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Predator Enters School

Predator Enters School

CHILDREN protected, Indonesia developed, Thus the theme of this year’s National Children’s Day (HAN) which will be commemorated on Saturday (23/7). HAN is an important momentum to increase public awareness and participation in ensuring the fulfillment of children’s rights. All Indonesian children have the same rights to live, grow, develop, and participate fairly in accordance with human dignity. Indonesian children are also entitled to protection from violence and discrimination.

Although at first the theme was more related to the COVID-19 pandemic, in the author’s view, it will feel more exciting if it is associated with protecting children against sexual predators. Recently, the world of education was shocked by the arrest of the well-known motivator JE, the founder of a private high school in Malang, East Java, for cases of sexual violence against several of his students. There was also the dramatic arrest of MSAT, a suspect in the sexual abuse of female students. MSAT is the son of a cottage owner and a well-known kiai in Jombang.

Power relations

Sexual predators are people who have violent sexual contact with other people. Sexual predators carry out sex crimes, such as sexual harassment, assault, rape, and pedophilia. Several predators seek to exploit juvenile victims, many of whom are child sex predators. The last type of predator is usually looking for minors, prepubertal, preceded by efforts to build trust with the victim as a form of special attention. Predators sexually exploit other people not only about fulfilling their sex urges, but also more as a form of domination and control.

Various studies have stated that inequality in power relations is often the cause of cases of sexual violence. Research results from the Center for Resource Development for the Elimination of Violence against Women, Rifka Annisa (2018), show that inequality in power relations occurs when the perpetrator feels that he has a more dominant position than the victim. Just to name a few examples; sexual violence perpetrated by teachers against students, ustaz against students, parents against children, artists with fans, and superiors with subordinates.

In Article 1 of Permendikbud-Ristek 30/2021 it is stated, ‘Sexual violence is any act of degrading, insulting, harassing, and/or attacking a person’s body, and/or reproductive function, due to inequality in power relations and/or gender, which results in or can result in psychological and/or physical suffering, including those that interfere with one’s reproductive health and the loss of the opportunity to carry out higher education safely and comfortably’. Although the candy applies to colleges, the spirit can be breathed into the lower education units.

Recognize the sign

Sexual harassment generally occurs gradually. Rarely goes straight to the heavy level. Beginning with a ‘leading’ joke. Hold the sensitive body parts until forced intercourse. Students need to have self-awareness as a kind of alarm that can recognize early if there are signs that lead to harassment attempts. It is hoped that they will have sufficient sensitivity to the presence of ‘danger’ that threatens.

Utari (2021) mentions several characteristics of sexual predators. First, be sweet in the beginning of the relationship and close to the children. When predators have determined a victim, they will pay special attention, be sweet, maybe even too sweet, to build closeness and trust. The respect, closeness, and appreciation of the victim is then manipulated for sexual gain and satisfaction. Often the victim is too late to realize the shift in the attitude of the perpetrator. Victims still feel that verbal and physical abuse by predators is an expression of special affection given to them.

Second, manipulate the victim. Students must have more awareness of sex predators. They can show a manipulative attitude. May use trickery to manipulate the victim by blaming the victim’s attitude, appearance, clothing, or behavior. Like what predator F in Banyuwangi – a former member of the DPRD in East Java – did, under the pretext that many teenagers have inappropriate relationships, it is necessary to carry out a virginity test on students. Because he believed in his cleric, the harassment took place. When asked to account for their behavior, the predator distorts the facts and makes the victim feel guilty.

Third, cross the boundaries of physical and sexual touch. Sexual crimes committed by predators begin by crossing the boundaries of fairness in physical touch. Begin by stroking the head, touching the back, or hands of the victim. Over time, the predator will start touching other body parts, such as the breasts, thighs, and genital area, without the victim’s consent. They can use manipulation techniques to force the victim to do something they don’t really want. Usually accompanied by threats.

Fourth, want to dominate and monitor the victim. In some cases, sex predators show jealousy and want to dominate the victim’s life. They tend to pay attention to the victim’s activities on social media and in their daily lives. If this tendency is allowed, sex predators will try to dominate and monitor the victim’s life more deeply. Those who are labeled as sex predators tend to look smart, talented, and charismatic. Even people who know him well do not think that these sex predators have the heart to sexually exploit other people.

Silence culture

Culturally, the culture of silence exacerbates the phenomenon of sexual violence in schools. The tendency of the victim to be more silent, perhaps because of shame or fear, causes the perpetrator to be more daring to take a more serious step. In a culture of silence, those who dare to openly express their opinions are often perceived as chatty. Students who are calm, don’t talk much, are considered more classy. Silence is gold. Such tendencies certainly make it difficult for ‘victims’ of abuse to speak up. Assertive exercises are needed for students to help them be able to behave assertively. Assertive behavior is interpersonal or interpersonal behavior that emphasizes aspects of honesty and openness of mind and feelings.

The purpose of assertive practice is to improve students’ interpersonal skills to be able to say no, make requests, express both positive and negative feelings openly. It is hoped that students will then be able to expressly express what they feel without pressure from other parties. He is able to behave appropriately and adaptively, leaving negative behavior, and not confident. In the end, students have higher self-esteem and get adequate social rewards so that they get prosperity in their lives. Now is the time for students to have the courage to say ‘no’ to predators from an early age.


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