EKSPLORASI IDENTITAS GENDER ANAK USIA DINI DALAM PEMBELAJARAN STEM MELALUI BERMAIN IMAJINASI

YURIANA ALLYSYA RAHMADINA, . (2026) EKSPLORASI IDENTITAS GENDER ANAK USIA DINI DALAM PEMBELAJARAN STEM MELALUI BERMAIN IMAJINASI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (776kB)
	Text BAB 1.pdf Download (650kB)
	Text BAB 2.pdf Restricted to Registered users only Download (547kB) | Request a copy
	Text BAB 3.pdf Restricted to Registered users only Download (526kB) | Request a copy
	Text BAB 4 .pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text BAB 5.pdf Restricted to Registered users only Download (228kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (300kB)
	Text LAMPIRAN.pdf Restricted to Registered users only Download (1MB) | Request a copy

Abstract

Penelitian ini bertujuan untuk mengeksplorasi proses anak dalam menegosiasikan identitas gender melalui bermain imajinasi dalam aktivitas STEM. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Partisipan terdiri atas dua guru dan delapan anak usia 4–6 tahun di TTKA Ceria yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña (2014). Hasil penelitian menunjukkan empat bentuk negosiasi gender, yaitu mempertanyakan aturan gender, memodifikasi makna karakter, menantang stereotipe gender, dan mencari dukungan guru untuk menampilkan peran yang berbeda dari norma gender. Bermain imajinasi menjadi jembatan antara aktivitas STEM dan eksplorasi gender, dengan konsep pengukuran dan rekayasa muncul bersamaan dalam penyelesaian tantangan bermain. Proses tersebut didukung oleh perancangan lingkungan bermain dan mediasi verbal guru. Temuan menunjukkan bahwa eksplorasi identitas gender anak berlangsung secara situasional dan dipengaruhi oleh motif aktivitas serta dukungan sosial. Kata kunci: identitas gender, bermain imajinasi, STEM, anak usia dini, cultural-historical theory. ***** This study aims to explore how young children negotiate gender identity through imaginative play in STEM activities. A qualitative case study approach was employed, involving two teachers and eight children aged 4–6 years at TTKA Ceria, selected through purposive sampling. Data were collected through observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). The findings revealed four forms of gender negotiation: questioning gender rules, modifying the meaning of characters, challenging gender stereotypes, and seeking teacher support to enact roles that differed from gender norms. Imaginative play served as a bridge between STEM activities and gender exploration, with concepts of measurement and engineering emerging alongside children’s negotiation of gender while solving play-based challenges. This process was supported by teachers’ design of the play environment and verbal mediation. The findings indicate that children’s gender identity exploration is situated and influenced by activity motives and social support. Keywords: gender identity, imaginative play, STEM, early childhood, cultural-historical theory.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Ade Dwi Utami, S.Pd.,M.Pd, Ph.D. ; 2). Endah Windiastuti, S.Pd. M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S1 Pendidikan Guru PAUD
Depositing User:	Yuriana Allysya Rahmadina .
Date Deposited:	27 Aug 2026 08:31
Last Modified:	27 Aug 2026 08:31
URI:	http://repository.unj.ac.id/id/eprint/73051

Actions (login required)

View Item