REPRESENTATION OF SEX EDUCATION IN THE FILM CULTURE SHOCK (ROLAND BARTHES' SEMIOTIC ANALYSIS)

Abstract

This study aims to analyze the representation of sex education in the film Culture Shock using Roland Barthes' semiotic approach which includes three levels of analysis: denotation, connotation, and myth. The development of digital communication technology has changed the way people access and receive information, including in terms of sex education. Film as an audio-visual media has the power to convey messages implicitly and persuasively, including sensitive issues such as sexuality. The study was conducted using a descriptive qualitative method through non-participatory observation and documentation of scenes that are in accordance with the research. The results of the analysis show that this film represents sex education through visual symbols that have multiple meanings. At the denotation level, scenes such as physical closeness of teenagers, giving romantic gifts, using contraceptives, and the emergence of sexual aids appear as everyday events. However, at the connotation level, these symbols contain implicit meanings about sexual experimentation, searching for identity, and the normalization of adolescent sexual behavior. These two layers of meaning then form a myth that depicts sex education as something implicit, experienced personally, but still surrounded by social taboos. Thus, this film can be an effective alternative media in encouraging awareness and discussion about sex education, especially among teenagers.