Strategi Lembaga Pendidikan Anak Usia Dini dalam Melibatkan Guru Laki-Laki

Abstract

The involvement of male teachers in Early Childhood Education (ECE) institutions is still a matter of debate. Data for the last 10 years shows a decrease in the number of male teachers in ECE institutions. Even though their involvement is as a substitute figure for their father at school. This study aims to determine the strategy carried out at ECE institutions in KB-TK Al-Fath Cirendeu in involving male teachers. This research uses a qualitative approach with a case study method. The research subjects included: the principal, 2 female teachers and 7 male teachers. Data collection was carried out employing observation, in-depth interviews and documentation. Data analysis using Miles Huberman through the stages of data reduction, data presentation, verification, and concluding. The results of the study found that the ECE institutional strategy to involve male teachers in the institution was carried out through the planning of male teacher involvement objectives, recruitment plans, provision of special facilities, preparation of organizational structures, division of job descriptions between male and female teachers and institutional supervision of male teacher performance.

Analisis Pergeseran Stigma Gender Guru Pendidikan Anak Usia Dini

“…Dalam menghadapi minoritas dan keseimbangan guru laki-laki di PAUD, lembaga dapat menerapkan strategi yang dapat ditempuh untuk melibatkan guru laki-laki, yang dapat disumbangkan melalui kegiatan seperti perencanaan program pendidikan, perekrutan, penyediaan fasilitas khusus, penjabaran beban dan kinerja. pemantauan guru laki-laki (Hayati et al, 2021). Dikatakan bahwa anak laki-laki pun bisa menjadi guru PAUD dan taman kanak-kanak (Dianita, 2020), sehingga bagian guru perempuan menjadi setara antara laki-laki dan perempuan (gender).…”

Peran Guru Laki-Laki Pada Lembaga PAUD Ditinjau dari Perspektif Fungsi Afeksi di Tk Aisyiah Bustanul Athfal 1 Ngawi

“…Selain itu, orang tua memandang guru laki-laki dengan cara yang lebih positif dan berkonsentrasi pada sifat dan kompetensi karakter positif mereka, bukan pada jenis kelamin mereka. Pada sumber jurnal lain (Hayati et al, 2021) membahas tentang "Strategi Lembaga Pendidikan Anak Usia Dini Dalam Melibatkan Guru Laki-Laki" Hasil penelitian ini menjelaskan bahwa strategi lembaga PAUD melibatkan guru laki-laki di lembaga dilakukan melalui penyusunan perencanaan tujuan keterlibatan guru laki-laki, rencana rekrutmen, pemberian fasilitas khusus, pembagian deskripsi kerja antara guru laki-laki dan perempuan, penyusunan struktur organisasi, serta pengawasan lembaga terhadap kinerja guru laki-lak berjalan dengan baik.…”

An Evaluation of Women and the Ideological Interest of the Integrated Islamic School

“…Women remain the dominant actors as teachers in ECE institutions (Hayati et al, 2021;Peeters et al, 2015). This fact is not only found on a national scale but also on a global level, such as in Hong Kong, Canada, and the United States (Besnard and Letarte, 2017), as well as Taiwan (Fu and Li, 2010), New Zealand (Morrison, 2014), and Australia (Mukhlis, 2019).…”