Journal of Child and Gender Studies

Perbedaan Sikap dan Perilaku Berdasarkan Gender dalam Proses Belajar di SDN 4 Kalicinta, lampung

Roni Susanto — 2025-12-18

Penelitian ini bertujuan untuk mengetahui perbedaan sikap dan perilaku antara siswa laki-laki dan perempuan dalam proses belajar di SDN 4 Kalicinta. Kajian ini dilatarbelakangi oleh fenomena adanya kecenderungan perilaku dan gaya belajar yang berbeda antara siswa berdasarkan gender, yang dapat memengaruhi partisipasi, interaksi, serta hasil belajar di kelas. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian meliputi guru kelas serta siswa laki-laki dan perempuan dari kelas atas (IV–VI). Hasil penelitian menunjukkan bahwa terdapat perbedaan yang cukup nyata antara siswa laki-laki dan perempuan dalam hal sikap terhadap tugas, gaya komunikasi, serta tingkat partisipasi dalam kegiatan pembelajaran. Siswa perempuan cenderung lebih teliti, tekun, dan kooperatif, sedangkan siswa laki-laki lebih aktif secara fisik, berani mengemukakan pendapat, namun kurang fokus dalam menyelesaikan tugas secara mendetail. Faktor lingkungan sosial, peran guru, dan pola asuh keluarga turut memengaruhi pembentukan perilaku belajar tersebut. Penelitian ini menegaskan pentingnya penerapan strategi pembelajaran yang responsif gender agar tercipta lingkungan belajar yang adil, inklusif, dan mampu mengakomodasi kebutuhan belajar setiap peserta didik secara optimal.

Pengembangan Karakter Sosial Islami Anak Usia Dini dengan Pendekatan Neuro-PAI (Neuroscience Islamic Education)

Syahrudin Syah — 2025-12-18

Developing Islamic social character in early childhood is a crucial foundation for shaping a morally grounded generation capable of adapting to contemporary social dynamics. Early childhood (ages 0–6) represents a golden period of brain development, during which approximately 80% of synaptic connections are formed and remain highly responsive to environmental stimulation. This article aims to analyze how the Neuro-PAI (Neuroscience Islamic Education) approach can serve as an effective strategy for internalizing Islamic social values in young children. Using a literature review method, the study examines neuroscientific findings related to learning through positive emotions, the role of mirror neurons in imitation, and synaptic strengthening through habituation. These findings are integrated with core Islamic educational principles such as modeling (uswah hasanah), habituation of good behavior, and nurturing based on compassion. The results indicate that Neuro-PAI optimizes social character formation through five key strategies: emotional-positive stimulation, mirror-neuron-based modeling, habituation of Islamic social practices, Islamic storytelling supported by brain activation patterns, and value-based social play. Together, these strategies strengthen neural pathways responsible for empathy, emotional intelligence, self-regulation, and prosocial behavior. This approach effectively fosters sustainable Islamic social habits in children’s daily lives. The novelty of this study lies in the formulation of the Neuro-PAI framework as an integrated approach that systematically combines neuroscience and Islamic education. It positions Islamic character-building not merely as a normative doctrine but as a biological process shaped through the child’s neural mechanisms. This contribution provides both theoretical and practical insights for Islamic early childhood educators in designing more effective, holistic, and evidence-based learning strategies.

Rekonstruksi Konsep untuk Mengembalikan Esensi Kesetaraan Gender

Misbahul Arifin — 2025-12-18

True gender equality has never existed if its essence is simplified as individual freedom or mere formal rights. What has long been understood as freedom, formal rights, or equal opportunities is merely an illusion that masks moral, social, and spiritual imbalances. This study reveals how digital media, the entertainment industry, education, and public discourse frame equality superficially. Women and men are pressured to compete, appear perfect, and imitate illusory material standards, while justice and responsibility are neglected. The deconstruction of gender discourse exposes misleading constructions of meaning, whereas the rearticulation of justice values emphasizes that true equality must be rooted in harmony, proportionality, and social responsibility. Without integrating ethical awareness, moral literacy, the role of educational media, and socio-religious institutions, claims of gender equality remain formal rhetoric devoid of substance. The findings underscore that without acknowledging the natural roles and natures of each gender, true equality can only be realized when individual rights align with responsibility, empathy, and social harmony.

Wives as Breadwinners: A Ḥifẓ al-‘ird and Gender Perspective on Contemporary Muslim Family Dynamics

Asrizal Saiin — 2025-12-18

This study explores the evolving economic and social dynamics within contemporary Muslim families, particularly the growing phenomenon of wives serving as primary or co-breadwinners. Through an analysis of socio-economic changes, shifting gender roles, and emerging legal questions, the research highlights how women’s increasing financial contributions reshape household responsibilities and decision-making structures. The findings demonstrate that these developments do not undermine family stability; instead, they often strengthen economic resilience when supported by mutual respect and effective communication. The study further examines the implications of these transformations for Islamic family law, emphasizing the need for legal and ethical frameworks that align with lived realities while upholding core Islamic principles. By integrating the concept of ḥifẓ al-‘ird into gender discourse, the research offers a constructive pathway for reinterpreting family roles in a manner that preserves dignity, protects family cohesion, and reflects the complexities of modern Muslim life.

Upaya Pendidik dalam Menghadapi Tantangan Pembelajaran Pendidikan Agama Islam Era Society 5.0

Muhammad Hisyam Alfath — 2025-12-18

This study aims to identify the challenges faced by educators in teaching Islamic Religious Education in the Society 5.0 era, the efforts made to address these challenges, and the implications of these efforts at State Junior High School 6 Ponorogo during the 2023-2024 academic year. The research employs a qualitative approach with a case study design. Data were collected through non-participatory observation, in-depth interviews, and documentation. Data analysis followed Miles and Huberman’s interactive model, and source triangulation was used to ensure the validity of the findings. The results indicate that the main challenges for educators in teaching Islamic Religious Education in the Society 5.0 era include limited readiness of human resources in utilizing technology effectively, a lack of student focus during the learning process, and increased individualistic behavior among students as an impact of technology use. To address these issues, educators provide advice on the wise use of technology, apply various learning methods and strategies, develop close relationships with students, and consistently act as role models. These efforts have positive implications for students’ cognitive, affective, and psychomotor development, making Islamic Religious Education learning more effective, engaging, and aligned with the demands of the Society 5.0 era.

Pendidikan Kesetaraan Gender untuk Anak Usia Dini: Implikasi terhadap Pengembangan Kognitif dan Moral

Fatakhul Huda — 2025-12-18

ABSTRACT

Gender equality education in early childhood plays a strategic role in shaping the foundation of a just, inclusive, and humanistic personality. This study aims to explore in depth the implementation of gender equality principles in early childhood education and their implications for children’s cognitive and moral development. The research employed a qualitative approach with a phenomenological design, utilizing participatory observation, in-depth interviews, and document analysis conducted in several inclusive early childhood education institutions in East Java. The findings reveal that the internalization of gender equality values through non-stereotypical learning activities—such as equitable role distribution, gender-neutral teaching materials, and reflective social interaction—significantly contributes to the enhancement of children’s critical thinking, moral empathy, and ethical awareness. Gender equality education is found to not only construct social awareness from an early age but also to strengthen cognitive and moral dimensions as the foundation of holistic personality development. These findings underscore the urgency of integrating gender perspectives into the early childhood curriculum and enhancing teachers’ pedagogical competence as an essential effort toward building a just and human-centered education system.