Gender and Reproductive Health Study 
 Policy 
 Brief No. 2 
 Improving Reproductive
 Health Education in the 
 Indonesian National Curriculum 
 
 Iwu Dwisetyani Utomo, Peter 
 McDonald and Terence Hull 

 
 The
 aim
 of
 this
 policy
 brief
 is
 to
 promote
 the
 dissemination
 of
 reproductive
 health
 education
to
primary
and
secondary
school
students
through
the
improvements
in
the
 national
school
curricula
and
textbooks.
 
 
 
 This
 can
 be
 accomplished
 through
 monitoring
 and
 revising
 textbooks
 in
 Science
 and
 
 Biology,
Sport
and
Healthy
Living,
Social
Sciences
and
Religion.
 



 
 
 Introduction
 
 The
 argument
 that
 providing
 reproductive
 health
 education
in
school
will
lead
to
more
promiscuous
 sexual
behaviour
among
students
is
incorrect.

 
 International
 researchers
 have
 examined
 the
 impact
 of
 reproductive
 health
 education
 on
 students
 and
 the
 results
 show
 conclusively
 that
 children
 receiving
 the
 education
 are
 more
 responsible
 in
 their
 sexual
 behaviour
 and
 delay
 initiation
 of
 sexual
 intercourse
 (Kirby
 et
 al,
 2007;
 Kirby,
 2002).
 Reproductive
 health
 education
 also
 assures
that
young
people
apply
safe
sex
practices
 following
 their
 sexual
 initiation.
 Though
 abstinence
 before
 marriage
 is
 advocated
 in
 some
 courses
in
the
United
States,
the
impact
is
not
as
 effective
 as
 comprehensive
 reproductive
 and
 sexual
health
education
covering
social
aspects
of
 sexuality,
family
planning
and
safe
sex
information
 and
knowledge.


 
 In
Indonesia,
reproductive
health
education
is
not
 provided
 as
 a
 stand‐alone
 subject
 in
 the
 national
 curriculum.
Instead
it
is
integrated
in
subjects
such
 as
 Science,
 Biology,
 Sport
 and
 Healthy
 Living
 (PENJASKES),
Social
Sciences
and
Islamic
Religion.

 
 Reproductive
and
sexual
health
is
widely
regarded
 as
a
“sensitive”
topic,
but
experience
in
Indonesia


and
 overseas
 indicates
 that
 well
 formulated
 materials
 provide
 knowledge
 that
 is
 easily
 adapted
 to
 national
 culture
 and
 custom
 (Ceria
 2010;
SIECUS;
Utomo,
2010a;
Youthnet).


 
 Indonesian
 government
 departments
 have
 developed
 various
 forms
 of
 education
 covering
 topics
 of
 reproductive
 health,
 sexuality,
 and
 HIV
 and
 AIDS
 through
 the
 engagement
 of
 experts
 providing
 talks
 to
 students
 on
 an
 ad
 hoc
 basis.
 Peer
 education
 was
 pioneered
 and
 developed
 by
 BKKBN
 through
 the
 Centre
 of
 Information
 on
 Adolescent
 Reproductive
 Health
 (PIK
 KRR‐
 Pusat
 Informasi
 dan
 Konseling
 Kesehatan
 Reproduksi
 Remaja).
Sporadic
school
programs
through
essay
 and
 poster
 competition,
 website
 program
 and
 school
 press
 publications,
 student
 entry
 orientation,
 talks
 on
 reproductive
 health
 matters
 during
 Monday
 School
 Assemblies
 are
 popular
 with
 students
 and
 teachers
 alike.
 Religious
 sermons
 and
 even
 pilot
 projects
 on
 reproductive
 health
 services
 in
 collaboration
 with
 local
 health
 centres
 (PUSKESMAS)
 are
 effective
 ways
 to
 use
 local
resources.

 
 Reproductive
 health
 education
 has
 been
 developed
as
a
subject
in
its
own
right
through
the
 locally
 developed
 curricula
 (MULOK‐Muatan
 Lokal)
 in
 various
 districts
 in
 West
 Java,
 South
 Sumatra,
 West
 Nusa
 Tenggara,
 East
 Nusa
 1


Evaluating
the
reproductive
health
 Tenggara
 and
 West
 Kalimantan,
 through
 pilot
 components
of
the
Indonesian
national
 projects
developed
by
UNFPA
(Utomo,
2010b).

 curriculum
 
 

 Recently
 Papua
 has
 also
 developed
 a
 local
 In
 this
 study
 the
 national
 curriculum
 of
 2006
 was
 curriculum
 on
 reproductive
 health
 education
 to
 analysed.
 Descriptions
 or
 related
 key
 words
 address
the
dramatically
increasing
number
of
HIV
 relating
 directly
 or
 indirectly
 to
 reproductive
 and
AIDS
cases
in
the
general
population.

 health
 were
 recorded
 (Table
 1).
 Books
 
 corresponding
to
grades
and
subjects
from
various
 Sporadic
 or
 irregular
 programs,
 though
 very
 publishers
 were
 purchased.
 The
 content
 of
 the
 useful,
 will
 not
 ensure
 primary
 and
 secondary
 books
 was
 reviewed
 individually.
 A
 total
 of
 231
 school
 students
 master
 reproductive
 health‐ books
 in
 subjects
 that
 were
 supposed
 to
 include
 sexuality‐HIV
 and
 AIDS
 knowledge.
 Without
 this
 reproductive
 health
 education
 materials
 were
 knowledge
 they
 will
 be
 unable
 to
 effectively
 selected
 for
 analysis.
 However
 it
 was
 found
 that
 protect
 themselves
 from
 forced
 sex
 or
 sexual
 information
on
reproductive
health
education
was
 harassment,
 sexually
 transmitted
 diseases,
 only
 found
 in
 172
 of
 the
 books.
 The
 172
 books
 unwanted
pregnancy,
or
unsafe
abortion.

 were
 intensively
 analysed
 by
 the
 research
 team.
 
 They
were
produced
by
more
than
15
publishers.

 This
 policy
 paper
 presents
 an
 evaluation
 of
 
 textbooks
 based
 on
 the
 current
 national
 
 curriculum,
to
show
where
gaps
and
inadequacies
 are
most
severe.




 
 Table 1. Reproductive health key words used in the national curricula by level and subjects, 2008 Level of School/ Subject 1

Sport and Health Education

7

1* Sexual hygiene 2* Resisting sexual harassment 2* STDs

8

1* Free sex

9

1*&2* Healthy living style

6

Social Sciences

Biology

1* Human development 1* Human growth

2 3 4 5

Science

Islamic Religion 1* Washing for praying

2* Social problems

1* good behaviour

1* Personality development 2* CSW

1* Hadas, najis

1* Human growth

1* Human growth and development 1* Reproductive system

1* HIV, CSW 2* Towards Indonesian independenc 2


1* Masturbation

Sociology

Level of School/ Subject

Sport and Health Education

Science

Social Sciences

Biology

Islamic Religion

Sociology

e 10

1* Free sex

11

1* HIV

2* Reproduction

12

2* Good and bad behaviour 1* Big sin, homosexuality, adultery 1* Family law, age at marriage and avoiding bad behaviour

1* Conflict and social mobility 1* Social institution 2 Research Method-HIV

Note:
Analysed
by
Utomo
and
McDonald
et
al.,
2008.

 1*
stands
for
semester
1,
and
2*
stands
for
semester
2.




 
 A
 computer
 module
 to
 evaluate
 the
 books
 was
 designed
and
implemented
by
the
team
members.
 Thirteen
reproductive
health
fields
were
found
as
 shown
in
Table
2.

 
 Table
2.
Thirteen
reproductive
health
fields
 covered
in
primary
and
secondary
school
text
 books,
2010
 


Each
of
these
issues
was
evaluated
according
to:

 • Coverage
 (1/low
 level
 of
 coverage
 –
 9/high
level
of
coverage)

 • Accuracy
(1/low
level
of
accuracy
–
9/high
 level
of
accuracy)

 • Normative
content

(1/‐
very
restrictive

–
 9/progressive,
health‐promoting)

 
 The
 results
 (Table
 3)
 show
 that
 while
 the
 13
 reproductive
 health
 issues
 are
 represented
 in
 many
 textbooks
 and
 grades,
 the
 average
 scores
 vary
 greatly
 according
 to
 subject.
 Science‐Biology
 (8
 scores
 were
 in
 the
 high
 range
 score
 20+)
 and
 PENJASKES
(4
scores
were
in
the
high
range
score
 20+)
 were
 highest
 scoring.
 
 These
 two
 subjects
 covered
 a
 wider
 range
 of
 reproductive
 health
 fields
 including:
 genital
 hygiene;
 STDs;
 HIV
 and
 AIDS;
pregnancy
and
delivery;
human
growth
and
 development;
 and
 reproductive
 health
 technologies.
In
contrast,
both
Social
Sciences
and
 Islamic
 Religion
 textbooks
 were
 focused
 more
 on
 the
 social
 and
 normative
 aspects
 of
 reproductive
 health.
 The
 data
 for
 these
 subjects
 show
 none
 gaining
scores
in
the
high
range
(20+).
 
 
 
 
 


1. Genital
hygiene
 2. STDs
 3. HIV/AIDS
 4. Female
reproductive
problems
 5. Male
reproductive
problems
 6. Pregnancy
and
delivery
 7. Human
growth
and
development
 8. Reproductive
technology
 9. Social
aspects
of
RH
 10. Moving
towards
liberal
culture
and
its
 consequences
 11. Family
Institution
 12. Violence
and
sexual
crimes
 13. Religious
aspects
of
reproductive
health
 Note:
Analysed
by
Utomo
and
McDonald
et
al,
2008.
 
 



 
 
 3


Table
3.
Combined
scores
in
the
evaluation
of
thirteen
issues
of
reproductive
health
for

 textbooks
used
in
Science‐Biology,
PENJASKES,
Social
Sciences
and
Islamic
Religion
 
 



 Science
 Year

2
 Year

3
 Year


6
 Year
11
 PENJASKES
 Year
5
 Year
6
 Year
8
 Year
10
 Year
11
 
 Social
Sciences
 Year
4
 Year
8

 Year
10
 Year
11
 Year
12
 
 Islamic
Religion
 Year
5
 Year
7
 Year
8

 Year
11

 Year
12



Issues
in
reproductive
health
 1
 11.0
 9.0
 21.0
 18.0
 
 
 
 21.5
 11.0
 11.3
 
 15.7
 
 
 
 
 
 11.7
 
 
 
 6.9
 17.7
 10.8
 8.0
 16.3


2
 
 
 
 20.8
 
 
 13.0
 
 12.5
 17.0
 ‐
 
 
 
 13.5
 11.5
 
 
 
 
 
 
 17.0
 5.0
 


3
 
 
 
 18.4
 
 
 10.5
 11.9
 12.2
 13.2
 24.1
 
 
 
 17.8
 14.0
 
 4.0
 
 
 
 
 
 12.0
 


4
 
 
 
 19.3
 
 
 13.7
 
 15.5
 15.0
 12.0
 
 
 
 6.5
 14.0
 
 
 
 
 
 
 
 
 


5
 
 
 
 17.6
 
 
 ‐
 
 14.0
 
 13.0
 
 
 
 5.0
 14.5
 
 
 
 
 5.7
 7.8
 9.3
 
 


6
 
 
 17.7
 24.5
 
 
 17.1
 9.0
 
 
 18.7
 
 
 
 20.0
 
 11.0
 
 
 
 12.0
 12.3
 11.0
 
 8.0


7
 21.0
 14.0
 22.0
 20.7
 
 
 18.0
 18.6
 
 
 ‐
 
 
 
 
 18.0
 7.7
 6.5
 
 
 
 
 11.0
 
 6.5


8
 8.0
 3.7
 16.0
 20.6
 
 
 10.3
 
 9.7
 
 11.0
 
 
 1.0
 19.4
 3.0
 
 15.0
 
 
 
 
 17.0
 13.0
 16.7


9
 
 
 
 20.0
 
 
 19.4
 19.0
 15.8
 5.0
 17.0
 
 
 
 16.5
 15.7
 14.8
 10.3
 
 
 
 
 
 14.0
 16.8


Social
and
normative
 aspects
of
RH
 10
 11
 12
 8.0
 
 
 8.0
 9.3
 
 
 7.0
 
 
 
 
 
 
 
 
 
 
 10.6
 14.2
 20.5
 13.4
 12.1
 19.1
 18.8
 15.2
 2.8
 19.5
 18.6
 
 17.7
 14.3
 ‐
 
 
 
 
 
 
 1.0
 
 
 19.1
 20.5
 11.3
 18.8
 18.6
 10.5
 18.1
 18.4
 11.8
 17.7
 18.6
 15.6
 
 
 
 
 
 
 8.9
 
 
 8.8
 
 
 9.6
 
 
 14.5
 5.5
 
 16.0
 
 


13
 7.0
 5.0
 
 
 
 
 13.3
 11.9
 15.0
 
 14.0
 
 
 3.0
 17
 10.5
 
 9.0
 
 
 10.8
 16.9
 13.3
 12.5
 18.9





Source:
The
2008
Indonesian
Gender
and
Reproductive
Health
Textbook
Analysis
Study
 Note:
 Scores:
(Coverage=1‐9;
accuracy=1‐9;
normative=1‐9),
Highest
score
9+9+9=27
 Issues:
1=Genital
hygiene;
2=STDs;
3=HIV
and
AIDS;
4=
Female
reproductive
problems;
5=Male
reproductive
problems;

 6=
Pregnancy
and
delivery;
7=Human
growth
and
development;
8=Reproductive
technology;

 Social
and
normative
aspects:
9=Social
aspects
of
reproductive
health;
10=Discussion
of
movement
towards
liberal
 culture
and
its
consequences;
11=
Discussion
of
the
value
of
family
institutions;
12=Coverage
of
violence
and
sexual
crime;
 13=Religious
aspects
of
reproductive
health.


prostitution
 and
 child
 sexual
 abuse
 are
 introduced.
 Gay
 marriage
 and
 the
 consequences
 of
premarital
pregnancy
are
explained
very
briefly
 in
 only
 one
 book.
 Gay
 relationships,
 specifically
 male
homosexual
relationships,
are
condemned
in
 many
 books
 and
 are
 described
 as
 very
 sinful
 and
 one
 of
 the
 causes
 of
 HIV
 and
 AIDS.
 The
 reproductive
health
information
taught
in
many
of
 these
subjects
is
a
start,
but
more
comprehensive
 information
 should
 be
 included
 in
 the
 national
 curricula
 on
 sexuality
 and
 reproductive
 health
 as
 well
as
the
emotional
and
social
aspects
of
sexual
 relationships
 that
 include
 more
 gender‐ progressive
norms
and
values.


 


Further
 analysis
 revealed
 that,
 starting
 in
 Year
 5,
 an
 understanding
 of
 sexual
 harassment
 is
 introduced
 and
 in
 Year
 5
 and
 6,
 in
 Science
 and
 Sport
 and
 Healthy
 Living,
 genital
 hygiene,
 specifically
how
to
clean
the
vagina
is
explained.
In
 biology,
 anatomical
 aspects
 of
 reproduction
 and
 human
 development
 are
 outlined
 but
 no
 information
 is
 provided
 about
 sexuality
 and
 reproductive
health.
Drug
use
and
information
on
 HIV
 and
 AIDS
 are
 included
 in
 some
 of
 the
 Sport
 and
 Healthy
 Living
 text
 books,
 while
 others
 include
information
on
other
STDs.

 
 In
the
later
years
of
secondary
school,
information
 and
 data
 about
 violence
 against
 women,
 child
 4


given
 as
 a
 stand‐alone
 holistic
 area
 of
 study
 or
 mainstreamed
 into
 related
 subjects.
 As
 we
 have
 previously
 stressed,
 currently
 reproductive
 health
 and
 sexuality
 information
 is
 scattered
 across
 a
 range
of
subjects.
 
 To
 mainstream
 reproductive
 health
 education
 in
 school
 subjects,
 Table
 1
 and
 Table
 2
 can
 be
 used
 as
 a
 guide
 for
 teachers.
 Relevant
 subject,
 level
 of
 education
 and
 whether
 it
 should
 be
 given
 in
 semester
 1
 or
 2
 and
 what
 kind
 of
 reproductive
 health
 field
 should
 be
 included
 (Table
 3)
 can
 be
 combined
and
used
as
a
guide.


 


The
 biological
 and
 anatomical
 aspects
 of
 reproductive
 health
 are
 treated
 perhaps
 too
 comprehensively
 with
 a
 strong
 ‘scientific’
 focus— especially
 in
 books
 written
 for
 elementary
 students
and
to
a
lesser
extent
in
material
written
 for
 secondary
 school
 students.
 Biology
 textbooks
 covered
 very
 detailed
 information
 on
 human
 growth
 and
 development
 with
 special
 emphasise
 on
 the
 growth
 of
 an
 embryo.
 The
 biology
 materials
 seem
 more
 suited
 for
 medical
 school
 students.
 
 Moral
 aspects
 and
 religious
 judgments
 on
 sexuality,
 menstruation,
 sex
 within
 marriage
 and
 adultery
 are
 given
 in
 Islamic
 Religion
 textbooks
 both
 in
 the
 later
 years
 of
 primary
 school
 and
 throughout
 secondary
 school.
 Normative
 information
 on
 the
 social
 consequences
 of
 premarital
 relationships
 and
 abortion
 is
 provided
 in
 Social
 Sciences
 text
 books
 for
 secondary
 schools.

 Information
 on
 HIV
 and
 AIDS
 and
 drug
 use
 is
 found
in
Sport
and
Healthy
Living
text
books.
It
is
 notable
 that
 the
 HIV
 and
 AIDS
 and
 drug
 use
 chapter
 is
 often
 ‘appended’
 as
 the
 last
 chapter
 (Chapter
12)
after
discussion
of
various
sports
and
 games
 activities
 in
 the
 previous
 chapters.
 In
 general,
 information
 on
 HIV
 and
 AIDS
 is
 provided
 in
 a
 very
 comprehensive
 manner
 although
 the
 tone
 of
 the
 information
 promotes
 social
 stigma
 related
 to
 HIV.
 Students
 are
 told
 that
 religiosity
 can
 be
 used
 to
 promote
 self
 control
 and
 restrain
 oneself
 from
 promiscuous
 behaviour.
 Only
 a
 few
 books
with
an
HIV
and
AIDS
chapter
promote
safe
 sex
 and
 condom
 use
 as
 an
 effective
 way
 to
 avoid
 infection.
 More
 progressive
 and
 realistic
 reproductive
 health
 and
 sexuality
 information
 needs
to
be
developed.


Policy
recommendations

 
 Issues
 related
 to
 reproductive
 and
 sexual
 health
 are
already
included
in
Science
and
Biology,
Sport
 and
 Healthy
 Living,
 Social
 Sciences
 and
 Religion.
 The
 coverage,
 factual
 content
 and
 normative
 content
 vary
 greatly.
 It
 is
 recommended
 that
 the
 Ministry
 of
 National
 Education
 develop
 a
 systematic
 approach
 to
 monitor
 the
 content
 and
 quality
 of
 the
 books
 prepared
 for
 the
 sections
 of
 the
 National
 Curriculum
 related
 to
 reproductive
 health.


 
 In
addition
to
the
national
curriculum
some
issues
 of
 reproductive
 health
 could
 be
 included
 as
 local
 subjects
 (MULOK)
 prepared
 by
 provincial
 and
 district
government
authorities.
 
 Sanctions
should
be
applied
to
schools
that
refuse
 to
 teach
 the
 reproductive
 health
 content
 of
 the
 national
curriculum.
 
 The
 national
 examinations
 should
 include
 several
 questions
on
reproductive
health
issues
to
ensure
 that
teachers
will
cover
the
material
in
class.
 
 Reproductive
 health
 education
 training
 for
 teachers
 should
 be
 provided
 by
 the
 government,
 especially
 for
 teachers
 responsible
 for
 Sport
 and
 Healthy
 Living,
 Biology
 and
 Science,
 Social
 Sciences,
Religion
and
Counselling
teachers.

 



 Marriage,
 in
 both
 Islamic
 Religion
 and
 Social
 Sciences
 text
 books,
 is
 described
 as
 the
 only
 context
 in
 which
 a
 man
 and
 a
 woman
 can
 have
 sexual
 intercourse
 and
 this
 is
 linked
 with
 the
 promotion
 of
 the
 family
 as
 the
 proper
 institution
 for
 people
 intending
 to
 have
 children.
 The
 importance
 of
 building
 family
 relationships
 as
 a
 strong
 foundation
 for
 child
 development
 and
 detailed
explanation
 of
 the
 function
 of
 the
 family
 is
stressed
in
all
the
texts.


 
 This
 coverage
 of
 the
 current
 curriculum
 and
 content
 analysis
 of
 textbooks
 raises
 the
 question
 of
 whether
 reproductive
 health
 education
 can
 be


Reference
 National
Family
Planning
Coordinating
Board‐BKKBN.
 Ceria‐Cerita
 Remaja
 Indonesia
 (Indonesian
 Adolescent’s
 Stories).
 http://ceria.bkkbn.go.id/
 (Accessed
6
February
2011).



5


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 D.
 2002.
 Do
 abstinence‐only
 program
 delay
 the
 initiation
 of
 sex
 among
 young
 people
 and
 reduce
 teen
 pregnancy?
 Washington,
 DC.
 National
Campaign
to
Prevent
Teen
Pregnancy.


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 I.D.
 2010b.
 Mainstreaming
 Adolescent
 Reproductive
 Health
 Education
 in
 the
 National
 Curriculum
 for
 Secondary
 Schools
 in
 West
 Java,
 South
 Sumatra,
 West
 and
 East
 Nusa
 Tenggara
 and
West
Kalimantan.
Report,
UNFPA,

Jakarta.


Kirby,
D.,
B.A.
Laris
and
L.
A.
Rolleri.
2007.
“Sex
and
 HIV
education
programs:
Their
Impact
on
Sexual
 Behaviors
 of
 Young
 People
 Throughout
 the
 World.”
 Journal
 of
 Adolescent
 Health
 40:206‐ 217.


Utomo,
 I.D.,
 
 P.
 McDonald,
 T.
 Hull,
 S.
 Sadli,
 I.
 Rosyidah,
T.
Hartimah,
N.I.
Idrus,
and
J.
Makruf.
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 Reproductive
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 Indonesian
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 Challenges
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AusAID,
Canberra.


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 2011.
 Sex
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 http://www.
 sexedlibrary.org/
(Accessed
6
February
2011).



Utomo,
 I.D.,
 P.
 McDonald,
 T.
 Hull,
 W.
 Diarsvitri,
 S.
 Sadli,
 I.
 Rosyidah,
 T.
 Hartimah,
 N.I.
 Idrus,
 and
 J.
 Makruf.

2010.
What
are
They
Learning:
Lessons
 about
 Reproductive
 Health
 in
 Indonesian
 Primary
 and
 Secondary
 Schools
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 presented
 at
 the
 First
 Asian
 Population
 Conference,
16‐20
December,
New
Dehli,
India.


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 2010a.
 Mainstreaming
 Adolescent
 Reproductive
 Health
 Education
 through
 the
 National
 Curriculum
 for
 Secondary
 Schools:
 Guidelines
 for
 School
 Teachers
 (Basic
 materials
 that
can
be
developed
and
tailored
according
to
 local
 customs
 and
 culture)
 (Penyampaian
 Kesehatan
Reproduksi
Remaja
Melalui
Kurikulum
 Pelajaran
untuk
Sekolah
Menengah
Pertama
dan
 Sekolah
 Menegah
 Atas:
 Panduan
 Materi
 Dasar
 Untuk
 Guru
 (Dapat
 menjadi
 dasar
 untuk
 dikembangkan
dan
disesuaikan
dengan
keadaan
 dan
 kondisi
 kebudayaan
 local)),
 Report,
 UNFPA,
 Jakarta.




Youth
 InfoNet.
 2011.
 No.
 76,
 part
 2—January,
 FHI,
 Washington
 DC.
 http://www.fhi.org/en/Youth/
 YouthNet/Publications/YouthInfoNet/index.htm.
 (Accessed
6
February
2011).

 
 



 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 



 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 6


Research
team
members:



AIDS;
 female
 reproductive
 problems;
 male
 reproductive
 health
 problems;
 pregnancy
 and
 delivery;
 human
 growth
 and
 development;
 reproductive
 technology;
 social
 aspects
 of
 reproductive
 health;
 moving
 towards
 liberal
 culture
 and
 its
 consequences;
 family
 institution;
 violence
and
sexual
crimes
and
religious
aspects
of
 reproductive
 health.
 The
 coverage
 of
 each
 topic
 and
the
accuracy
of
the
materials
provided
in
the
 textbook
were
evaluated
by
the
team.
 
 A
 content
 analysis
 was
 also
 performed
 using
 a
 gender
 content
 analysis.
 Areas
 evaluated
 included:
 public
 and
 domestic
 spheres;
 education
 and
 gender;
 social
 leadership
 roles;
 arts;
 technology;
 roles
 in
 environmental
 sustainability;
 violence
 and
 photos
 or
 pictures
 used
 in
 the
 textbooks.
 All
 fields
 were
 evaluated
 according
 to
 whether
 the
 material
 was
 male
 or
 female
 dominated;
 mostly
 male
 or
 female
 content;
 and
 degree
of
equality
between
males
and
females.

 
 Gender
 analysis
 was
 conducted
 by
 evaluating
 the
 text
and
pictures
used
in
Sport
and
Healthy
Living
 (PENJASKES);
 Science
 and
 Biology;
 Social
 Sciences
 and
Islamic
Religion,
Bahasa
Indonesia
and
English
 Language
school
textbooks
for
year
1,6,
9
and
12.

 
 In
 the
 second
 stage,
 a
 survey
 of
 Year
 6
 (N=1837)
 and
 Year
 12
 students
 (N=6555),
 teachers
 (N=521)
 and
school
principals
(N=59)
in
Jakarta,
West
Java,
 West
 Nusa
 Tenggara
 and
 South
 Sulawesi
 was
 conducted
 (N=8972)
 to
 evaluate
 respondents’
 understanding
 regarding
 reproductive
 health
 and
 gender.
The
sampling
of
schools
was
performed
in
 several
stages.
First,
in
every
province
two
districts
 were
 selected,
 one
 urban
 and
 one
 rural.
 Two
 public
 schools
 and
 two
 religious
 schools
 were
 selected
in
each
selected
district
that
represented
 the
best
school
and
a
medium
performing
school.
 Thus
in
every
province,
16

schools
were
selected.
 In
the
selected
schools,
all
students
in
Years
6
and
 12
participated
in
the
survey
and
filled
in
the
self
 administered
 questionnaire
 in
 class.
 The
 research
 team
 gave
 instructions
 and
 stayed
 in
 class
 so
 that
students
 may
 ask
 questions
 if
 they
 don’t
 understand.
 Following
 the
 survey,
 qualitative
 in‐ depth
 interviews
 were
 conducted
 among
 school
 teachers
and
principals,
local
religious
leaders
and
 policy
 makers.
 A
 series
 of
 policy
 briefs
 will
 be
 developed
from
this
study.
The
research
team
was
 led
 by
 Dr.
 Iwu
 Dwisetyani
 Utomo
 and
 Prof.
 Peter
 McDonald.



 Australian
 Demographic
 and
 Social
 Research
 Institute–Australian
 National
 University
 (ADSRI‐ ANU):
 • Dr.
Iwu
Dwisetyani
Utomo
 (Principal
Investigator
I)
 • Prof.
Peter
McDonald
 (Principal
Investigator
II)
 • Prof.
Terence
Hull

 


Consultant:
 • Prof.
Saparinah
Sadli

 

 Universitas
Islam
Negeri
(UIN)
Syarif
Hidayatullah
 Jakarta:
 • Dra.
Ida
Rosyidah,
MA.

 • Dra.
Tati
Hartimah,
MA.

 • Dr.
Jamhari
Makruf

 


Hasanuddin
University:
 • Prof.
Nurul
Ilmi
Idrus

 
 Correspondence:
[email protected]
or
 [email protected]
 


Description
of
the
Study:

 Integrating
Gender
and
Reproductive
 Health
Issues
in
the
Indonesian
National
 School
Curricula.
 


In
 the
 first
 stage
 of
 this
 two‐stage
 study,
 content
 analysis
of
more
than
300
primary
and
secondary
 school
 textbooks
 was
 undertaken
 on
 issues
 relating
 to
 reproductive
 and
 sexual
 health
 education
 and
 gender.
 The
 second
 stage
 was
 a
 school‐based
 survey
 conducted
 in
 Jakarta,
 West
 Java,
West
Nusa
Tenggara
and
South
Sulawesi.
 


For
 the
 content
 analysis
 the
 team
 analysed
 the
 National
 Curriculum
 to
 see
 if
 reproductive
 health
 was
 specifically
 mentioned
 and
 searched
 for
 relevant
words
that
indicating
content
relevant
to
 reproductive
 health
 issues.
 After
 identifying
 in
 grades,
 subjects
 and
 semesters
 where
 reproductive
 and
 sexual
 health
 information
 is
 given,
 textbooks
 based
 on
 the
 curriculum
 from
 various
 publishers
 were
 selected.

 School
 textbooks
 analysed
 included:
 Sport
 and
 Healthy
 Living
 (PENJASKES);
 Science
 and
 Biology;
 Social
 Sciences
and
Islamic
Religion.

 


An
 evaluation
 module
 was
 developed
 for
 the
 analysis
 of
 13
 fields
 of
 reproductive
 and
 sexual
 health.
These
were:
genital
hygiene;
STDs;
HIV
and
 7



 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 





Acknowledgement:
This
policy
brief
is
made
possible
by
funding
from
the
AusAID
through
the
 Australian
 Development
 Research
 Award,
 Ford
 Foundation,
 ADSRI‐ANU
 and
 the
 Indonesian
 National
Planning
Bureau‐BAPPENAS.
 








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