HUBUNGAN PERSPEKTIF GURU TENTANG RESPONSIF GENDER DENGAN PENERAPAN PENDEKATAN PENGELOLAAN KELAS DI SEKOLAH DASAR

Widya Wulandari, - (2025) HUBUNGAN PERSPEKTIF GURU TENTANG RESPONSIF GENDER DENGAN PENERAPAN PENDEKATAN PENGELOLAAN KELAS DI SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Indonesia menempati peringkat ke 110 dari 170 negara dalam hal ketimpangan gender (Badan Pusat Statistik, 2022). Dalam konteks pendidikan, berbagai bukti empiris menunjukkan bahwa disparitas partisipasi akademik antara peserta didik laki-laki dan perempuan masih terjadi. Guru memiliki peran yang besar terhadap responsivitas gender di dalam kelas, terutama pada tingkat sekolah dasar. Hal ini karena sekolah dasar merupakan masa yang penting bagi peserta didik untuk sedini mungkin membentuk sikap positif terhadap gender. Oleh sebab itu, penting bagi guru untuk menghubungkan perspektif kesetaraan gender di dalam pengelolaan kelas. Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan antara perspektif guru tentang responsif gender dengan penerapan pendekatan pengelolaan kelas di sekolah dasar. Penelitian ini dilakukan menggunakan pendekatan mixed method dengan desain embedded konkuren. Hasil penelitian menunjukkan hubungan yang signifikan dan cukup kuat antara perspektif responsif gender dengan pendekatan iklim sosioemosional. Adapun pada pendekatan permisif, modifikasi tingkah laku, dan proses kelompok ditemukan hubungan yang signifikan, tetapi rendah. Sementara itu, tidak ditemukan hubungan yang signifikan antara perspektif responsif gender dengan pendekatan otoriter. ----- Indonesia ranks 110th out of 170 countries in terms of gender inequality (Badan Pusat Statistik, 2022). In the context of education, various empirical evidences show that the disparity in academic participation between male and female students still occurs. Teachers have a big role in gender responsiveness in the classroom, especially at the elementary school level. This is because elementary school is an important time for students to form positive attitudes towards gender as early as possible. Therefore, it is important for teachers to connect the perspective of gender equality in classroom management. This study aims to determine whether there is a relationship between teachers' perspectives on gender responsiveness and the implementation of classroom management approaches in elementary schools. This research was conducted using a mixed method approach with a concurrent embedded design. The results of the study showed a significant and fairly strong relationship between gender responsive perspectives and the socio-emotional climate approach. Meanwhile, in the permissive approach, behaviour modification, and group processes, a significant but low relationship was found. Meanwhile, no significant relationship was found between gender responsive perspectives and the authoritarian approach.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?user=hruyDsIAAAAJ&hl=id SINTA ID: 6070701 SINTA ID: 6006681
Uncontrolled Keywords:	Perspektif Guru, Responsif Gender, Pendekatan Pengelolaan Kelas, Teacher Perspective, Gender Responsive, Classroom Management Approach
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	UPI Kampus cibiru > PGSD UPI Kampus cibiru
Depositing User:	Widya Wulandari
Date Deposited:	17 Feb 2025 03:52
Last Modified:	17 Feb 2025 03:52
URI:	http://repository.upi.edu/id/eprint/130065

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