PRAKTIK PEDAGOGI GURU PAUD DALAM MENGELOLA “GENDER ROLES” PADA KEGIATAN BERMAIN PERAN

LIZA SANIA ANDRAYANI, . (2026) PRAKTIK PEDAGOGI GURU PAUD DALAM MENGELOLA “GENDER ROLES” PADA KEGIATAN BERMAIN PERAN. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan praktik pedagogi guru dalam mengelola peran gender anak usia dini pada kegiatan bermain peran berbasis proyek seni di TK Islam Al-Azhar 13 Rawamangun. Pendekatan penelitian yang digunakan adalah kualitatif dengan desain studi kasus tunggal. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, lalu dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa pada tahap perencanaan dan pelaksanaan, pemilihan naskah berbasis sejarah memicu segregasi peran, di mana anak laki-laki mendominasi tokoh utama dan anak perempuan berada pada kelompok tarian massal demi akurasi narasi. Namun, guru menerapkan intervensi responsif gender melalui penyediaan partisipasi setara pada pembuatan properti, perluasan ekspresi emosional anak laki-laki, dan pembagian tugas keprotokolan yang seimbang. Meskipun hambatan waktu memicu penerapan tugas konvensional, konstruksi peran gender ini bersifat situasional karena anak tetap membaur secara fleksibel tanpa sekat gender pada aktivitas bermain bebas sehari-hari. Kata Kunci: Praktik Pedagogi, Peran Gender, Bermain Peran, Studi Kasus. *** This study aims to describe teachers' pedagogical practices in managing early childhood gender roles during art project-based role-playing activities at TK Islam Al-Azhar 13 Rawamangun. A qualitative approach with a single-case study design was employed. Data were gathered through participant observation, in-depth interviews, and documentation, and subsequently analyzed using the interactive model by Miles, Huberman, and Saldaña. The findings indicate that during the planning and implementation phases, the selection of history-based scripts triggered role segregation, wherein boys dominated the lead roles and girls were placed in mass dance groups to maintain narrative accuracy. However, teachers implemented gender-responsive interventions by providing equitable participation in property making, expanding boys' emotional expressions, and ensuring balanced protocol duties. Although time constraints triggered the application of conventional tasks, this gender role construction remained situational, as children continued to interact flexibly without gender barriers during daily free play activities. Keywords: Pedagogical Practices, Gender Roles, Role-Playing, Case Study.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Ade Dwi Utami, M.Pd., Ph.D.; 2). Endah Windiastuti, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Kualifikasi dan Profesionalitas Guru Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S1 Pendidikan Guru PAUD
Depositing User:	Liza Sania Andrayani .
Date Deposited:	24 Aug 2026 02:59
Last Modified:	24 Aug 2026 02:59
URI:	http://repository.unj.ac.id/id/eprint/72869

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