@phdthesis{digilib74785,
           month = {October},
           title = {STUDI PERBANDINGAN PERBEDAAN GAYA MENGAJAR GURU LAKI-LAKI DAN GURU PEREMPUAN DALAM ANAK USIA DINI DI TAMAN KANAK-KANAK DI KOTA YOGYAKARTA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 21104030046 Hasnaningtyas},
            year = {2025},
            note = {Dr. Bahtiar Arbi, S.Pd., M.Pd.},
        keywords = {Gaya Mengajar, Pendidikan Anak Usia Dini, Gender, Minat Belajar Anak},
             url = {https://digilib.uin-suka.ac.id/id/eprint/74785/},
        abstract = {Early childhood education is a fundamental stage in shaping children's
character, attitudes, and learning interest. In this process, teachers play an essential
role as facilitators as well as role models who influence the learning atmosphere in
the classroom. However, in reality, there are differences in how male and female
teachers teach, in terms of their approaches, interactions, and communication styles
with children. There has been limited research that specifically examines how
differences in teaching styles based on teacher gender can affect children's learning
interest, particularly in early childhood education institutions in Yogyakarta
This study aims to describe the differences in teaching styles between male
and female teachers in early childhood kindergantens in Yogyakarta City. The
research employed a qualitative descriptive comparative approach, with data
collected through interviews, observations, and documentation. The study was
conducted in two kindergartens in Yogyakarta, involving male and female teachers
as well as several students as supporting observation subjects. The data were
analyzed in three stages: open coding, axial coding, and selective coding.
The results show clear differences between the teaching styles of male and
female teachers. Male teachers tend to use active, firm, and independence-oriented
teaching styles, while female teachers demonstrate more affective, communicative,
and empathetic approaches in the learning process. Both teaching styles have
different but complementary contributions in fostering children?s learning interest
in the classroom. This study also highlights the importance of developing teacher
training programs that consider balanced teaching styles based on gender so that
the learning process in kindergartens becomes more varied and meets children?s
learning needs comprehensively, both cognitively and emotionally.}
}