The Teachers' Perceptions of Religion-Based Gender Concepts in Early Childhood Education Institutions: The Gender-Responsive Education Implementation

Authors

  • Laili Hanifah Institut Agama Islam Badrus Sholeh Kediri, Indonesia

DOI:

https://doi.org/10.54298/ijith.v4i2.422

Keywords:

Perception, Gender, Teacher Performance, Early Childhood Education, gender responsive education, teacher religion

Abstract

This study examines the understanding of gender concepts by early childhood education teachers with religious backgrounds from specific religious-based school environments in Yogyakarta. This study aims to investigate gender issues in education, especially in Early Childhood Education. This study generally aims to analyze the implementation of gender-responsive education in PAUD, while the specific objective is to describe the influence of teachers with certain religious backgrounds on the implementation and the influence of teachers' perceptions of gender concepts on the implementation. This study uses a quantitative cross-sectional survey method. The population in this study was all PAUD teachers in two sub-districts in Yogyakarta, totaling 52 PAUD teachers. A stratified cluster random sampling technique was conducted in two stages. Data was collected using closed questionnaires tested empirically for validity and reliability. The analysis techniques in this study were simple linear regression analysis and multiple linear regression, which had previously met the prerequisite tests for normality, linearity, heteroscedasticity, and multicollinearity. The results of the study indicate that: (1) There is an influence of the background of teachers who teach in religious-based schools on the learning carried out by these teachers in the classroom; (2) The teacher's perspective or perception has an influence on the implementation of gender-responsive education in the PAUD where the teacher works; (3) There is an influence of different religious backgrounds on the teacher's perception of gender concepts on the implementation of gender-responsive education in PAUD.

Downloads

Download data is not yet available.

References

Adolph, R. (2016). Playing It Straight: Uncovering Gender Discourses in The Early Childhood Classroom.

Adoniou, M. (2015). Teacher knowledge: a complex tapestry. Asia-Pacific Journal of Teacher Education, 43(2), 99–116. https://doi.org/10.1080/1359866X.2014.932330

Anis Zohriah1, Hikmatul Fauzjiah2, Adnan3, M. Shofwan M. N. B. (2023). Pengembangan Kurikulum Pendidikan Agama Islam yang Responsif Gender: Menuju Kesetaraan dan Keadilan dalam Pendidikan. Jurnal Dirosah Islamiyah Volume, 5, 704–713. https://doi.org/10.17467/jdi.v6i3.2397

Autor, D., Figlio, D., Karbownik, K., Roth, J., & Wasserman, M. (2016). School quality and the gender gap in educational achievement. American Economic Review, 106(5), 289–295. https://doi.org/10.1257/aer.p20161074

Campbell, S., Smith, K., & Alexander, K. (2017). Spaces for gender equity in Australian early childhood education in/between discourses of human capital and feminism. Australasian Journal of Early Childhood, 42(3), 54–62. https://doi.org/10.23965/AJEC.42.3.07

Chapman, R. (2022). Moving beyond ‘gender-neutral’: creating gender expansive environments in early childhood education. Gender and Education, 34(1), 1–16. https://doi.org/10.1080/09540253.2021.1902485

Filipović, K. (2018). Gender Representation in Children’s Books: Case of an Early Childhood Setting. Journal of Research in Childhood Education, 32(3), 310–325. https://doi.org/10.1080/02568543.2018.1464086

Hanum, F. (2018). Kajian dan Dinamika Gender. Intrans Publishing.

Hasanah, U. (2019). Peran Pendidik dalam Pembelajaran Berbasis Gender pada Anak Usia Dini di Kober Tunas Bangsa. Tarbawy : Jurnal Pendidikan Islam, 6(1), 43–49. https://doi.org/10.32923/tarbawy.v6i1.872

Herdiansyah, H. (2016). Gender dalam Perspektif Psikologi. Salemba Humanika.

Heywood, S., & Adzajlic, B. (2023). Challenging Gender Stereotypes in the Early Years. Routledge. https://doi.org/10.4324/9781003167921

Hurlock, E. B. (1980). Psikologi Perkembangan (R. M. Sijabat (ed.); 5th ed.). Penerbit Erlangga.

Islamiyah, R., & Suparno. (2019). Teacher Knowledge in Early Childhood Gender Education. JPUD - Jurnal Pendidikan Usia Dini, 13(2), 327–340. https://doi.org/10.21009/jpud.132.09

Johnson, R. B., & Christensen, L. (2014). Educational Research Quantitative, Qualitative, and Mixed Approaches (Fifth Edition). SAGE Publications.

Katadata. (2021a). Indeks Pembangunan Gender Yogyakarta Tertinggi di Indonesia. November 2021.

Katadata. (2021b). Ketimpangan Gender Indonesia Tertinggi di ASEAN, Singapura Terendah. 2021.

La Paro, K. M., Van Schagen, A., King, E., & Lippard, C. (2018). A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships. Early Childhood Education Journal, 46(4), 365–375. https://doi.org/10.1007/s10643-017-0872-8

Lynch, M. (2015). Guys and dolls: a qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679–693. https://doi.org/10.1080/03004430.2014.950260

Maksimović, J., & Osmanović, J. S. (2019). Teachers’ self-concept and its benefits for science education. Journal of Baltic Science Education, 18(1), 105–116. https://doi.org/10.33225/jbse/19.18.105

Martin, C. L., & Ruble, D. (2004). Children’s Search for Gender Cues: Cognitive Perspectives on Gender Development. Current Directions in Psychological Science, 13(2), 67–70. https://doi.org/10.1111/j.0963-7214.2004.00276.x

Master, A., Meltzoff, A. N., & Cheryan, S. (2021). Gender stereotypes about interests start early and cause gender disparities in computer science and engineering. Proceedings of the National Academy of Sciences of the United States of America, 118(48), 1–7. https://doi.org/10.1073/pnas.2100030118

Mlama, P., Dioum, M., Makoye, H., Murage, L., Wagah, M., & Washika, R. (2005). GRP – Gender Responsive Pedagogy. Forum for African Women Educationalists.

Santrock, J. W. (2019). Life-span development, 7th ed. In Life-span development, 7th ed. McGraw-Hill Higher Education.

Skelton, C., Francis, B., & Smulyan, L. (2012). The SAGE Handbook of Gender and Education. The SAGE Handbook of Gender and Education, 127–138. https://doi.org/10.4135/9781848607996

Sugiyono, S. (2019). Metode Penelitian Kuantitatif. Alfabeta.

Tshewang, D. (2020). Gender Responsive Pedagogy Awareness And Practices: A Case Study Of A Higher Secondary School Under Thimphu Thromde, Bhutan. International Journal Of Linguistics And Translation Studies, 1(2), 100–110.

Wainman, B., Boulton-Lewis, G., Walker, S., Brownlee, J., Cobb, C., Whiteford, C., & Johnsson, E. (2012). Young children’s beliefs about including others in their play: Social and moral reasoning about inclusion and exclusion. Australian Journal of Early Childhood, 37(3), 137–146. https://doi.org/10.1177/183693911203700318

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

Wijanarko, S., Nurlaela, L., Maspiyah, M., & Rijanto, T. (2022). Teachers’ perception of gender on gender-responsive learning in the vocational school of tourism. International Journal for Educational and Vocational Studies, 4(1), 11. https://doi.org/10.29103/ijevs.v4i1.5508

Zulkarnaini, S., & Adriany, V. (2021). Analysis of Gender Equality in Early Childhood Education in Indonesia. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538(Icece 2020), 265–269. https://doi.org/10.2991/assehr.k.210322.056

Downloads

Published

2025-09-01

How to Cite

Hanifah, L. (2025). The Teachers’ Perceptions of Religion-Based Gender Concepts in Early Childhood Education Institutions: The Gender-Responsive Education Implementation . International Journal of Islamic Thought and Humanities, 4(2), 214–226. https://doi.org/10.54298/ijith.v4i2.422