PERNIKAHAN, TRADISI, DAN RIGHT TO EDUCATION: URGENSI PENDIDIKAN RESPONSIF GENDER DALAM PROSES PENGAMBILAN KEPUTUSAN BERPENDIDIKAN BAGI MAHASISWI SULAWESI DI YOGYAKARTA

Nurwijayanti, NIM.: 21200011094 (2023) PERNIKAHAN, TRADISI, DAN RIGHT TO EDUCATION: URGENSI PENDIDIKAN RESPONSIF GENDER DALAM PROSES PENGAMBILAN KEPUTUSAN BERPENDIDIKAN BAGI MAHASISWI SULAWESI DI YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This thesis examines the phenomenon of marriage tradition and the construction of Sulawesi society which is a challenge for female students who decide to continue their education at an adult or mature age to get married, by looking at how a gender-responsive educational environment can strengthen the decision-making beliefs of Sulawesi female students who are currently studying in Yogyakarta. This study focuses on female students in the early adulthood age range and their relationship to the level of education and cultural traditions towards women. A social psychological approach with the concept of Women's Rights and Equality between Men and Women Mary Wollstonecraft which emphasizes the equality of men and women and the importance of education in overcoming negative social constructions aimed at women, and concept of Ecological Systems Urie Bronfenbrenner is used in this study to determine how is the decision-making process for female students in Sulawesi influenced by the process of lecture education as well as the environment and traditions so that it makes them confident in continuing higher education based on an environmental systems approach that shapes one's development. This study used a qualitative method with descriptive-analytic techniques and data collection techniques in the form of in-depth interviews with 10 Sulawesi female students who were continuing their undergraduate education in Yogyakarta. This research found that tradition, social construction, and negative stereotypes are still a challenge for female students in Sulawesi in accessing higher education. However, the experiences they get in an environment in the form of gender-responsive education and also support from various parties, especially the family, make them feel confident and think more positively, and are increasingly aware of the role of women who can do more than just take care of domestic affairs. Through this research, the authors conclude that gender-responsive education and various experiences, as well as other social contexts in female students' environments, can influence their confidence to continue their education.

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