Amidst the coastal breezes of Java’s northern shore, within the resilient and storied Regency of Indramayu, stands SMP Negeri 2 Indramayu—a public institution now imbued with a renewed sense of purpose. At the heart of this profound transformation is a visionary leader: Ibu Komariah. As Principal, her tireless dedication has not only reshaped the school’s future but has also become a beacon of inspiration for educators and policymakers throughout the regio
Ibu Komariah’s journey toward transformation began not with a grand gesture, but with a profound sense of curiosity. In 2023, following her transition from SMP Satu Atap 2 Trisi to SMPN 3 Selip (before her eventual tenure at SMPN 2 Indramayu), she first encountered the terms “PKRS,” “CSE,” and “SETARA.” Initially unfamiliar and met with hesitation, her curiosity led her to examine the modules left in her office.
“As I read through the SETARA module, I was struck by its depth,” Ibu Komariah recalled. “I thought to myself, ‘This is extraordinary. Why am I only discovering this now?’ Had I known sooner, I would have applied these principles to my own children.”
Supported by Yayasan Gemilang Sehat Indonesia (YGSI) through the Right Here Right Now 2 (RHRN2) program, Ibu Komariah began to delve deeper. She participated in intensive training, engaged in strategic dialogues with facilitators, and formulated a plan to integrate PKRS materials into the school curriculum. A significant challenge arose when she realized that the Setara module had not yet been structured as part of the P5 (Projek Penguatan Profil Pelajar Pancasila)—a cornerstone of the Kurikulum Merdeka.
Undeterred by these limitations, Ibu Komariah demonstrated exceptional leadership. She restructured the module’s content, adding contextual elements and actionable steps to align it with the P5 framework. In a progressive move, she prioritized PKRS as one of the school’s three primary P5 projects, choosing to invest in character building and reproductive health education over the original plan for a school garden.
Faced with limited resources, Ibu Komariah remained undaunted. Recognizing that some senior teachers struggled with digital e-books, she strategically allocated school operational funds (BOS) to provide physical modules, ensuring every educator had the necessary tools. She personally spearheaded the professional development of her staff through In-House Training (IHT), stepping in as a lead facilitator to bridge the gap in trained personnel at her new school.
Beyond teacher training, Ibu Komariah transformed the PKRS (Comprehensive Sexuality Education) curriculum into an engaging and meaningful experience for students. She empowered students to conduct grassroots research based on the modules, simplifying complex tools—such as questionnaires and interview guides—and providing scientific templates to guide their findings.
“I understood that our students were not yet accustomed to academic writing; even composing a paragraph was a challenge for many,” she shared with conviction. “However, I firmly believed that with the right facilitation, they could achieve excellence.”
The results were extraordinary. Students successfully presented their research through various creative mediums, including digital posters, educational comics, paintings, and social campaigns featured on everyday items like t-shirts, tote bags, and mugs. In a groundbreaking move, several student groups took their advocacy to the community, visiting SD Pabean Udik 3 to educate younger peers about puberty and reproductive health—a rare and commendable achievement that proves when students are empowered, they become the truest agents of change.
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A Ripple Effect of Change
The transformation extended far beyond the students, deeply impacting the teaching staff as well. Educators began to adopt the interactive, project-based methods used in PKRS for other subjects. Teachers who were initially hesitant to address “sensitive” topics—such as puberty and adolescent emotions—gained the confidence to deliver these lessons using engaging and accessible approaches.
“We discovered that when taught through games and dialogue, topics once considered ‘taboo’ became approachable,” Ibu Komariah observed. “As a result, the students have become far more open and communicative.”
This wave of change did not stop at the school gates. Ibu Komariah’s initiative and dedication caught the attention of the Indramayu District Education Office. She was invited to share her best practices with various schools that had yet to implement PKRS, including SMPN 2 Lelea, SMPN 3 Trisi, and SMPN 3 Sindang. What began as an impact on just three schools has now expanded to over 90 schools across the regency.
“Many schools were initially uncertain about how to integrate PKRS into the P5 framework. I am honored to assist them, as I know this material is too vital to be overlooked,” she stated.
Her success led to her nomination for the Inspirational Educator (GTK Inspiratif) award at the West Java provincial level. While she did not take home the top prize, her achievement transcends any trophy; she has brought tangible change to hundreds of students and teachers throughout her region.
From a beginning marked by uncertainty to her current role as a pioneer of reform, Ibu Komariah has proven that commitment, courage, and collaboration can overcome any limitation. With the strategic support of YGSI through the RHRN2 program, she has cleared the path for a more inclusive and meaningful reproductive health education.
For the parents, the response has been overwhelmingly positive. There has not been a single objection to the PKRS curriculum. On the contrary, many parents expressed deep gratitude that their children can finally discuss vital topics that were previously considered taboo at home.
“If not from the school, then who else will explain these matters accurately and appropriately?” Ibu Komariah concluded. “Our children have the right to know, and as educators, it is our responsibility to guide them.” (*)
