INTERNALISASI NILAI KESETARAAN GENDER DALAM PENDIDIKAN KELUARGA MUSLIM DI KAMPUNG NGENTAK SAPEN YOGYAKARTA

Rahmadani Akbar, NIM.: 24204011004 (2026) INTERNALISASI NILAI KESETARAAN GENDER DALAM PENDIDIKAN KELUARGA MUSLIM DI KAMPUNG NGENTAK SAPEN YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study was motivated by the continuing existence of gender inequality in family education, particularly in the division of domestic roles, parent-child relationship patterns, and educational opportunities. Such inequality has the potential to limit children's development, especially when differences in treatment are based on gender. The root of the problem lies in families' understanding of gender equality values from an Islamic perspective. When this understanding is not fully formed, the family education process risks reproducing gender-biased parenting patterns. Therefore, the internalisation of gender equality values within families is an urgent aspect that needs to be studied in order to realise gender-sensitive and equitable family education. This study utilised a qualitative approach with a case study design. The research subjects consisted of five Muslim families selected purposively. Data were collected through in-depth interviews, observation and documentation. Data validity was tested through source triangulation and technique triangulation to ensure consistency and validity of findings. Data analysis used Miles and Huberman's interactive model, which included data condensation, data presentation and conclusion drawing. The results of the study show that: (1) families' understanding of gender equality varies widely, ranging from those that have moved towards a relatively equal division of roles and opportunities to those that still maintain gender-biased relationship patterns; (2) the internalisation of gender equality values in family education occurs in three stages, namely value transformation, value transaction, and value transinternalisation, which are realised through role modelling, habituation, communication, and cooperation within the family; and (3) this process has implications for the formation of more inclusive and humanistic parenting patterns, increased critical awareness of gender inequality, and the need to strengthen gender literacy in social spaces so that families can build fair gender relations based on Islamic values.

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