Inclusivity of Sexuality Education and Gender Equality from a Humanistic Philosophical Perspective: A Case Study in an Urban Primary School

Authors

  • Endah Hendarwati Teacher Training and Education Faculty, Universitas Muhammadiyah Surabaya, Surabaya, East Java, Indonesia
  • Holy Ichda Wahyuni Teacher Training and Education Faculty, Universitas Muhammadiyah Surabaya, Surabaya, East Java, Indonesia

DOI:

https://doi.org/10.51601/ijersc.v6i2.946

Abstract

Sexuality education and gender equality at the primary school level still face various structural, cultural, and pedagogical challenges, particularly within the context of urban Indonesian society. This article aims to analyze the implementation of sexuality education and gender equality in primary education practice through a humanistic philosophical approach. This study employed a qualitative-philosophical method using a case study involving six teachers in primary schools in Surabaya. Data were collected through in-depth interviews and analyzed using Fairclough’s critical discourse analysis. The findings indicate that sexuality education has been present in a hidden and euphemistic form, such as girls’ counseling sessions or extracurricular activities, but has not yet been delivered explicitly, inclusively, or in a gender-equitable manner. There is evident gender role bias in teaching practices, which highlights teachers’ weak reflective awareness of equality values. The humanistic approach offers an ethical and pedagogical framework capable of reconstructing educational practices by positioning children as autonomous individuals who have the right to knowledge, protection, and respect for diversity. This article proposes the need for a transformation towards sexuality education grounded in humanistic values to foster a more empathetic, just, and contextually relevant education system.

Downloads

Download data is not yet available.

References

. Adriana I. Membangun Pendidikan yang Berkesetaraan. Tadris. 2009;4:150.

. Fakih M. Runtuhnya Teori Pembangunan dan Globalisasi. Yogyakarta: Pustaka Pelajar dan Insist Press; 2006.

. Yunansah H, Herlambang YT. Ecopedagogic Based Education in Raising Ecological Awareness and Developing Character in Elementary School Students. EduHumaniora | J Pendidik Dasar Kampus Cibiru. 2017;9(1):27.

. Anwar K. Implementasi Pendidikan Karakter di SMP Negeri I Rejang Lebon. Tesis Progr Stud Manaj Pendidik madrasah Progr Pasca Sarj Inst Agama Islam Negeri Curup Curup. 2019;88–9.

. Li Y, Xue Y. Educational technology reform in the age of digital transformation: Implications for sensitive topics. Asian Educ Rev. 2022;14(1):56–71.

. Pakasi DT, Kartikawati R. Antara kebutuhan dan tabu: pendidikan seksualitas dan kesehatan reproduksi bagi remaja di SMA. J Makara Seri Kesehat. 2013;2(17):79–81.

. Dista F, Chairullah C, Khafidah W. Pendidikan Seks Bagi Anak Usia Dini Menurut Perspektif Abdullah Nashih Ulwan Dan Sigmund Freud. Waladuna. J Pendidik Islam Anak Usia Dini [Internet]. 2023; Available from: https://jurnal.iailm.ac.id/index.php/waladuna/article/view/897

. Sumarsih I, Marliyani T, Hadiyansah Y, Hernawan AH, Prihantini P. Analisis Implementasi Kurikulum Merdeka di Sekolah Penggerak Sekolah Dasar. J Basicedu [Internet]. 2022;6(5):8248–58. Available from: 10.31004/basicedu.v6i5.3216

. Gandasari D, Prasetyo W, Utami T. The silence of sexual education in elementary curriculum: Between cultural constraints and policy gaps. J Pendidik dan Kebijak Publik. 2022;8(2):120–35.

. Susiana S. Aborsi dan Hak Kesehatan Reproduksi Perempuan. Info Singk Kesejaht Sos. 2016;VIII(06):9–12.

. Khotimah K. Gender Kurikulum Di Pendidikan. Insania. 2008;13(3):1–10.

. Muzaki M, Nuraldina SD. Implementasi Konseling Eksistensial-Humanistik untuk Meningkatkan Self-Esteem pada Siswa Terisolir di Cirebon. Prophet Prof Empathy Islam Couns J. 2020;3(2):197.

. Ekawati M, Yarni N. Teori Belajar Berdasarkan Aliran Psikologi Humanistik Dan Implikasi Pada Proses Belajar Pembelajaran. J Rev Pendidik dan Pengajaran. 2019;2(2):266–9.

. Boot-Haury B. Humanistic psychology and its educational implications in contemporary classrooms. J Humanist Educ [Internet]. 2023;12(1):45–58. Available from: https://doi.org/10.1080/xxxxx

. Patilima S. Sekolah Penggerak Sebagai Upaya Peningkatan Kualitas Pendidikan. Pros Semin Nas Pendidik Dasar [Internet]. 2022;0(0):228–36. Available from: http://ejurnal.pps.ung.ac.id/index.php/PSNPD/article/view/1069

. Tricahyono D, Sariyatun S, Ediyono S. Analisis Wacana Kritis Pendidikan Multikultural dan Pendidikan Nilai Dalam Buku Teks Sejarah SMA. SOCIA J Ilmu-Ilmu Sos. 2020;17(1):1–10.

. Hasiana I. Peran Orangtua Dalam Pendidikan Seksual Anak Usia Dini. Wahana. 2020;72(2):118–25.

. Sumantri BA, Ahmad N. Terhadap Pembelajaran Pendidikan Agama Islam. J Pendidik Dasar. 2019;3(2):1–18.

. Hendarwati E, Setiyawan R, Ichda Wahyuni H, Budiman A, Uswatun Hasanah S, Azmi Fauzia F, et al. Implementation of Gender and Ecology Mainstreaming Policies at Sekolah Penggerak and Eco Green Schools in Surabaya: Ecofeminism Study. Int J Educ Res Soc Sci. 2023;4(6):1093–100.

. Bourdieu P. Masculine domination (R. Nice, Trans.). Stanford University Press; 2001.

. Haryani TN, Nurhaeni IDA. Evaluasi Integrasi Nilai Gender Pada Pendidikan Menengah (Studi Pada Sekolah Menengah Atas Di Kabupaten Sragen). Spirit Publik J Adm Publik. 2019;14(1):94.

. Setiawan H. Manusia Utuh, Sebuah Kajian atas Pemikiran Abraham Maslow. Yogyakarta: PT Kanisius; 2014.

. Zamboni M. Thoughts on Sociological Jurisprudence: Juristic Thought and Social Inquiry (Roger Cotterrell). Ratio Juris. 2019;

. Freire P. Pendidikan Kaum Tertindas. LP3ES; 2010.

. Subaidi SM. Kebutuhan Manusia dalam Pemikiran Abraham Maslow. Al-Mazahib [Internet]. 2019;7(1):17–33. Available from: ejournal.uin-suka.ac.id › almazahib › article › download

. Perni NN. Penerapan Teori Belajar Humanistik Dalam Pembelajaran. Adi Widya J Pendidik Dasar. 2019;3(2):105.

Downloads

Published

2025-06-30

How to Cite

Hendarwati, E. ., & Ichda Wahyuni, H. . (2025). Inclusivity of Sexuality Education and Gender Equality from a Humanistic Philosophical Perspective: A Case Study in an Urban Primary School . International Journal of Educational Research &Amp; Social Sciences, 6(3), 396–403. https://doi.org/10.51601/ijersc.v6i2.946