GENDER RESPONSIVENESS DALAM PEMBELAJARAN PRAKTIKUM PADA FAKULTAS PENDIDIKAN TEKNIK DAN INDUSTRI

Rabbani Al Kahfi, - and Tutin Aryanti, - and Ana Ramdani Sari, - (2025) GENDER RESPONSIVENESS DALAM PEMBELAJARAN PRAKTIKUM PADA FAKULTAS PENDIDIKAN TEKNIK DAN INDUSTRI. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini mengkaji persepsi mahasiswa terhadap gender responsiveness dalam pembelajaran praktikum di Fakultas Pendidikan Teknik dan Industri (FPTI) UPI, menggunakan pendekatan kuantitatif deskriptif dengan 300 responden dari tiga stratum untuk menganalisis bagaimana komposisi gender membentuk pengalaman belajar. Analisis data difokuskan pada empat indikator: akses, partisipasi, kontrol, dan manfaat. Hasilnya, di program studi dominasi perempuan, mahasiswi melaporkan tingginya akses pada lingkungan yang aman dan partisipasi aktif berkat peran pendidik yang suportif, menghasilkan persepsi manfaat tinggi dalam perolehan hasil belajar. Namun, mereka merasakan tingkat kontrol terendah akibat terbatasnya kesempatan dalam distribusi peran teknis. Sebaliknya, di lingkungan dominasi laki-laki, mahasiswi mengalami hambatan akses terhadap informasi dan partisipasi yang tidak maksimal, serta kontrol yang sangat rendah dalam distribusi tugas, meskipun memiliki keyakinan kuat akan manfaat pendidikan untuk kariernya. Lingkungan dengan komposisi gender seimbang terbukti paling ideal, di mana akses, partisipasi, dan manfaat dirasakan setara oleh kedua gender. Temuan krusialnya adalah rendahnya persepsi kontrol yang dirasakan secara universal, terutama pada sub-indikator distribusi tugas. Disimpulkan bahwa keseimbangan gender menjadi fondasi inklusivitas, namun model pembelajaran praktikum yang direktif secara universal membatasi otonomi dan kontrol mahasiswa. This study examines student perceptions of gender responsiveness in practical learning at the Faculty of Technical and Vocational Education (FPTI) UPI, using a descriptive quantitative approach with 300 respondents from three strata to analyze how gender composition shapes the learning experience. Data analysis focused on four indicators: access, participation, control, and benefits. In female-dominated programs, female students reported high access to a safe environment and active participation due to supportive educators, leading to a high perception of benefits in learning outcomes. However, they experienced the lowest level of control due to limited opportunities in the distribution of technical roles. Conversely, in male-dominated environments, female students faced barriers to accessing information and had suboptimal participation, along with very low control over task distribution, despite having strong confidence in the educational benefits for their careers. The gender-balanced environment proved most ideal, where access, participation, and benefits were perceived equitably. The crucial finding, however, was the universally low perception of control, especially in the task distribution sub-indicator. It is concluded that while gender balance is the foundation for inclusivity, the directive model of practical learning universally limits student autonomy and control.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=new_articles&hl=en&imq=Rabbani+Al+Kahfi&authuser=1# ID SINTA Dosen Pembimbing: Tutin Aryanti: 258178 Ana Ramdani Sari: 6745844
Uncontrolled Keywords:	Gender Responsiveness, Pendidikan Vokasi, Stereotip Gender, Pembelajaran Praktikum. Gender Responsiveness, Vocational Education, Gender Stereotypes,, Practical Learning.
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education > NA Architecture
Divisions:	Fakultas Pendidikan Teknik dan Industri > Jurusan Pendidikan Teknik Arsitektur
Depositing User:	Rabbani Al Kahfi
Date Deposited:	13 Oct 2025 02:44
Last Modified:	13 Oct 2025 02:44
URI:	http://repository.upi.edu/id/eprint/143043

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