Edu Gender Unity: Development of Gender Responsive Learning Model for Junior High Schools in Indonesia


The pilot study on the implementation of education at Junior High Schools (SMP) revealed that gender bias is still present in various aspects. In the learning, it was found that some materials were not gender responsive, learning interaction sometimes caused one of the parties to be discriminated, and the teacher’s and students’ sentences contained stereotypes. One of the subjects which has the potential for and contributes to gender bias is Social Sciences (IPS). As a subject which correlates with the practices of social life, Social Sciences reflects the gender bias as an existing reality. Other subjects which are potential for gender bias are Natural Sciences, Arts and Cultural Arts and Crafts, and Language. In Natural Sciences and crafts, the bias is often found the existence of interaction. In the Natural Science practicum class, which is correlated with animals, there is often a higher ratio of male to female students. On the other hand, on the practice of crafting class, female student levels are typically higher. In language subjects, it was found that the use of discourse and sentences did not show gender equality and justice, often depicting males in strategic roles and the females in domestic roles. A learning model needs to be developed with regards to the values of gender equality and justice, from the earliest years of schooling. This study sought to identify nthe basic competencies and learning aspects which are gender biased. The results are followed up by developing the gender-responsive Edu Gender Unity learning model. The development involved the subject teachers as the researcher’s partner in designing, developing, and trying out the gender responsive learning model design. The development of this learning model is intended for Indonesian Language, Cultural Arts and crafts, Natural Sciences, and Social Sciences subjects. The development consists of (1) the formulation of gender responsive indicators, (2) teaching materials to achieve the gender-responsive competence, and (3) learning strategies which correspond to achieve gender-responsive competence.

Keywords: Gender Responsive, Learning, Junior High Schools

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