Self Efficacy Guru dalam Mencegah Kekerasan Seksual pada Siswa Disabilitas Intelektual di SLB C TPA Jember

Abstract

Sexual violence remains the most prevalent form of violence in Indonesia and continues to increase in Jember Regency, with children with intellectual disabilities identified as a particularly vulnerable group due to limited communication skills and limited understanding of bodily boundaries. This vulnerability is compounded by the persistence of sexuality as a taboo subject within family and sociocultural contexts. Within this situation, schools function not only as learning environments but also as protective spaces, positioning teachers as key actors in the prevention of sexual violence. SLB C TPA Jember, which enrolls the highest number of students with intellectual disabilities in Jember Regency (70 students in the 2025/2026), faces challenges related to students’ risky behavior and limited institutional resources. This study aimed to explore teachers’ self-efficacy in preventing sexual violence against students with intellectual disabilities at SLB C TPA Jember. A qualitative phenomenological approach was employed, involving ten informants consisting of the school principal, six teachers, and three additional informants from school staff and parents/guardians. Data were collected through in depth interviews, observation, and documentation, with credibility ensured through source and technique triangulation. The findings revealed that teachers possessed adequate knowledge of risk signs and definitions of sexual violence, although their understanding of prevention remained subjective. Teachers demonstrated strong confidence in basic prevention tasks, sustained by intrinsic motivation, emotional bonds with students, and adaptive strategies across situations and severity levels of disability. Self-efficacy was shaped by mastery experience, vicarious experience, verbal persuasion, and physiological and emotional states, with mastery experience emerging as the most dominant source. This study recommends equitable access to disability specific prevention training and stronger structured parental involvement.