Wahana Edukasi untuk Menumbuhkan Kesadaran Mengenai Bagian Tubuh dan Mencegah Pelecehan Seksual pada Anak
DOI:
https://doi.org/10.64228/vjk3tf69Keywords:
body mapping, body parts, experiential learning, psychoeducation, sexual harrasmentAbstract
Sexual harassment against children continues to increase annually, even reaching a 100% rise compared to previous years. This escalation is driven by rapid technological advancement that is not accompanied by adequate self-awareness, as well as limited sex education due to prevailing social taboos that discourage discussion with children. Consequently, preventive efforts are needed to enhance children’s awareness of their bodies and protect them from sexual harassment through experiential learning approaches. One such method is body mapping, which enables children to recognize and understand their own body parts. This activity aimed to provide education, understanding, awareness, and strategic preventive skills through experiential learning to help elementary school students identify body parts that should not be touched by others and to introduce basic sex education as a form of sexual harassment prevention at SDN 01 Bonto-Bonto, SDN 14 Bonto-Bonto, and SDN 15 Bonto-Bonto. The methods employed were experiential learning combined with lectures using a counseling-based approach. Results showed that 100% of students (71 participants) attended the activity. Students’ knowledge regarding body parts that should not be touched improved from insufficient and sufficient levels to sufficient and good categories. Additionally, 90% (64 students) demonstrated understanding of sexual harassment prevention strategies, and 97% (69 students) reported high enthusiasm during the activity. In conclusion, experiential learning effectively increased students’ knowledge and preventive understanding, indicating its potential for reducing the risk of sexual harassment among children.
References
Ali, S., Pasha, S. A., Cox, A., & Youssef, E. (2024). Examining the short and long-term impacts of child sexual abuse: A review study. SN Social Sciences, 4(2), 56. https://doi.org/10.1007/s43545-024-00852-6
Al-khresheh, M. H. (2024). The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students: A quasi-experimental study. Acta Psychologica, 243, 104159. https://doi.org/10.1016/j.actpsy.2024.104159
Alves, M. R. D. (2025). The impact of social media on the evolution of child sexual abuse. Revista de Direito, 17(02), 01–19. https://doi.org/10.32361/2025170221685
Aquila, I., Sacco, M. A., & Ricci, P. (2023). Sexual Abuse and Mental Disorders: The Dark Side of Violence. Journal of Forensic Science and Medicine, 9(1), 76–80. https://doi.org/10.4103/jfsm.jfsm_29_21
Brigidi, S. (2026). Group Body Mapping: Exploring Intersectional Aspects of Obstetric Violence Through Embodiment—Experiences of Migrant Women in Situations of Vulnerability. Qualitative Health Research, 36(1), 74–87. https://doi.org/10.1177/10497323251316444
Buenestado-Fernández, M., Jiménez-Millán, A., & Palacios-Hidalgo, F. J. (Eds.). (2024). Comprehensive Sexuality Education for Gender-Based Violence Prevention. IGI Global. https://doi.org/10.4018/979-8-3693-2053-2
Chandra, S., & Gupta, M. (2024). Childhood at Risk: Examining the Effectiveness of the Framework in Protecting Children From Sexual Offenses. In S. Chakraborty & S. S. Satapathy (Eds.), Advances in Religious and Cultural Studies (pp. 337–358). IGI Global. https://doi.org/10.4018/979-8-3693-6069-9.ch017
Çiftci, A. (2025). Supporting survivors of child sexual abuse: Contemporary strategies for educators. Preventing School Failure: Alternative Education for Children and Youth, 69(4), 340–343. https://doi.org/10.1080/1045988X.2025.2494515
Diarsvitri, W., & Utomo, I. D. (2022). Medical perspective of reproductive health education in Indonesian schoolbooks. Frontiers in Public Health, 10, 943429. https://doi.org/10.3389/fpubh.2022.943429
Edmonds, R., Ochaya, A., & Sansom, N. (2022). The role of resilience processes in education and well-being outcomes for separated children in Uganda: Exploring street-connected children’s pathways through a resilience-based programme and beyond. Global Studies of Childhood, 12(1), 14–26. https://doi.org/10.1177/20436106221082677
Heričko, T., Beranič, T., & Heričko, M. (2025). Exploring Students’ Perceptions of Co-Curricular Educational Excursions as a Form of Experiential Learning: A Case Study. In L. Uden & I.-H. Ting (Eds.), Knowledge Management in Organisations (Vol. 2562, pp. 253–265). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-95898-4_18
Hunt, G. R., Higgins, D. J., Willis, M. L., Mathews, B., Lawrence, D., Meinck, F., Pacella, R., Thomas, H. J., Scott, J. G., Erskine, H. E., Malacova, E., & Haslam, D. M. (2024). The Prevalence of Peer Sexual Harassment During Childhood in Australia. Journal of Interpersonal Violence, 39(23–24), 5108–5130. https://doi.org/10.1177/08862605241245368
Kang, J., Roestel, N. M. E., & Girouard, A. (2022). Experiential Learning to Teach User Experience in Higher Education in Past 20 Years: A Scoping Review. Frontiers in Computer Science, 4, 812907. https://doi.org/10.3389/fcomp.2022.812907
Kwon, H. (2022). Body mapping as embodiment and witnessing and its implications for art education. International Journal of Education Through Art, 18(3), 309–324. https://doi.org/10.1386/eta_00103_1
Lemma, A. (2024). Brief report: Private pleasures and the damage done: asking the unasked question about consumption of online pornography. Psychoanalytic Psychotherapy, 38(2), 121–131. https://doi.org/10.1080/02668734.2024.2347614
Lenoir, B. W., & Van Metre, A. (2024). Leveraging experiential learning to increase undergraduate students’ advocacy skills and political efficacy. Communication and Democracy, 58(2), 284–303. https://doi.org/10.1080/21689725.2024.2341615
Murray, A., Steffen, M., Keiller, E., Turri, M. G., & Lau, J. Y. F. (2023). Body mapping for arts-based inquiry in mental health research: A scoping review. The Lancet Psychiatry, 10(11), 896–908. https://doi.org/10.1016/S2215-0366(23)00224-9
Naidoo, S., Duby, Z., Hartmann, M., Musara, P., Etima, J., Woeber, K., Mensch, B. S., Der Straten, A. V., & Montgomery, E. T. (2021). Application of a Body Map Tool to Enhance Discussion of Sexual Behavior in Women in South Africa, Uganda, and Zimbabwe. Field Methods, 33(2), 143–158. https://doi.org/10.1177/1525822X20982082
Nayoan, C. R., Hoban, E., & Williams, J. (2020). How young female adolescents understand their pubertal body changes and reproductive system. International Journal of Adolescence and Youth, 25(1), 872–881. https://doi.org/10.1080/02673843.2020.1767662
Ong, T., Mellor, D., & Chettri, S. (2020). Clay as a Medium in Three-Dimensional Body Mapping. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 21(2). VEGGIhttps://doi.org/10.17169/FQS-21.2.3380
Sippel, C. S., & Ucelo Jiménez, M. (2025). From epistemic erasure to epistemic resistance: Autoethnographic reflections on the potential of body mapping in decolonising methodologies. Third World Quarterly, 46(14), 1774–1795. https://doi.org/10.1080/01436597.2025.2527813
Sperling, R. A., Ramsay, C. M., Reeves, P. M., Follmer, D. J., & Richmond, A. S. (2016). Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies. Middle School Journal, 47(3), 25–32. https://doi.org/10.1080/00940771.2015.1135099
Taj, T., Mulukuri, N. V. L. S., & Raj, B. (2024). Impact on Physical and Mental Health of Sexually Abused Children. In A. Shaik, S. L. Thota, & L. R. Atmakuri (Eds.), Child Sexual Abuse (pp. 135–143). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-8745-0_13
Takayama, N., Korpela, K., Lee, J., Morikawa, T., Tsunetsugu, Y., Park, B.-J., Li, Q., Tyrväinen, L., Miyazaki, Y., & Kagawa, T. (2014). Emotional, Restorative and Vitalizing Effects of Forest and Urban Environments at Four Sites in Japan. International Journal of Environmental Research and Public Health, 11(7), 7207–7230. https://doi.org/10.3390/ijerph110707207
Veggi, S., Carpignano, C., & Zara, G. (2021). The intimate space of violence: Type and duration of violent relationships. Rassegna Italiana Di Criminologia, (4), 292–303. https://doi.org/10.7347/RIC-042021-p292
Walling, C. B. (2025). Experiential learning experiences for teaching international organizations. In K. J. Kille (Ed.), Teaching International Organizations (pp. 205–222). Edward Elgar Publishing. https://doi.org/10.4337/9781803927671.00021
Westgren, R., & Foreman, P. (2021). Shared Identity, Intentionality and Agency in Organizations. In R. J. Galavan & K. J. Sund (Eds.), Thinking about Cognition (pp. 57–72). Emerald Publishing Limited. https://doi.org/10.1108/S2397-521020210000005004
