PENGALAMAN GURU LAKI-LAKI DI PENDIDIKAN ANAK USIA DINI - Redi Awal Maulana, - (2021)
Abstrak Penelitian ini bertujuan untuk memahami berbagai pengalaman guru laki-laki di pendidikan anak usia dini, terutama tentang bagaimana mereka menegosiasikan feminitas dan maskulinitas pada pengalamannya. Adapun yang melatarbelakangi penelitian ini dikarenakan masih kentalnya isu gender pada bidang PAUD misalnya, rendahnya keterlibatan guru laki-laki, masih kuatnya dominasi guru perempuan, berbagai pandangan (stereotip) terhadap guru laki-laki, yang semua itu berdampak pada bagaimana keadilan gender dilaksanakan dan bagaimana identitas gender dinegosiasikan pada setiap pengalamanya. Adapun pendekatan dan desain penelitian yang digunakan berupa penelitian kualitatif fenomenologi. Dalam penelitian ini terdapat empat orang responden guru laki-laki di PAUD. Data dikumpulkan melalui wawancara. Analisis data pada penelitian ini menggunakan teknik IPA (Interpretative Phenomenology Analysis). Pandangan Feminis Post-Strukturalis dan Paechter (2006) digunakan sebagai kerangka kerja teoritis dalam memahami serta membahas berbagai permasalahan serta data dalam penelitian ini. Hasil penelitian menunjukan masih adanya stereotip terhadap guru laki-laki terutama pada awal karir, berbagai bentuk negosiasi feminitas dan maskulinitas, serta berbagai pandangan mengenai PAUD. Oleh karena itu, dukungan positif terhadap keterlibatan guru laki-laki di PAUD, perlu menjadi perhatian semua pihak dengan terus membangun berbagai pemahaman positif gender di pendidikan anak usia dini. Kata Kunci : Guru Laki-Laki, Negosiasi Feminitas, Negosiasi Maskulinitas, Feminis Post-Strukturalis, PAUD. Abstract This study aims to understand the various experiences of male teachers in early childhood education, especially about how they negotiate femininity and masculinity in their experiences. The background for this research is because gender issues are still thick in the PAUD field, for example, the low involvement of male teachers, the strong dominance of female teachers, various views (stereotypes) against male teachers, all of which have an impact on how gender justice is implemented and how gender identity is negotiated in each experience. The approach and research design used in the form of qualitative phenomenological research. In this study, there were four male teacher respondents in PAUD. Data were collected through interviews. Data analysis in this study used the IPA (Interpretative Phenomenology Analysis) technique. The Post-Structural Feminist and Paechter (2006) views are used as a theoretical framework in understanding and discussing various problems and data in this study. The results of the study show that there are still stereotypes about male teachers, especially at the beginning of their careers, various forms of negotiation of femininity and masculinity, as well as various views on PAUD. Therefore, positive support for the involvement of male teachers in PAUD needs to be the attention of all parties by continuing to build various positive gender understandings in early childhood education. Keywords: Male Teachers, Femininity Negotiation, Masculinity Negotiation, Post-Structural Feminist, PAUD.