PROYEKSI MENTAL KURIKULUM TENTANG PORNOGRAFI : NARRATIVE INQUIRY GURU PAI DI SURABAYA DAN SIDOARJO

As known widely, pornography is easily accessed through public media especially internet. This is a mental threat for young people: children or students. The bad threat to their psychological growth. Let alone children to their adolescent with their new sexual desire, even the adults are frequently affected. The children are potential market of pornography that fragilly addicted by it. When pornography becomes their addiction, it is a serious threat affects for their brain and nerves system that may damage in their long lasting life. As pornography is strongly driven by the world industrial force, it may not be easily eradicated from our environment. But it can be anticipated not to affect our life especially our children development by not consuming it.
This qualitative research explains the awareness belongs to teacher of Islamic education (PAI) albeit such pornography proliferation. It is a challenge the teachers have to respond. Off course to respond sharply, it requires a frame of understanding and critical awareness about pornography and its effect as well. Such frame that bears in mind of the teachers (PAI) and works as projection of their teaching in the class and school, in this research is named, mental curriculum. This term implies an initiative of the teacher (PAI) to do instead of doing as tken for granted entity. In this point, it then differs from hidden curriculum that usually has been built in the school culture.
To construct the design qualitatively, the research is done based on the narrative inquiry. This approach of strategy affirms both in the process of research and of the report. The teachers’s experiences during learning, teaching and educating can be assumed as story. It is real and life story. How he or she deals with the pornography theme and problem when teaching and educating is the concern of this research. The researcher develops the design of research by explaining the twokey points of the teacher’s mental curriculum concerning the pornography: 1) how the teacher understands pornography? 2) What effort of curriculum does he or she do to anticipate pornography?
To do the reasearch methodologically, at first, the researcher negotiates with the teachers whether they let researcher to do with them. Afterward, just after the data collection, researcher interprets and arranges the report of research also in narrative style of work. The researcher then confirms the work to the teacher. If only does the teacher agrees with the content of work and style of story, the researcher will have it as report of the research.
Responding the pornography, the teachers do their best practice in accordance with their institutional situation. They develope ways to protect their students exposed from the pornography. Such ways can be grouped into two catagory: 1) based on religious doctrin about atipornography among students, 2) teaching media literacy to the students. Almost all teacher pave the first category only. But some pave the forts and completed also with the two