IMPLEMENTASI PENDIDIKAN RESPONSIF GENDER DI SATUAN PAUD (PENELITIAN SURVEI DI KECAMATAN LARANGAN KOTA TANGERANG)

SULHU SILA ADILSYAH, . (2026) IMPLEMENTASI PENDIDIKAN RESPONSIF GENDER DI SATUAN PAUD (PENELITIAN SURVEI DI KECAMATAN LARANGAN KOTA TANGERANG). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (721kB)
	Text BAB 1.pdf Download (455kB)
	Text BAB 2.pdf Restricted to Registered users only Download (430kB) | Request a copy
	Text BAB 3.pdf Restricted to Registered users only Download (646kB) | Request a copy
	Text BAB 4.pdf Restricted to Registered users only Download (947kB) | Request a copy
	Text BAB 5.pdf Restricted to Registered users only Download (78kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (361kB)
	Text LAMPIRAN.pdf Restricted to Registered users only Download (3MB) | Request a copy

Abstract

Penelitian ini bertujuan untuk memperoleh gambaran empiris mengenai implementasi pendidikan responsif gender di satuan PAUD formal wilayah Kecamatan Larangan, Kota Tangerang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei dan analisis statistik deskriptif. Populasi penelitian berjumlah 153 guru PAUD formal, dengan sampel sebanyak 60 guru yang dipilih menggunakan teknik random sampling. Data dikumpulkan menggunakan kuesioner tertutup melalui Google Form yang terdiri atas 39 butir pernyataan dengan skala Likert. Instrumen disusun berdasarkan enam aspek, yaitu perencanaan pembelajaran, pelaksanaan pembelajaran, pengelolaan lingkungan belajar, penggunaan sumber dan media belajar, penggunaan bahasa dalam berinteraksi, serta penilaian. Instrumen telah melalui validasi ahli dan uji empiris, dengan seluruh butir dinyatakan valid serta memiliki reliabilitas sangat tinggi sebesar 0,976. Hasil penelitian menunjukkan nilai rata-rata sebesar 122,20, median 117, dan modus 117. Pengelompokan hasil dilakukan berdasarkan rentang skor empirik responden yang dibagi ke dalam kategori kurang, cukup, dan baik. Sebanyak 39 responden atau 65% berada pada kategori kurang, 11 responden atau 18% berada pada kategori cukup, dan 10 responden atau 17% berada pada kategori baik. Kategori kurang dalam penelitian ini menunjukkan bahwa penerapan pendidikan responsif gender belum dilakukan secara konsisten dan merata pada seluruh indikator, bukan berarti guru tidak menerapkan pendidikan responsif gender atau memiliki kinerja yang buruk. Praktik yang relatif telah diterapkan terlihat pada penggunaan bahasa, media belajar, dan penilaian objektif terhadap anak, sedangkan perencanaan kegiatan berpusat pada anak, pemberian kesempatan yang setara, serta penilaian perkembangan gender anak masih perlu diperkuat/ This study aimed to obtain an empirical description of the implementation of gender-responsive education in formal early childhood education institutions in Larangan District, Tangerang City. This study employed a quantitative approach using a survey method and descriptive statistical analysis. The population consisted of 153 formal early childhood education teachers, with a sample of 60 teachers selected through random sampling. Data were collected using a closed-ended questionnaire distributed through Google Forms, consisting of 39 Likert-scale statements. The instrument was developed based on six aspects: lesson planning, teaching implementation, learning environment management, the use of learning resources and media, language use in interactions, and assessment. The instrument underwent expert validation and empirical testing; all items were found to be valid, with a very high reliability coefficient of 0.976. The findings showed a mean score of 122.20, a median of 117, and a mode of 117. The results were categorized based on respondents’ empirical score ranges into low, moderate, and high categories. A total of 39 respondents (65%) were in the low category, 11 respondents (18%) were in the moderate category, and 10 respondents (17%) were in the high category. In this study, the low category indicates that gender-responsive education had not yet been implemented consistently and evenly across all indicators; it does not mean that teachers did not implement gender-responsive education or had poor professional performance. Teachers more frequently applied gender-sensitive language, selected learning media that could be used by all children, and provided objective assessments. However, child-centered learning activities, equal opportunities for boys and girls, and the assessment of children’s gender development still need to be strengthened.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dra. Winda Gunarti, M.Pd. ; 2). Dr (Phill). Sri Indah Pujiastuti, S.Pd., M.Pd.
Subjects:	Pendidikan > Aneka Ragam tentang Pendidikan
Divisions:	FIP > S1 Pendidikan Guru PAUD
Depositing User:	Sulhu Sila Adilsyah .
Date Deposited:	03 Sep 2026 10:14
Last Modified:	03 Sep 2026 10:14
URI:	http://repository.unj.ac.id/id/eprint/73696

Actions (login required)

View Item