IMPLEMENTASI PENDIDIKAN SEKS ANAK USIA DINI PADA KELOMPOK B TAMAN KANAK-KANAK DI KECAMATAN PIYUNGAN

Eka Rahma Yunita, NIM.: 19104030048 (2026) IMPLEMENTASI PENDIDIKAN SEKS ANAK USIA DINI PADA KELOMPOK B TAMAN KANAK-KANAK DI KECAMATAN PIYUNGAN. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the importance of sex education as part of efforts to introduce the body and build self-protection skills in young children, alongside the continued occurrence of cases involving sexual violations and crimes against children. Sex education for young children is delivered through the introduction of body parts and their functions, personal identity, private areas, touch boundaries, and methods for self-care and self-protection. Implementation requires materials, methods, media, and educator readiness that align with children's developmental characteristics. This study aims to examine the implementation of early childhood sex education in Group B kindergarten classes in Piyungan District and to identify the supporting and inhibiting factors involved. This study employs a qualitative approach with a descriptive research design. It was conducted at a kindergarten in Piyungan District, with the school's identity kept anonymous. Primary data sources consisted of Group B educators and the school principal, while Group B children served as the subjects observed during learning activities. Data were collected through observation, interviews, open-ended questions via Google Forms (as supplementary data), and documentation. Data analysis was performed through the stages of data reduction, data presentation, and conclusion drawing. George C. Edward III’s implementation theory served as the analytical framework, focusing on the aspects of communication, resources, disposition, and bureaucratic structure. The research results indicate that sex education for Group B is implemented in an integrated manner within learning activities, following stages of planning, implementation, and evaluation. Planning involves determining materials, tailoring activities to the characteristics of 5–6-year-old children, selecting methods and media, and preparing evaluation activities. The implementation of sex education encompasses topics such as identifying body parts and their functions, self-identity, private areas, touch boundaries, and personal safety. Educators employ storytelling, play, and singing, utilizing various learning media suited to the activities. Evaluation is conducted through recall exercises, oral questioning, observation of child development, and the provision of reinforcement or re-explanation of material not yet understood by the children. Supporting factors for the implementation of sex education include the support of the school principal, the readiness and competence of educators, and the availability of learning media and facilities. Principal support creates the opportunity for educators to conduct sex education activities, while educator readiness and competence are demonstrated by the ability to prepare materials, select methods, utilize media, and tailor activities to the children's developmental stages. The availability of media and facilities enables educators to provide more concrete and engaging learning experiences. Conversely, inhibiting factors include limited human resources, time constraints, the lack of specific sex education teaching modules, budget limitations, and the persisting perception that sex education is a taboo subject.

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