Hegemoni Maskulinitas: Konstruksi Gender pada Pendidikan Anak Usia Dini

Author


Nelis Nazziatus Sadiah Qosyasih(1), Amirullah Amirullah(2), Zamah Sari(3Mail),
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Muhammadiyah Prof. DR. Hamka, Indonesia(1)
Pendidikan Sejarah, Universitas Muhammadiyah Prof. DR. Hamka, Indonesia(2)
Pendidikan Agama Islam, Universitas Muhammadiyah Prof. DR. Hamka, Indonesia(3)

Mail Corresponding Author
Article Analytic
  Download PDF   [File Size: 317KB]  Language: id
Published : 2023-01-23
Copyright (c) 2023 Nelis Nazziatus Sadiah Qosyasih

Article can trace at:


Article Metrics

Abstract Views: 74 times PDF Downloaded: 17 times

Abstract


Penelitian ini bertujuan untuk membahas bagaimana tenaga pengajar pada TK berbasis Islam khususnya TK Aisyiyah ABA Sawangan Kota Depok dalam mengkonstruksi identitas gender pada anak usia dini sesuai dengan nilai Kemuhammadiyahan dan misi Aisyiyah. penelitian ini berusaha untuk memahami bagaimana tenaga pengajar melihat anak-anak di sekolah berkembang, bernegosiasi dan mengkonstruksi gender yang ada. Penelitian ini menggunakan pendekatan teori feminis poststrukturalis sebagai pisau analisis dengan metode kualitatif melalui studi kasus dengan grounded theory melalui teknik wawancara terbuka pada 3 orang pengajar yang dipilih secara acak (purposive sampling). Hasil penelitian mengungkapkan bahwa guru melakukan kontrol pada permainan yang dilakukan oleh anak laki-laki dan perempuan yang mengarah pada konstruksi gender yang melekat selama ini serta pemahaman guru tentang konsep kodrat yang mengarahkan pada legitimasi aturan agama. Berdasarkan temuan tersebut, kami merekomendasikan agar guru di pendidikan anak usia dini untuk lebih sadar gender, dapat memberikan kesempatan yang sama bagi anak laki-laki dan perempuan dalam konteks Islam dan sesuai dengan visi Aisyiyah yang menekankan tentang Pendidikan yang berkeadilan.


Keywords


anak usia dini; identitas gender; feminist poststructuralist; konstruksi sosial

References


Adriany, V. (2017). The internationalisation of early childhood education: Case study from selected kindergartens in Bandung, Indonesia. Policy Futures in Education, Neo-liberal Policies and Practices of Early Childhood Education in Asia, 1–16. https://doi.org/10.1177/1478210317745399

Adriany, V. (2019). Being a princess: young children’s negotiation of femininities in a Kindergarten classroom in Indonesia. Gender and Education, 31(6), 724–741. https://doi.org/10.1080/09540253.2018.1496229

Adriany, V., & Warin, J. (2014). Preschool teachers’ approaches to care and gender differences within a child-centred pedagogy: findings from an Indonesian kindergarten. International Journal of Early Years Education, 22(3). https://doi.org/315–328. https://doi.org/10.1080/09669760.2014.951601

Adriany, V., & Warin, J. (2014). Preschool teachers’ approaches to care and gender differences within a child-centred pedagogy: findings from an Indonesian kindergarten. International Journal of Early Years Education, 22(3), 315–328. https://doi.org/10.1080/09669760.2014.951601

Amirullah. (2018). Pendidikan humanis mengarusutamakan nilai-nilai kemanusiaan dalam praktek pendidikan Islam di Indonesia. Pustakapedia

Andriany, V. (2013). Gendered power relations within child-centred discourse: An ethnographic study in a kindergarten in Bandung, Indonesia. Unpublished doctoral.

Andriany, V. (2017). Being a princess: young children’s negotiation of femininities in a Kindergarten classroom in Indonesia. Gender and Education. https://doi.org/org/10.1080/09540253.2018.1496229

Änggård, E. (2011). Childrens gendered and non-gendered play in natural spaces. Children, Youth and Environments, 21(2), 5--33. https://www.jstor.org/stable/10.7721/chilyoutenvi.21.2.0005

Aston, M. (2016). Teaching Feminist Poststructuralism: Founding Scholars Still Relevant Today. Creative Education, 07(15), 2251–2267. https://doi.org/10.4236/ce.2016.715220

Blaise, M. (2005). A feminist poststructuralist study of children “doing” gender in an urban kindergarten classroom. Early Childhood Research Quarterly, 20(1). https://doi.org/10.1016/j.ecresq.2005.01.002

Blaise, M. (2009a). “What a girl wants, what a girl needs”: Responding to sex, gender, and sexuality in the early childhood classroom. Journal of Research in Childhood Education. https://doi.org/10.1080/02568540909594673

Blaise, M. (2009b). “What a girl wants, what a girl needs”: Responding to sex, gender, and sexuality in the early childhood classroom. Journal of Research in Childhood Education.

Blaise, M. (2014). Gender discourses and play. In The SAGE Handbook of Play and Learning in Early Childhood (pp. 115–127). SAGE Publications Inc. https://doi.org/10.4135/9781473907850.n11

Butler, J. (1988). Performative acts and gender constitution: An essay in phenomenology and feminist theory. Theatre Journal, 40(4), 519–531. https://doi.org/10.2307/3207893

Butler, J. (1990). Gender Trouble, Feminist Theory, and Psychoanalytic Discourse 1st Edition. Routledge

Charmaz, K. (2008). Reconstructing grounded theory. The SAGE Handbook of Social Research Methods, 461–478. https://doi.org/10.4135/9781446212165.n27

Global Religious Study. (2021). The Future of World Religions. http://www.globalreligiousfutures.org

Gunawan, M. T. R., & Yulindrasari, H. (2020). Building-Blocks: Children’s Reflection on Gender In International Conference on Early Childhood Education and Parenting 2009 (ECEP 2019). Atlantis Press., 170–173. https://doi.org/10.2991/assehr.k.200808.033

Hogan, V., & Australian Association for Research, in E. (2012). Locating My Teaching of Gender in Early Childhood Education Teacher Education within the Wider Discourse of Feminist Pedagogy and Poststructuralist Theory. Australian Association for Research in Education, 2000. https://eric.ed.gov/?id=ED542504

Hurst, B., & Smith, K. (2020). Feminist Poststructuralist Framings of Professional Identities. In Encyclopedia of Teacher Education. https://doi.org/10.1007/978-981-13-1179-6_384-1

Jackson, A. (2006). The British Empire and the Second World War. A&C Black.

Kumala, S., Fajri, M. D., Rosyidi, M., Anjalie, S., & Nurfadilah, F. (2021). Sikap Peran Gender dalam Pembelajaran di Uhamka. Jurnal Ilmiah Penelitian Psikologi: Kajian Empiris & Non-Empiris, 7(2). https://journal.uhamka.ac.id/jipp/article/view/9273

M. J. Cresswell. (2014). Logics and Languages. Routledge.

M. J. Cresswell. (2016). Logics and Languages (1st Edition).

MacNaughton, G. (1997). Feminist praxis and the gaze in the early childhood curriculum. Gender and Education, 9(3), 317–326. https://doi.org/10.1080/09540259721286

MacNaughton, G. (2006). Constructing gender in early-years education. The Sage Handbook of Gender and Education, 127–138. https://doi.org/10.4135/9781848607996.n10

MacNaughton, G., & Davis, K. (2001). Beyond ‘Othering’: rethinking approaches to teaching young Anglo-Australian children about indigenous Australians. Contemporary Issues in Early Childhood, 2(1), 83–93. https://doi.org/10.2304/ciec.2001.2.1.10

MRK Haryatmoko. (2016). Pemikiran Kritis Post-Strukturalis. Yogyakarta: Kanisius.

Njie, B., & Asimiran, S. (2014). Case Study as a Choice in Qualitative Methodology (Vol. 4, Issue 3). https://doi.org/10.9790/7388-04313540

Qosyasih, N. N. S., & Adriany, V. (2021). Constructing Gender Identity in Young Children. In Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538, 177–179. https://doi.org/10.2991/assehr.k.210322.038

Qosyasih, N. N. S., & Adraiany, V. (2021). Constructing Gender Identity in Young Children. Atlantis Press SARL, 538. https://doi.org/10.2991/assehr.k.210322.038

Ramdaeni, S., Adriany, V., & Yulindrasari, H. (2020). Gender and Toys in Early Childhood Education. https://doi.org/10.2991/assehr.k.200808.049

Remiswal, R., Fajri, S., & Putri, R. (2021). Aisyiyah dan Peranannya dalam Meningkatkan Derajat Kaum Perempuan. Kaganga: Jurnal Pendidikan Sejarah Dan Riset Sosial-Humaniora, 4(1), 71–77. https://doi.org/10.31539/kaganga.v4i1.2341

Robinson, K., & Jones Diaz, C. (2005). Diversity And Difference In Early Childhood Education: Issues For Theory And Practice. McGraw-Hill Education (UK).

Saša Baškarada. (2013). Qualitative Case Study Guidelines. Joint and Operations Analysis Division. https://doi.org/10.46743/2160-3715/2014.1008

Saud, I. W., Mohi, W. K., & Pakaya, N. A. (2020). Analisis Peran ‘Aisyiyah Wilayah Gorontalo Dalam Mewujudkan Sustainable Development Goals (SDGs). Publik (Jurnal Ilmu Administrasi), 9(1), 1. https://doi.org/10.31314/pjia.9.1.1-14.2020

Taguchi, H. L. (2015). Getting personal: How early childhood teacher education troubles students’ and teacher educators’ identities regarding subjectivity and feminism. Contemporary Issues in Early Childhood, 6(3), 244–255. https://doi.org/10.2304/ciec.2005.6.3.5

Warin, J., & Adriany, V. (2017a). Gender flexible pedagogy in early childhood education. Journal of Gender Studies, 26(4). https://doi.org/10.1080/09589236.2015.1105738

Warin, J., & Adriany, V. (2017b). Gender flexible pedagogy in early childhood education. Journal of Gender Studies, 26(4), 375–386. https://doi.org/10.1080/09589236.2015.1105738

Williams, F. (1998). New definition of mental retardation for the American Association of Mental Retardation. National Library of Medicine. https://doi.org/10.1080/09589236.2015.1105738

Yin, R. K. (2013). Validity and generalization in future case study evaluations. Evaluation, 19(3), 321–332. https://doi.org/10.1177/1356389013497081


Refbacks

  • There are currently no refbacks.