How To Students Learn About Sex Statistics

*Trigger warning: Description of sexual violence, abuses, stiff words*

"My boyfriend pulled his genital out of his pants and asked me to suck it. Information technology was the commencement time in my life I saw a grown human'southward penis. I was shocked, confused, scared, a lot of mixed feelings," said "Desi" recalling her experience five years agone. She was a twelfth grader in high school at the fourth dimension, while "Doni", her boyfriend who was two years her senior, was a university pupil.

In Doni's boarding room, Desi was yet processing her shock, when suddenly Doni forced his penis into her mouth. "I couldn't think much, what I knew from talking with my friends was that couples usually do this for love. So I gave in," she told Magdalene.

Now 22 years old, she attributed her experience to a lack of knowledge and feel. In school, she had learned well-nigh reproductive organs and abstinence. There was nothing near safe sexual practice, or sexual consent, much less healthy human relationship, she added.

That experience was imprinted in her listen, but only afterward that she realized she was a victim of violence because she was forced to take sex activity without her consent. Her relationship with Doni is now over, merely Desi has learned the importance of consent, which is often absent-minded when teenagers learn almost sexuality both at school and in the family.

Currently elements of sexuality education covering more often than not reproductive health system are taught in Biology class in loftier schools. Other modules on risky sexual behavior aimed to prevent the spread of HIV/AIDS prevention are taught in Concrete and Health Education discipline.

Desi's story echoes those of others and provides a swell argument for the urgency of sex education for teenagers. Simply how should sex educational activity be packaged ideally?

To answer this question, Magdalene conducted an online survey from November 2 to 15, 2021. Participated past 405 people s aged fifteen-19, the survey showed that 98.5 percentage of respondents say they demand sex education. Furthermore merely 12.84 percent of the respondents consider the "sexual practice didactics" they receive in schools to be adequate.

As many as 98.5 per centum respondents admit that they need sex teaching. But 12.84 [percent considered the "sexual practice education" they receive in schools to be adequate

The survey was distributed through diverse social media platforms including Twitter, Facebook, and Instagram. Information technology was also distributed through Magdalene'due south networks, including organizations like the Independent Youth Alliance (ARI) to Reprodukasi, as well as teachers, students, and parents.

Participants come up from 148 cities in 32 provinces, and 69 percentage of the respondents are from Java. West Java is the province most represented, followed by Due east Coffee and Greater Dki jakarta. With the questionnaires randomly distributed, this survey does not represent the 15-to-xix-year-olds in Republic of indonesia as a whole, merely information technology managed to capture the demand for sex activity education among teenagers of this age range.

Distribution of respondents in terms of gender and age.

1st Survey Finding: Bulk Agree They Need Sexual practice Ed

The survey also produced other important findings. Amid them are the reasons given by the respondents on why they really demand sex education.

As many as 97.53 percent agree that sex activity education is of import although they have yet to accept any intention to exist sexually agile. In addition, sexual practice instruction is seen as beingness able to assistance build healthy relationships with partners (96.79 per centum). They also hold that sexual activity instruction can prevent sexual violence (96.54 percentage), unwanted pregnancies (97.04 percent), and sexually transmitted diseases (98.02 pct).

Reasons why sex education is important.

There is general agreement that school needed to adopt a more comprehensive sexual education. This also emerged during a roundtable discussion organized by Magdalene for this project on December. 1.

Jessica Suciandy, a 2nd-grade high school student in Makassar, for example, talked about the lack of sexual practice education in her school: "We don't get sexual activity education at schoolhouse, simply the stuff near the reproductive system in Biological science class, starting from the reproductive organization, fertilization, menstruation, sexually transmitted diseases, and so on," she explained. Teenagers demand to learn about the sexuality part, in addition to the reproductive role, she added.

According to child and developmental psychology skilful from the University of Texas, John Due west. Santrock, boyhood is a disquisitional period more often than not characterized past biological, cognitive, and socio-emotional changes. Women experience menstruation, men have wet dreams and both gender start to develop sexual attraction to contrary or same sex.

Santrock said sex education can function as a compass of cognition and so teenagers tin can sympathize risk factors and responsibleness, recognize their own values and sexuality, and practise self-command. Instead of focusing only on abstinence, sexual activity teaching should also provide guidance for those who are already sexually active, either with themselves or with other people.

Teenagers demand to know everything related to their sexuality, from how menstrual flow is liked to vulnerability to anemia, the functions of genital organs, prophylactic sex, the importance of consent in having sex, relational violence, and sexual satisfaction. These aspects are difficult for students to get if they but rely on the existing school curriculum, particularly if they rely on dubious sources such as pornography, random articles on the internet, or random information from social media.

Stella Masaharu, a parent of a third-grade junior high school students, stated the importance of sex education: "Equally a parent, I tin teach simple things, such as genitalia, menses, or which parts of the torso should non be touched, like the vagina, the buttock, and breasts. All the same, parents have their own limitations, peculiarly because they are fighting against the information giant that is the internet."

Rudolf Valantino, Deputy Main at Charisma Global Schoolhouse Tangerang concurred. He admitted that sex educational activity is still not considered urgent by most teachers, resulting in the scant material currently existence taught on this bailiwick.

"I agree, it is important that sex educational activity is taught continuously from the elementary, junior high, and high school levels," said Rudolf. He admitted that he was not familiar with the reproductive health modules developed by the Ministry of Pedagogy, Culture, Research and Applied science.

second Survey Finding: Teens Turns to Porn for Information

The lack of comprehensive sex education in school drives young people to await for other alternative sources of data. Magdalene'south survey found that internet sites or digital applications, movies or videos, and friends were the 3 principal sources of sex education most frequently cited past respondents. School teachers simply come up in fifth place.

A total of 16.88 percent respondents use pornographic content every bit a learning resources for sex education.

Interestingly, 16.88 percent of respondents acknowledge to turning to porn films to learn about sex. While a healthy dose of porn consumption for adults might be harmless, using porn for sexuality is problematic for many reasons. Aside from the fact that porn rarely ever portrays a realistic sexual relationship, a lot of pornographic content glorify violence. Sociologist fro Universitas Indonesia, Diana Teresa Pakasi. said pornographic content that sexualize violence tin influence the way teenagers interpret their own relationships, sexual or not. A fter all, pornographic content is, understandably, meant to entertain, non educate.

"Pornographic content cannot be separated from objectification and sexualization of women, which lead to violence and even perpetuate rape culture. I'1000 worried that content that objectifies violence is now considered normal by teenagers," Diana said.

Still, our survey shows that the adolescent respondents really accept a basic agreement of sexuality. This tin be seen from their answers when their knowledge is tested in the survey with a number of true and false statements. For example, in a statement that says swimming with the opposite sex can atomic number 82 to pregnancy, 94.07 per centum of respondents answered with "false." This shows much meliorate knowledge than a member of the Kid Protection Commissioner who a few years ago had to publicly apologized after challenge in an interview that pregnancy could occur via water in pond pools.

When the respondents are tested with a statement that vagina does not e'er have to drain the first time a adult female has sex, as many as eighty percent answered "true", viii.64 percent answered "false", and the rest chose "do not know." This is an of import finding considering the concept of virginity (or the loss of it) is one of the contributing factors to dating violence.

3rd Survey Finding: Fighting Relational Violence with Sex Education

A nother important finding from the survey is that ane in 10 respondents who had been in a romantic relationship said they had been victims of violence. Of the 42 who experienced violence 6 were men. The forms of violence they experienced include exact, psychological, sexual, extortion, online violence, and a combination of two or more than. Of all the respondents who experienced such violence, only 63.21 pct said they had received sex instruction.

This supports the data from the National Commission on Violence Against Women (Komnas Perempuan) that out of virtually 300 k cases of violence confronting women in 2020, dating violence ranks second or xx percent in the category of violence in the private sphere.

Percentage of respondents who experienced violence, the types of violence.

For many teenagers, violence occurs repeatedly within their human relationship. Often victims are not aware that they are in a bike of violence, much less able to place the violence they have experienced. Building a comprehensive, and age- and culture-appropriate sexual activity education therefore must incorporate topics of violence, particularly gender-based violence.

Comprehensive Sex Education

During the give-and-take, Director of the Initiative for Changes in Access to Health (IPAS) Marcia Soumokil said some schools accept actually offered sexual activity education or reproductive wellness teaching, merely non structured enough.

"We know that some sex instruction content have started to be integrated into subjects in formal schools also as in the community, whether through the mass media, social media, or family unit. Even so, we have to agree that sex teaching for teenagers has non been packaged comprehensively."

This was echoed by the Head of the National Population and Family Planning Agency (BKKBN) Hasto Wardoyo.

"We are fighting an uphill boxing: Ignorance. Maybe a lot of people don't empathise that sex pedagogy is non about teaching sex intercourse, but also how to recognize the pathological conditions of men and women. What is normal and abnormal in menstruation. How unsafe sex can pose risks. I have been actively involved in this field since 1997, but accept never seen a major breakthrough when information technology comes to mainstreaming sexual education," he said during the discussion.

Article 136 paragraphs (ane) and (2) of the Health Police Number 36 of 2009, for example, states that adolescent health care is aimed at preparing them to get healthy and productive adults, both socially and economically, and is carried out and then that they are gratuitous from various wellness problems that tin hinder the power to live a healthy reproductive life.

This rule is interpreted in programs that focus on preventing teenagers from having sex outside of wedlock. BKKBN's program called Generation Plan (GenRe) Goes to Schoolhouse, could be used as a ways to mainstream sex education. But the program focuses on abstinence, child matrimony and drugs.

In its website, UNESCO states that comprehensive sex educational activity must include cognitive, emotional, concrete, and social aspects of sexuality. The aim is to equip children and youth with the cognition, skills, attitudes, and values that can empower them to: be aware of matters relating to their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices bear on their well-existence and that of others; and empathise and ensure that their rights are protected.

When asked what their idea of a skillful sex pedagogy is, the survey's respondents' answers vary but bear witness an understanding of the dimensions of adolescent sexuality, ranging from sexual drive, self-pleasure, risky behavior, healthy relationships, religious teachings, cultural norms, reproductive health factors, and social risks.

Age-appropriate sex teaching.

"Sex instruction should not only discuss reproductive organs and the concept of forbearance similar the one I received at school, which basically talk about risks of social, religious sanctions, and fearmongering about sexually transmitted diseases," wrote Akbar, a 17-year-old respondent from Bangka Belitung.

Abstinence alone is non enough to stop some people from having sex, he said, citing that learning nigh safe sex, consent, as well every bit risks and responsibilities later on having sex is very important.

Similarly, Rena from Due north Jakarta said that comprehensive sex pedagogy should teach teenagers complete knowledge of the reproductive system, consent, open communication with partners, respect for personal sexuality preferences, and positive sexual activity.

In the end, it is neither healthy nor effective to talk about sex education for teenagers, simply excluding their voices and needs. If teenagers demand a new revolution in the approach to sex education, then discussions and discourses on sex teaching must be needs-driven, show-based, and free from misleading assumptions about teens themselves.