eprintid: 146222 rev_number: 25 eprint_status: archive userid: 221685 dir: disk0/00/14/62/22 datestamp: 2025-12-31 01:59:42 lastmod: 2025-12-31 01:59:42 status_changed: 2025-12-31 01:59:42 type: thesis metadata_visibility: show creators_name: Aulia Novemy Dhita, - creators_name: Nana Supriatna, - creators_name: Didin Saripudin, - creators_name: Erlina Wiyanarti, - creators_nim: NIM2208326 creators_nim: NIDN0014106103 creators_nim: NIDN0006057003 creators_nim: NIDN0018076204 creators_id: dhitaa@upi.edu creators_id: nanasup@upi.edu creators_id: didin36@upi.edu creators_id: erlina_w@upi.edu contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_name: Nana Supriatna, - contributors_name: Didin Saripudin, - contributors_name: Erlina Wiyanarti, - contributors_nidn: NIDN0014106103 contributors_nidn: NIDN0006057003 contributors_nidn: NIDN0018076204 contributors_id: nanasup@upi.edu contributors_id: didin36@upi.edu contributors_id: erlina_w@upi.edu title: PERANAN GURU PENGGERAK PEREMPUAN DALAM MENERAPKAN PEDAGOGI FEMINIS PADA PEMBELAJARAN SEJARAH DI SMA KOTA PALEMBANG ispublished: pub subjects: D1 subjects: L1 subjects: LB divisions: D_SEJ full_text_status: restricted keywords: Pedagogi Feminis, Guru Penggerak, Pembelajaran Sejarah, Feminisme Posmodern. Feminist Pedagogy, Guru Penggerak, History Education, Postmodern Feminism. note: https://scholar.google.com/citations?user=lGdX4tAAAAAJ&hl=id ID SINTA Dosen Pembimbing: Nana Supriatna: 5993532 Didin Saripudin: 5984366 Erlina Wiyanarti: 5992644 abstract: Perempuan dalam pembelajaran sejarah pada umumnya direkonstruksi dalam kerangka maskulin yang cenderung mengabaikan peran tradisional (feminin). Penelitian ini menawarkan perspektif baru yang lebih inklusif melalui pengalaman Guru Penggerak mata pelajaran sejarah di SMA Kota Palembang dalam mengonstruksi peran tradisional sekaligus profesional. Atas dasar itu penelitian ini bertujuan untuk mengkaji secara mendalam implementasi pedagogi feminis yang diterapkan Guru Penggerak perempuan melalui kerangka feminisme posmodern yang mengkritisi feminisme Barat. Metode yang digunakan adalah fenomenologi dengan melibatkan Guru Penggerak sejarah SMA di Kota Palembang sebagai partisipan. Data penelitian diperoleh melalui wawancara mendalam, observasi, dan analisis dokumen yang dianalisis menggunakan pendekatan fenomenologi Moustakas. Hasil penelitian menunjukkan tiga temuan utama. Pertama, Guru Penggerak sejarah mengonstruksi makna perempuan dalam tiga bentuk, yaitu (1) perempuan ideal yang mampu menjalankan peran tradisional dan profesional, (2) pengakuan peran tradisional sebagai bagian dari gerakan feminisme yang merepresentasikan proses writing woman, ketika perempuan menempatkan dirinya sebagai subjek sejarah yang menarasikan pengalaman dan pengetahuannya secara otonom, dan (3) perempuan sebagai penggerak pedagogi feminis. Kedua, implementasi pedagogi feminis dilakukan melalui pendekatan partisipatif, kontekstual, dan dialogis serta pengembangan materi berbasis feminisme posmodern yang mengakui pengalaman perempuan, termasuk yang bersumber dari peran tradisional. Ketiga, tantangan implementasi mencakup dimensi kultural, struktural, dan pedagogis. Penelitian ini menyimpulkan bahwa pengalaman gender Guru Penggerak dapat menghadirkan pedagogi feminis yang reflektif, inklusif, dan transformatif dengan menempatkan peran tradisional setara dengan peran profesional serta menjadikan kelas sejarah sebagai ruang yang lebih adil, setara, dan merepresentasikan keberagaman peran perempuan. History education often reconstructs women within a masculine framework, overlooking their traditional (feminine) roles. This study provides a more inclusive perspective by examining how female History Teacher Facilitators (Guru Penggerak) in Palembang integrate both traditional and professional roles. It aims to explore the implementation of feminist pedagogy through a postmodern feminist lens, emphasizing the plurality of women’s experiences and challenging the dominance of a single Western feminist narrative. The study employed a phenomenological approach involving Guru Penggerak of history as participants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using Moustakas’ phenomenological method. The findings reveal three main points. First, history Guru Penggerak construct the meaning of womanhood in three forms: (1) the ideal woman who is able to carry out both traditional and professional roles, (2) the recognition of traditional roles as part of feminist movements, representing the process of writing woman, where women position themselves as historical subjects who autonomously narrate their own experiences and knowledge, and (3) women as agents of feminist pedagogy. Second, the implementation of feminist pedagogy is carried out through participatory, contextual, and dialogical approaches, as well as curriculum development grounded in postmodern feminism that acknowledges women’s experiences, including those rooted in traditional roles. Third, the challenges of implementation encompass cultural, structural, and pedagogical dimensions. This study concludes that the gendered experiences of Guru Penggerak enable the development of a reflective, inclusive, and transformative feminist pedagogy by positioning traditional roles as equal to professional roles and transforming history classrooms into more just, equitable, and representative spaces of women’s diverse contributions. date: 2025-12-18 date_type: published institution: Universitas Pendidikan Indonesia department: KODEPRODI87007#Pendidikan_Sejarah_S3 thesis_type: doctoral thesis_name: phd official_url: https://repository.upi.edu/ related_url_url: https://perpustakaan.upi.edu related_url_type: org citation: Aulia Novemy Dhita, - and Nana Supriatna, - and Didin Saripudin, - and Erlina Wiyanarti, - (2025) PERANAN GURU PENGGERAK PEREMPUAN DALAM MENERAPKAN PEDAGOGI FEMINIS PADA PEMBELAJARAN SEJARAH DI SMA KOTA PALEMBANG. S3 thesis, Universitas Pendidikan Indonesia. document_url: http://repository.upi.edu/146222/1/D_SEJ_2208326_Title.pdf document_url: http://repository.upi.edu/146222/2/D_SEJ_2208326_Chapter1.pdf document_url: http://repository.upi.edu/146222/3/D_SEJ_2208326_Chapter2.pdf document_url: http://repository.upi.edu/146222/4/D_SEJ_2208326_Chapter3.pdf document_url: http://repository.upi.edu/146222/5/D_SEJ_2208326_Chapter4.pdf document_url: http://repository.upi.edu/146222/6/D_SEJ_2208326_Chapter5.pdf document_url: http://repository.upi.edu/146222/7/D_SEJ_2208326_Chapter6.pdf document_url: http://repository.upi.edu/146222/8/D_SEJ_2208326_Appendix.pdf