Pendidikan Responsif Gender Bagi Anak Usia Dini

Utomo, Susilo; Ekowati, Uni

doi:10.20961/habitus.v3i2.35716

Cited by 8 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, several problems were found; some teachers are not serious about implementing this program in the learning activities they run. When the researchers confirmed that there were difficulties in innovating in implementing the program in learning, it was shown that not all components of teachers in schools have a high commitment to implementing the program (Novarin & Pattipeilhy, 2020;Rusiah et al, 2018;Utomo & Ekowati, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The gender-responsive policies were expected to prevent and minimize some deviations such as bullying, intimidation, violence, and so on. Deviations that occur in the school environment occur due to the unfavorable socio-economic status of students (Utomo & Ekowati, 2019). Gender prioritizing attracts females into the mainstream of nation-building and society as citizens who have the same rights and obligations as males.…”

Section: Introductionmentioning

confidence: 99%

“…All school members optimally increase the competencies possessed by each individual. Utomo and Ekowati (2019) indicated that developing a responsive gender program is one of the school's missions to improve educational quality. It is a noble mission intended to guarantee the rights of females and males, reducing stigmatization, subordination, double burdens, and violence in schools.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The evaluation of the programs of gender-responsive school in Yogyakarta

Sudrajat

Saliman²,

Supardi³

2022

Jurnal Penelitian dan Evaluasi Pendidikan

View full text Add to dashboard Cite

The research aims to evaluate the implementation of the gender-responsive school program in Yogyakarta. It is a descriptive evaluation using the CIPP (Context, Input, Process, Product) model involving the principal, head of the gender-responsive school program, teachers, employees, and students as the subjects. Data were collected by (1) interviews with principals, teachers, heads of gender-responsive school programs, and students; (2) a study of documentation of various educational activities related to the program. Data were analyzed using a qualitative data analysis model by Miles and Huberman consisting of (1) data collection, (2) data reduction, (3) data display, and (4) data verification/conclusion. The research results can be seen from four aspects: (1) the context in implementing gender-responsive school programs refers to various references, including Presidential Instruction No. 9 of 2000, Regulation of the Minister of National Education of the Republic of Indonesia No. 8 of 2008. (2) The inputs for implementing the gender-responsive school program have met the requirements in terms of human resources (teachers and education staff) and the facilities and infrastructure. Most of the teachers already have adequate knowledge about the program's implementation. An integrated team in school management has planned the facilities and infrastructure. (3) Implementing gender-responsive schools is carried out well by developing school culture and organizing activities inside and outside learning. (4) The product of the gender-responsive school program is the formation of conducive school culture, facilities, and infrastructure that ensure the privacy of both male and female students.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The evaluation of the programs of gender-responsive school in Yogyakarta

Sudrajat

Saliman²,

Supardi³

2022

Jurnal Penelitian dan Evaluasi Pendidikan

View full text Add to dashboard Cite

show abstract

“…Kesetaraan gender menjadi suatu program dan kegiatan yang diharapkan dapat meningkatkan derajat dan martabat baik perempuan dan laki-laki. Gender di era global berkaitan dengan kesadaran, tanggung jawab laki-laki, pemberdayaan perempuan termasuk hal reproduksi (Utomo & Ekowati, 2019). Selain itu gender dapat berubah karena perjalanan sejarah, perubahan politik, ekonomi, sosial dan budaya, atau karena kemajuan pembangunan (Fibrianto, 2018).…”

Section: Pendahuluanunclassified

Pendidikan Anak Usia Dini dalam Perspektif Gender

Bastian

Novitasari

2022

J. Obs. J. Pendidik. Anak Usia Dini

View full text Add to dashboard Cite

Melaksanakan pendidikan berperspektif gender pada anak usia dini diperlukan perencanaan sebagai langkah awal untuk memberikan arah yang tepat dalam pelaksanaan proses pembelajaran di PAUD. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kuantitatif. Populasi penelitian ini mencakup TK se-kecamatan Marpoyan Damai. Adapun sampel penelitian ini berjumlah 30 guru TK yang diambil dengan teknik purposive sampling. Hasil penelitian ini menunjukkan bahwa penyusunan kurikulum berperspektif gender pada pendidikan anak usia dini dapat dipersentasekan 48, 83 % dengan kategori tidak baik, dan pelaksanaan kurikulum berperspektif gender pada pendidikan anak usia dini dapat dipersentasekan 60,17 % dengan kategori baik. Dengan kata lain meskipun dalam penyusunan kurikulum belum menunjukkan perspektif gender, namun dalam pelaksanaan pembelajaran di pendidikan anak usia dini sudah berjalan baik. Sehingga selanjutnya guru di PAUD Marpoyan Damai harus menyesuaikan antara kurikulum yang disusun, dengan kegiatan pembelajaran yang dilakukan.

show abstract

“…In addition, teachers, culture, schools, peer groups, mass media, and other family members are figures and things that enable children to learn gender roles [9]. Many studies have shown a gender-equality discourse in early childhood education programs, both in games [10], in the education and the learning approach [11], in the learning model [12], and in the curriculum [13]. Based on the existing literature, the authors argue that gender equitable discourse for early childhood in the institution of early childhood education programs can be pursued in curriculum, teacher interaction and social environment, and games.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Gender Equality in Early Childhood Education in Indonesia

Zulkarnaini¹,

Adriany²

2021

Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)

View full text Add to dashboard Cite

This paper aims to discuss gender equality in early childhood education (ECE) institutions in Indonesia. Based on the existing literature, the authors argue that ECE institutions still maintain traditional gender views. The authors also assert that in order to overcome gender bias in the curriculum, ECE institutions need to develop two things, namely: gender awareness pedagogy and gender sensitive curriculum. Teachers also need to provide opportunities to children to play all types of games to children, without segregating them into male and female categories. The main results of this literature review highlight the importance of efforts to promote gender equality in ECE institutions in Indonesia.

show abstract

Pendidikan Responsif Gender Bagi Anak Usia Dini

Cited by 8 publications

References 0 publications

The evaluation of the programs of gender-responsive school in Yogyakarta

The evaluation of the programs of gender-responsive school in Yogyakarta

Pendidikan Anak Usia Dini dalam Perspektif Gender

Analysis of Gender Equality in Early Childhood Education in Indonesia

Contact Info

Product

Resources

About