta Gerakan Literasi Digital Di Indonesia: Studi Tentang Pelaku, Ragam Kegiatan, Kelompok Sasaran Dan Mitra Yang Dilakukan Oleh Japelidi. Informasi, 47(2), 149. https://doi.org/10.21831/informasi.v47i2.16079
McGlynn, C., Rackley, E., & Houghton, R. (2017). Beyond ‘Revenge Porn’: The Continuum of Image-Based Sexual Abuse. Feminist Legal Studies, 25(1), 25–46. https://doi.org/10.1007/s10691-017-9343-2
Pitaloka, C. A. G. (2025). Penyalahgunaan Teknologi Deepfake untuk Konten Pornografi Non-Konsesual di Indonesia. Hukum Inovatif: Jurnal Ilmu Hukum Sosial Dan Humaniora, 2(2), 74–81. https://doi.org/10.62383/humif.v2i2.1475
Rachmaria, L., & Susanto, A. (2024). Potensi kekerasan gender berbasis online pada penyalahgunaan teknologi kecerdasan buatan bagi perempuan di media. Jurnal Netnografi Komunikasi, 2(2), 91–104. https://doi.org/10.59408/jnk.v2i2.25
Ringrose, J., Horeck, T., & Rodda, E. (2026). Sexualized deepfakes in UK schools: Understanding and preventing AI-generated image-based sexual abuse through better AI literacies. Behavioral Sciences, 16(4), 554. https://doi.org/10.3390/bs16040554
Robinson, L., Cotten, S. R., Ono, H., Quan-Haase, A., Mesch, G., Chen, W., Schulz, J., Hale, T. M., & Stern, M. J. (2015). Digital inequalities and why they matter. Information, Communication & Society, 18(5), 569–582. https://doi.org/10.1080/1369118X.2015.1012532
Santoso, I. A. P., Anwar, S., & Waluyo, S. D. (2020). Peran Siberkreasi dalam meningkatkan kemampuan literasi digital untuk mencegah aksi radikalisme. Jurnal Peperangan Asimetris, 6(1), 43–64.
Siberkreasi. (2021). Modul literasi digital. https://gnld.siberkreasi.id/modul/
Siberkreasi. (2021a). Aman bermedia digital [Presentation slides]. Gerakan Nasional Literasi Digital. https://gnld.siberkreasi.id/modul/
Siberkreasi. (2021b). Budaya bermedia digital [Presentation slides]. Gerakan Nasional Literasi Digital. https://gnld.siberkreasi.id/modul/
Siberkreasi. (2021c). Cakap bermedia digital [Presentation slides]. Gerakan Nasional Literasi Digital. https://gnld.siberkreasi.id/modul/
Siberkreasi. (2021d). Etis bermedia digital [Presentation slides]. Gerakan Nasional Literasi Digital. https://gnld.siberkreasi.id/modul/
Suharnanik, S., Shintawati, Y., Pandapaton, D., Khairiah, R., & Pribadi, A. R. (2024). Women’s Literacy in Using Digital Media Information. Tibanndaru: Jurnal Ilmu Perpustakaan Dan Informasi, 8(2), 123–132. https://doi.org/10.30742/tb.v8i2.4040
Trelohan, M., & Zahid, A. (2025). Gender-neutral language in social media: Effects on consumer attitudes and engagement. Asia Pacific Journal of Marketing and Logistics, 38(3), 835–855. https://doi.org/10.1108/APJML-01-2025-0068
UN Women. (2021). Beyond COVID-19: A feminist plan for sustainability and social justice. https://doi.org/10.18356/9789210010344
Vaccari, C., & Chadwick, A. (2020). Deepfakes and Disinformation: Exploring the Impact of Synthetic Political Video on Deception, Uncertainty, and Trust in News. Social Media and Society, 6(1). https://doi.org/10.1177/2056305120903408
Van Dijk, J. (2020). The digital divide. John Wiley & Sons.
Veranita, M. (2023). Literasi Digital dan Perempuan. Jurnal Dialektika: Jurnal Ilmu Sosial, 2(2), 27–33.
West, M., Kraut, R., & Chew, H. E. (2019). I’d blush if I could: Closing gender divides in digital skills through education. UNESCO & EQUALS Skills Coalition. https://unesdoc.unesco.org/ark:/48223/pf0000367416
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Suci Fitrah Syari, Fajar Apriani, Gusti Naufal Rizky Perdana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
