Musawa : Jurnal Studi Gender dan Islam
Vol. 19 No. 2 (2020)

Gender Equality and Social Inclusion (GESI) Pada Dua Sekolah Inklusi Di Ponorogo

Muafiah, Evi (Unknown)
Puspita, Ayunda Riska (Unknown)
Wanda Damayanti, Vivi Vellanita (Unknown)



Article Info

Publish Date
10 Mar 2021

Abstract

Sekolah Luar Biasa (SLB) yang didirikan untuk membantu Anak Berkebutuhan Khusus (ABK) dalam mengakses pendidikan, ternyata di sisi lain menjadikan anak-anak ini terkelompokkan berdasar pada kategorisasi kekhususannya, sehingga mereka menjadi eksklusif. Hal ini berbeda dengan pendidikan inklusif yang memberikan kesempatan kepada semua anak untuk belajar bersama-sama di sekolah umum. Kesempatan belajar tersebut dilaksanakan dengan memperhatikan keragaman dan kebutuhan serta peran gender masing-masing individu. Paperini bertujuan untuk mendeskripsikan pembelajaran bernuansa Gender Equality and Social Inclusion ( GESI)di sekolah inklusi di Ponorogo. Analisis difokuskan pada aspek akses, partisipasi, kontrol, dan manfaat dalam pembelajaran di sekolah tersebut. Tahapan paperdimulai dari pengumpulan data (observasi, wawancara, dan dokumentasi), analisis data yang meliputi tahapan reduksi data, paparan data dan verifikasi data serta penarikan kesimpulan. Hasil penelitian menyatakan bahwa pembelajaran bernuansa GESI diterapkan dalam pelaksanaan pembelajaran dengan cara memperhatikan kebutuhan dan kemampuan siswa yang beragam terutama pada siswa berkebutuhan khusus dan tanpa membeda-bedakan antara peran laki-laki dan perempuan.[The Special School (SLB), which was established to assist Children with Special Needs (ABK) in accessing education,  in fact makes these children were grouped into their specificity so that they become exclusive. This is different with  inclusive education, which provides opportunities for all children to learn together in public schools. These learning opportunities are implemented by considering each individual’s diversity and needs and gender roles. This study aims to describe learning process with Gender Equality and Social Inclusion (GESI) in inclusive schools in Ponorogo. The analysis focuses on access, participation, control, and benefits in learning at the school. The research stages began with data collection (observation, interviews, and documentation), data analysis that included data reduction, data exposure, data verification, and conclusion. The study results  that GESI-style learning is applied in learning by paying attention to students’ various needs and abilities, especially students with special needs, without differentiating between men’s and women’s roles.]

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Journal Info

Abbrev

MUSAWA

Publisher

Subject

Religion Arts Humanities Education Social Sciences

Description

Musãwa Journal of Gender and Islamic Studies was first published in March 2002 by PSW (Pusat Studi Wanita) Sunan Kalijaga Yogyakarta under contribution with the Royal Danish Embassy Jakarta. In 2008, published twice a year in collaboration with TAF (The Asia Foundation), namely January and July. ...