KOMPETENSI PEDAGOGIK RESPONSIF GENDER (STUDI KOMPARATIF ANTARA MI NEGERI 2 SLEMAN YOGYAKARTA DAN SD BOPKRI SIDOMULYO 1 YOGYAKARTA)

Luq Yana Chaerunnisa, NIM.: 20204082030 (2022) KOMPETENSI PEDAGOGIK RESPONSIF GENDER (STUDI KOMPARATIF ANTARA MI NEGERI 2 SLEMAN YOGYAKARTA DAN SD BOPKRI SIDOMULYO 1 YOGYAKARTA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the importance of gender responsive learning to minimize gender bias in education. This study tries to observe gender responsive learning from the aspect of pedagogic competence in building students' gender awareness. The researcher formulates the problem in accordance with the research objectives, namely explaining how gender-responsive pedagogical competence in two different schools and the gender awareness of students in class V. The type of research used is descriptive qualitative comparative study. Data collection techniques used are interviews, observation, documentation. Qualitative data analysis was carried out by means of data reduction, data presentation and drawing conclusions. This research resulted in the following conclusions: 1) Gender-responsive pedagogical competence at MIN 2 Sleman Yogyakarta and SD BOPKRI Sidomulyo 1 Yogyakarta in the form of curriculum and syllabus development, ability to manage learning, student understanding, dialogic learning through the development of learning media, as well as evaluation of participant development gender responsive students. The differences in pedagogic competence between the two schools are gender-based curriculum, learning models and methods, as well as students' understanding of gender that comes from parents' religious understanding. The similarity is the development of learning innovation through the internalization of gender equality values through motivation and direction to students. Two schools have also implemented gender-responsive learning through equitable access to learning for both men and women. Although, the number of men and women is not balanced, the teacher can anticipate directives to actively participate without distinguishing gender during learning. Thus, the quality of learning that is conducive and gender fair can be realized. 2) Gender-responsive pedagogical competencies possessed by teachers can build students' gender awareness. This can be seen from the availability of facilities, infrastructure and facilities that support fair learning. Gender awareness of students is illustrated through gender schemes and consistency. The gender scheme is shown in the socialization process during class learning. Meanwhile, gender consistency is in the form of self-actualization of students' roles in everyday life without differentiating gender.

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