Upaya Peningkatan Kemampuan Psikomotor Kesetaraan Gender Melalui Pembelajaran Berbasis Gender Sosial Inklusi pada Peserta Didik Sekolah Dasar

Asrofah, Zauharatul Auliya; Ngazizah, Nur; Anjarini, Titi

doi:10.31004/edukatif.v4i2.2071

Cited by 3 publications

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“…If there are still educators who discriminate on gender, it will create jealousy between students, both regular and students with special needs. The learning process that does not separate students with special needs from everyday students is one of the important reasons for fostering mutual respect in students and upholding the values of diversity that exist in the school and community environment (Asrofa, Ngazizah, and Anjarini 2022) Access, participation, control, and benefits implemented at SDN 1 Sowanlor are as follows:…”

Section: Discussionmentioning

confidence: 99%

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Gender Equality And Social Inclusion In Inclusion Elementary Schools In Jepara

Hamidaturrohmah,

Ailulia

2023

KAJOGS

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Inclusion schools are a form of embodiment of humanist education without discrimination. In schools, all children's needs can be accommodated by implementing the GESI or Gender Equality Social Inclusion paradigm in elementary schools. This study aims to describe GESI nuanced learning implemented at SDN 1 Inklusi Sowanlor. This research method uses descriptive qualitative. Data collection techniques are carried out by observation, interviews, and documentation. Data analysis techniques in the form of data reduction and data presentation, the data that has been presented is verified and draws conclusions. Thus, conclusions can be obtained about the research with the object under study based on the data from the analysis. The results of this study show that GESI-nuanced learning is implemented by SDN 1 Sowanlor with several applications. First, all students who apply are accommodated without discriminating as long as the quota is still met. Second, learning activities are carried out by paying attention to special abilities and needs in inclusion children. Third, there is humanist treatment from the school towards inclusion students, in addition to that there is also a reinforcement for regular students to use the GESI paradigm to accept the presence of inclusion students and treat them fairly without being discriminated against others.Keywords: Gender, Social Inclusion, Elementary School

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Section: Discussionmentioning

confidence: 99%

“…Efforts to improve psychomotor abilities are carried out by schools through extracurricular activities, while those carried out by teachers are through discussions, practical work, and SBDP learning (Asrofa et al 2022).…”

Section: Acquiring Learning Facilities According To Student Needsmentioning

confidence: 99%

Gender Equality And Social Inclusion In Inclusion Elementary Schools In Jepara

Hamidaturrohmah,

Ailulia

2023

KAJOGS

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“…Fokus kesetaraan ini tidak hanya terbatas pada ranah pekerjaan dan kehidupan publik, melainkan juga harus meresap dan tercermin dalam setiap interaksi pribadi, termasuk dalam konteks berpacaran. Hubungan pribadi, sebagai bagian integral dari kehidupan masyarakat, tidak dapat lepas dari konsep-konsep kesetaraan gender agar dapat menjadi wadah yang sehat dan harmonis bagi individu yang terlibat di dalamnya (Asrofah et al, 2022).…”

Section: Pendahuluanunclassified

“…Berdasarkan hasil penelitian (Asrofah et al, 2022)guru memulai dengan membahas teori feminis yang menyoroti struktur kekuasaan yang memberikan hak istimewa kepada laki-laki dalam berbagai konteks, termasuk dalam hubungan romantis. Melalui teori ini, siswa diarahkan untuk melihat bahwa kesetaraan gender bukan hanya tentang pemberian hak yang setara, tetapi juga mengenai mengidentifikasi dan mengatasi ketidaksetaraan yang mungkin tertanam dalam norma-norma sosial.…”

Section: Hasilunclassified

Menanamkan Nilai Kesetaraan Gender dalam Hubungan Berpacaran melalui Pembelajaran Sosiologi di Jenjang Sekolah Menengah Atas

Damanik,

Saliman

2024

didaktika.j.kep

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Penelitian ini bertujuan untuk mengeksplorasi dan mengevaluasi efektivitas pembelajaran sosiologi di tingkat Sekolah Menengah Atas dalam menanamkan nilai kesetaraan gender dalam hubungan berpacaran. Fokus utama penelitian adalah pada materi Harmoni Sosial (kelas XI) dan Perubahan Sosial (kelas XII). Metode penelitian yang digunakan bersifat kualitatif dengan pendekatan deskriptif, dan sumber data diperoleh dari penelitian terdahulu terkait. Teknik pengumpulan data melibatkan observasi terhadap kajian literatur yang relevan, sedangkan analisis data dilakukan melalui reduksi, penyajian data, dan penarikan kesimpulan. Dalam materi Harmoni Sosial, penelitian ini memfokuskan pada pengenalan konsep kesetaraan gender dengan menggunakan teori feminis sebagai landasan. Analisis norma-norma gender dalam hubungan berpacaran didukung oleh teori peran sosial. Diskusi kelas dan studi kasus, berdasarkan teori interaksionalisme simbolik, memungkinkan siswa mengaplikasikan konsep kesetaraan gender dalam konteks nyata. Materi Perubahan Sosial membahas kritik terhadap norma-norma patriarki dengan teori feminis dan pengenalan konsep kemitrasejajaran. Pemahaman perubahan nilai dan norma didukung oleh teori perubahan sosial. Proyek kelompok tentang hubungan berpacaran, berdasarkan teori perubahan perilaku, memperbolehkan siswa aktif terlibat dalam mengadvokasi kesetaraan gender. Hasil penelitian menunjukkan bahwa pembelajaran sosiologi dapat efektif membentuk persepsi siswa terhadap kesetaraan gender dalam hubungan berpacaran, menggali pemahaman yang mendalam, dan memberikan dasar untuk perubahan sosial positif.

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“…Menurut Iswara (2016; Asrofah, 2022) Idealnya sebuah lembaga pendidikan itu dijadikan tempat mentransfer ilmu pengetahuan kepada masyarakat dalam mengupayakan terwujudnya kesetaraan gender. Penerapan dalam dunia pendidikan bisa dilakukan dengan memberlakukan pembelajaran gender dan menghilangkan perbedaan pada setiap peserta didik (Asrofah, 2022).…”

Section: Pembahasanunclassified

Untitled

Andriyati¹,

Sugandi²

2022

SETARA

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Pesantren as educational institutions, both modern and traditional, at least maintain the uniqueness of pesantren, which any other institution does not own. The uniqueness often makes some people misunderstand that pesantren practise gender inequality where female students are often not allowed to proceed outside the pesantren or only in the domestic area. This research was a qualitative case study taking place at Pondok Pesantren (PP) Aswaja Nusantara in Mlangi, Sleman, Yogyakarta. This study takes the point of view of the kyai (caretaker) of the Pondok, who serves as a policy maker in the institution. The research question in this study was: What is the concept of gender equality in the education system and pesantren culture at PP Siswa Aswaja Nusantara? The results showed that based on the data provided by caregivers, gender equality in PP Aswaja Nusantara was enacted through the culture of the pesantren and the application of the pesantren education system. Equality is the sense of fairness in paying attention to biological factors and circumstances, both men and women. First, equality in PP Aswaja Nusantara does not mean the same between men and women, and this impacts the division of tasks more concerned with individual abilities than gender. Second, in the education system, PP Aswaja Nusantara provides equal opportunities to all male and female students, both internally and externally.

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Upaya Peningkatan Kemampuan Psikomotor Kesetaraan Gender Melalui Pembelajaran Berbasis Gender Sosial Inklusi pada Peserta Didik Sekolah Dasar

Cited by 3 publications

References 0 publications

Gender Equality And Social Inclusion In Inclusion Elementary Schools In Jepara

Gender Equality And Social Inclusion In Inclusion Elementary Schools In Jepara

Menanamkan Nilai Kesetaraan Gender dalam Hubungan Berpacaran melalui Pembelajaran Sosiologi di Jenjang Sekolah Menengah Atas

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