relation: https://digilib.uin-suka.ac.id/id/eprint/74494/
title: ALTERNATIVE MASCULINITY: FENOMENA, POTENSI, DAN STRATEGI PEMBELAJARAN GURU LAKI-LAKI DALAM PENDIDIKAN ANAK USIA DINI
creator: Issaura Dwi Selvi, NIM.: 21300012014
subject: 371.36 Metode Pengajaran, Metode Pembelajaran
description: The profession of Early Childhood Education (PAUD) teachers  remains dominated by women, while men are marginalized due to  gender stereotypes that associate caregiving roles exclusively with  women. This condition reflects the strong influence of hegemonic  masculinity, which positions men as authoritative figures and  distances them from child-rearing practices. This research offers a new  model of identity known as alternative masculinity a form of  masculinity that is more empathetic, relational, and open to child  nurturing.    Based on this background, this study formulates three main  research problems: (1) the stigma and factors influencing the interest  in the PAUD teaching profession amid social and educational  dynamics; (2) how male teachers can redefine and  negotiate alternative masculinity in early childhood education; and (3)  the learning strategies of male PAUD teachers that align with the  perspective of alternative masculinity.  The research employs a qualitative approach in the form of  empirical field research. Data were collected from both primary  sources—interviews, observations, and Focus Group Discussions  (FGDs) and secondary sources, such as books and journal articles. The  study involved nine male PAUD teachers through in-depth interviews  and observed Focus Group Discussion (FGD) activities attended by  162 male teachers from various regions of Indonesia to obtain a  broader and more representative picture of the dynamics of roles,  learning strategies, and the negotiation of masculinity that they  perform.  The results of the research show the following findings. First,  male PAUD teachers experience stigma arising from: (1) social  influences such as parents’ concerns; (2) insufficient teacher salaries;  and (3) cultural perceptions that regard men in this role as deviant or  unpatriarchal. However, these male teachers are able to maintain their  profession due to several motivational factors, including: (1) love for  the world of children; (2) awareness of the importance of early  childhood education; (3) family support; and (4) social environments.  Second, they redefine traditional male roles into alternative  masculinity by demonstrating that masculinity can adapt to the diverse  contexts of child education. They negotiate gender roles by combining  values of care, empathy, nurturing, and assertiveness in educating  children. Third, their learning strategies are implemented  through caring masculinity, inclusive masculinity, and hybrid  masculinity, which not only enrich pedagogical approaches but also  create spaces for social transformation toward more equitable,  inclusive, and child-responsive early childhood education.
date: 2025-11-24
type: Thesis
type: NonPeerReviewed
format: text
language: id
identifier: https://digilib.uin-suka.ac.id/id/eprint/74494/1/21300012014_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
format: text
language: id
identifier: https://digilib.uin-suka.ac.id/id/eprint/74494/2/21300012014_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf
identifier:   Issaura Dwi Selvi, NIM.: 21300012014  (2025) ALTERNATIVE MASCULINITY: FENOMENA, POTENSI, DAN STRATEGI PEMBELAJARAN GURU LAKI-LAKI DALAM PENDIDIKAN ANAK USIA DINI.  Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.