PERSEPSI ORANG TUA TERHADAP LAYANAN GURU LAKI-LAKI DAN GURU PEREMPUAN DI TAMAN KANAK-KANAK
DOI:
https://doi.org/10.22460/ts.v5i2p84-92.1532Abstract
Tujuan dari penelitian ini adalah untuk mengetahui kepercayaan orang tua yang memiliki anak usia dini terhadap layanan guru laki-laki dan guru perempuan di Indonesia. Angket digunakan sebagai alat pengumpulan data , sampel sebanyak 140 orang tua yang terdiri dari 70 ayah dan 70 ibu pada pendidikan anak usia dini di kabupaten Purbalingga. Dalam analisis statistik dilakukan melalui uji non parametrik man withney dan distribusi frekuensi. Temuan penelitian ini mengungkapkan bahwa terdapat perbedaan pendapat yang signifikan antara guru laki-laki dan guru perempuan. Mayoritas orang tua lebih percaya apabila anaknya dilayani oleh guru perempuan, hal tersebut dilihat dari perhatian, bersikap adil terhadap anak, hubungan yang baik dengan anak, komunikasi yang efektif, kreatif dalam pembelajaran, tanggung jawab, pengembangan potensi serta kode etik guru perempuan lebih baik daripada guru laki-laki. Temuan lainnya bahwa laki-laki mulai diterima oleh orang tua dalam pendidikan anak usia dini.Kata kunci : guru laki-laki, guru perempuan, pendidikan anak usia dini, kepercayaan orang tuaReferences
Akman, B., Taskin, N., Ozden, Z., Okyay, O., & Cortu, F. (2014). Parents’ views on the appointment of male teachers in Turkish pre-schools. Education as Change, 18(1), 21-32.
Berita kemendikbud. 2015. Guru TK Didominasi Perempuan, Dosen Didominasi Laki-laki. Online. pada: https://www.paud-dikmas.kemdikbud.go.id/berita/7069.html [Diakses pada 05 November 2019]
Cooney, M. H., & Bittner, M. T. (2001). Men in early childhood education: Their emergent issues. Early Childhood Education Journal, 29 (2), 77–82.
Drudy, S. 2008. “Gender Balance/Gender Bias: The Teaching Profession and the Impact of Feminisation.†Gender and Education 20 (4): 309–323.
Farquhar, S. E. (2012). Time for men to be invited into early childhood teaching, the findings of a national survey of early childhood education services and teacher educators. ChildForum Early Childhood Network, Report published by the ChildForum Early Childhood Network. Retrieved April 24, 2014, from http:// www.childforum.com. Fu, C. S., & Li, K. C. (2010). Learning Experiences of Male Pre-Service Preschool Teachers in Taiwan. New Horizons in Education, 58(2), 34-42.
Hedlin, M., & Aberg, M. (2012). The call for more male preschool teachers: Echoed and questioned by Swedish student teachers. Early Child Development and Care, 183(1), 149–162.
Jones, J. 2009. “Briefing Paper: Men in Early Childhood Education.†New Zealand Journal of Teachers’ Work 6 (1): 28–34
Lyons, M., Quinn, A. & Sumsion, J. 2003. Males and early childhood care and education: Student staff and parent survey evidence. In G. White, S. Corby & C. Stanworth (eds.), Regulation, de-regulationand re-regulation. The scope of employment relations in the 21st century. Proceedings of the 11th Annual Conference of the International Employment Relations Association, 574–595.
Mills, M., Martino, W. & Lingard, B. (2004). Attracting, recruiting and retaining male teachers:
policy issues in the male teacher debate. British Journal of Sociology of Education 25:355–368.
Morrison, A. (2014). Statistics on men in early childhood education. Retrieved April 12, 2014, from http://www.childforum.com/ men-in-ece/nz-research-apolicy-men/1170-statistics-on-men-innz-early-childhood-education-2013.html.
Moyo, J., Wadesango, N., & Kurebwa, M. (2012). Factors that affect the implementation of early childhood development programmes in Zimbabwe. Studies of Tribes and Tribals, 10(2), 141–149. Permendikbud, R. I. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2014 Tentang Standar Nasional Pendidikan Anak Usia Dini.
Robb, M., Featherstone, B., Ruxton, S. & Ward, M. (2015). Beyond male role models: Gender identities and work with young men. An Open University Research Project Working with Action for Children. Walton, UK Sak, R. (2015). Comparison of self-efficacy between male and female pre-service early childhood teachers. Early Child Development and Care, 185(10), 1629-1640. Shim, S. Y., & Herwig, J. E. (1997). Korean teachers’ beliefs and teaching practices in Korean early childhood education. Early Child Development and Care, 132(1), 45-55.
Sumsion, J. 2005. Male teachers in early childhood education: Issues and case study. Early Childhood Research Quarterly 20:109–123.
Sujiono, Yuliani. 2009. Basic Concepts of Early Childhood Education. Jakarta : PT Indeks.
Tsigra, M. (2010). Male teachers and children’s gender construction in Preschool Education. Paper was presented in, 26.
Tallberg-Broman, I. (2009). Mamma, pappa, förskolebarn. Om förskolan som jämställdhetsprojekt. In I. Wernersson (Ed.), Genus i förskola och skola: Förändringar i policy, perspektiv och praktik. Göteborg: Acta Universitatis Gothoburgensis Ying Hu, B.., & Roberts, S. K. (2013). A qualitative study of the current transformation to rural village early childhood in China: Retrospect and prospect. International journal of educational development, 33(4), 316-324
