UNIVERSITAS INDONESIA

Sex Education Perception of FEB UI Students

Advanced Statistics

M. Farhan Hakim 1706057505

Pangdimas Luqman H 1706057070
Robby Kurnia 1706056673
Shania Khairunnisa 1706057713

FACULTY OF ECONOMICS AND BUSINESS

DEPOK, JAWA BARAT
MAY 2019
 Statement of Authorship

We, the undersigned declare to the best of our ability that the assignment herewith is authentic
writing carried out by ourselves. No other authors or work of other authors have been used
without any reference to its sources.

This assignment has never been presented or used as an assignment for other courses, except if
we clearly stated otherwise.

We fully understand that this assignment can be reproduced and/or communicated for detecting
plagiarism.

Name : Muhammad Farhan Hakim Harahap, Pangdimas Luqman Hakim, Robby

Kurnia, Shania Khairunnisa

Course : Advanced Statistics

Assignment Title : Sex Education Perception of FEB UI Students
Date : May 10, 2019
Lecturer : Ainul Huda M.Sc.

Shania Khairunnisa Pangdimas Luqman Hakim

Muhammad Farhan Hakim Robby Kurnia

 Table of Contents

Statement of Authorship 2

Table of Contents 3

Chapter I 5
Background 5
Goals of the Study 6
The study sought to: 6
Scope of the Study 6
Methods of Data Collection 6
Statistical Data Processing 7

Chapter II 8
Data Collection Results 8
Analysis 10

Chapter III 14
 ABSTRACT

The purpose of this research is to determine the perception of students in Faculty of Economics
and Business Universitas Indonesia towards sexual education. A descriptive survey design was
employed for the research. Data was collected using questionnaire through google form. 113
respondents, both male and female from all Faculty of Economics and Business Universitas
Indonesia class 2015, 2016, 2017, and 2018 responded to the questionnaire. The data were
presented using charts, frequencies and percentages and analyzed using Chi Square Test of
Independence. The research found out 3 conclusions. First, informally-obtained sex education
affects people perception of importance towards sex education. Second, people with
formally-obtained sexual education affect their satisfaction of sex education in the school’s
curriculum. Third, gender does not affect taboo’s perception of sex education.
 Chapter I

A. Background

According to WHO, Sexuality is a central aspect of being human throughout life and
encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy
and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs,
attitudes, values, behaviours, practices, and relationships. While sexuality can include all of these
dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the
interaction of biological, psychological, social, economic, political, ethical, legal, historical,
religious and spiritual factors (WHO, 2006). Sex education involves more than sexual
development and reproductive health; it encompasses interpersonal relationships, affection,
intimacy, body image, values and gender roles. Education on sexuality can come from a wide
range of sources including home, school, peers, media and religious institutions. In indonesia,
sexual education is not much known and its existence is still on limit, the never ending debates
over the supporters and opponent of adding a comprehensive materials of sexual education in
school teachings took place in all aspects of the country, whether its parents, government or
religious leaders. On the other hand, communication between parents and their children
regarding sexual education is not common.

According to Badan Kependudukan dan Keluarga Berencana Nasional, teen pregnancy rates
in Indonesia is very high, 48 per 1000 girls, this number is way off government targets of
eradicating teen pregnancy. High pregnancy rates directly proportional with high abortions and
early marriage rates. Indonesian culture and tradition will frowned upon and never accept
pregnancy outside of marriage, this will eventually lead to the dangerous and illegal abortion act,
performed by unqualified person or early marriage.
Government efforts to facilitate sexual education in school curriculum are cultivated in
Indonesia National 2013 School Curriculum. Although it may not explicitly mentioned as a
single subject, the materials will be implicitly taught under the subject of Reproductive System.
The learning approach and process will be different in each school levels, SD, SMP and SMA.
Despite the important role of sex education plays in the adolescent life, for many sexual
education is still a grey area of taboo and awkwardness. The study therefore seeks to investigate
students’ perception about sexual education.

B. Goals of the Study

​The study sought to:

1. Determine Faculty of Economics and Business Universitas Indonesia students attitude
and perception towards sex education.
2. Determine Faculty of Economics and Business Universitas Indonesia students knowledge
about sex education.
3. Analyze the Independence and Dependence variable in sex education.

C. Scope of the Study

The research of this study focused only on students both male and female in Faculty of
Economics and Business Universitas Indonesia, class 2015, 2016, 2017 and 2018, from all
departments of Economics, Accounting and Management.

D. Methods of Data Collection

Since this study is designed to be a detailed review of the perception of students toward sex
education, 22 questions were asked on a questionnaire which was delivered through google
form. The identity of each respondent is anonymous to ensure a non bias behaviours towards
the answers. The researchers created a questionnaire on Google Form and gained the
respondents by sharing the questionnaire from social media. The respondents answered the
 questionnaire anonymously from their own device, the researchers spent one week for the
collection of the data (5 May until 12 May 2019). 113 respondents responded to the
questionnaire.

E. Statistical Data Processing

After collecting the data through Google Form, it was compiled and analyzed using Microsoft
Excel. The researcher used table and percentages in analysing the data. These statistical
instruments, were used because they allow data to be organised for further analysis. It also
allows large amounts of raw data to be sorted and reorganised in a neat format. It also allows a
linked connection between the test and the exact numbers in the answers.

E. Methods of Data Analyzing

After compiling the data, researchers analyzed the data using ​The ​Chi-Square test of
independence​. This test is used to determine if there is a significant relationship between two
nominal (categorical) variables. The frequency of each category for one nominal variable is
compared across the categories of the second nominal variable. The data can be displayed in
a contingency table where each row represents a category for one variable and each column
represents a category for the other variable. The null hypothesis for this test is that there is no
relationship between 2 variables and the alternative hypothesis is that there is a relationship
between 2 variables.
Hypothesis testing for the chi-square test of independence is using ​ANOVA​, where a test
statistic is computed and compared to a critical value. The critical value for the chi-square
statistic is determined by the level of significance and the degrees of freedom. If the observed
chi-square test statistic is greater than the critical value, the null hypothesis can be rejected.
 Chapter II

A. Data Collection Results

With the time range of 1 week, we successfully collected 113 respondents. 61% of our
respondents are female, most of which are from batch 2017. We asked some questions
regarding sex education experiences and preferences, which results are various. The
respondents were from various batches of FEB UI Students. Descending respectively, 60.5%
were from batch 2017, 18.4% were from batch 2018, 17.5% were from batch 2016, and 3.5%
were from batch 2015.

Regarding the question “Do you get sexual education at school? If ever, at what level of
education?”, respondents answer proportions are: 28.9% at junior high school, 28.9% never
did, 21.9% at high school, and 21.1% at elementary school.

Regarding the question “Do you get sexual education outside school?”, respondents answer
proportions are: 72.8% said yes and 27.2% said no.

Regarding the question “At what age did you get sexual education?”, respondents answer
proportions are: 39.5% at age 13 to 15 years old, 32.5% at age 16 to 18 years old, 22.8% at
age 5 to 12 years old, and the rest of the respondents answered that they get the sexual
education at age 19 to 21 years old. No respondents answered at age more than 21 years old.

Regarding the question that can be answered by more than one option, which is “With whom
have you discussed sexual education?”, respondents answer proportions are: 73.7% with
friends, 37.7% with mothers, 23.7% with teachers and fathers, 18.4% with
girlfriends/boyfriends, 17.5% with siblings, 9.6% never did, and 0.9% with colleagues in an
organization and spiritual teachers.
Regarding the statement “I believe sexual education is important to be taught.”, respondents
answer proportions are: 69% strongly agree, 27.4% agree, 2.7% slightly agree, and the rest of
the respondents answered between disagreements scale.

Regarding the statement “I feel that sexual education is still a taboo thing in society.”,
respondents answer proportions are: 32.7% agree, 16.8% strongly agree, 15.9% strongly
disagree, 15% slightly agree, 10.6% slightly disagree, 8.8% disagree.

Regarding the statement “I believe that sexual education should be taught at home.”,
respondents answer proportions are: 54% strongly agree, 31% agree, 8% slightly agree, 4.4%
slightly disagree, 1.8% disagree, and the rest of the respondents answered strongly disagree.

Regarding the statement “I believe that sexual education should be taught in primary level.”,
respondents answer proportions are: 34.5% strongly agree, 23% agree, 20.4% slightly agree,
12.4% slightly disagree, 6.2% disagree, and 3.5% strongly disagree.

Regarding the statement “I believe that sexual education will lead to early sexual debut.”,
respondents answer proportions are: 34.5% disagree, 24.8% slightly disagree, 23% strongly
disagree, 15% slightly agree, 1.8% strongly disagree, and the rest of the respondents
answered agree.

Regarding the statement “I clearly understand the use and function of contraception.”,
respondents answer proportions are: 28.3% agree, 22.1% strongly agree, 18.6% slightly
agree, 15.9% slightly disagree, 8.8% disagree, and 6.2% strongly disagree.

Regarding the statement “I’m satisfied with the current curriculum related to sexual
education at school.”, respondents answer proportions are: 29.2% disagree, 26.5% slightly
disagree, 23% strongly disagree, 13.3% slightly agree, 6.2% agree, and 1.8% strongly agree.
B. Analysis

From the collected data, we’ve decided to analyze three sub-topics, which are the
relationship between informal sources of sex education and the perception of importance
towards sex education, the relationship between formal sources of sex education and the level
of satisfaction towards sex education in school curriculum, and the relationship between
gender and the percetion of taboo towards sex education. We used the chi-square method to
check if there’s any significant relationship between the two variables and the decisions are
made by comparing the chi-square statistics and chi-square critical.

1. The Relationship between Informal Sources of Sex Education and The Perception of
Importance towards Sex Education
Chisquare-Analysis
 H​0​ : Informal sources of sex education and the perception of importance are independent
H​1​ : Informal sources of sex education and the perception of importance are dependent

Expected Frequency

X2Df: 27,49330357
X crit (α : 0.05): 12,592
Df: 6

Since Xstat > Xcrit, we have enough evidence to reject Ho at 5% of Significance level. It
means that informally-obtained sex education and perception of importance towards sex
education are dependent variables. So, the informally-obtained sex education AFFECTS
perception of importance towards sex education.

2. The Relationship between Formal Sources of Sex Education and The Level of
Satisfaction towards Sex Education in School Curriculum
Chisquare-Analysis
 H​0​ : Formal sources of sex education and the level of satisfaction are independent
H​1​ : Formal sources of sex education and the level of satisfaction are dependent

Expected Frequency

X2Df: 14,3276
X crit (α : 0.05): 7.815
Df: 3

Since Xstat > Xcrit, we have enough evidence to reject Ho at 5% of Significance level. It
means that Formally-Obtained sex education and Satisfaction of Sex Education in School
Curriculum are Dependent Variables. So, the two variables do affect each other in any
way.

3. The Relationship between Gender and The Perception of Taboo towards Sex
Education
 Chisquare-Analysis

H​0​ : Formal sources of sex education and the level of satisfaction are independent
H​1​ : Formal sources of sex education and the level of satisfaction are dependent

Expected Frequency

X2Df : 6,12742
X crit (α : 0.05) : 11,07
Df : 5

Since Xstat < Xcrit, we do not have enough evidence to reject Ho at 5% of significance
level. It means that gender and taboo’s perception of sex education are two independent
factors. So, gender DOESN’T AFFECT taboo’s perception of sex education.
 Chapter III

Based on the analysis above, we can conclude that some types of sex education’s perception can
affect certain variables, but not all variables. To be precise, informally-obtained sex education
affects FEB UI student’s perception of importance towards sex education, so does
formally-obtained sex education that affects satisfaction of sex education in school’s curriculum.
However, gender doesn’t affect taboo’s perception of sex education.