Gender Equality And Social Inclusion In Inclusion Elementary Schools In Jepara

Hamidaturrohmah Hamidaturrohmah, Rizki Ailulia

Abstract


Abstract

Inclusion schools are a form of embodiment of humanist education without discrimination. In schools, all children's needs can be accommodated by implementing the GESI or Gender Equality Social Inclusion paradigm in elementary schools. This study aims to describe GESI nuanced learning implemented at SDN 1 Inklusi Sowanlor. This research method uses descriptive qualitative. Data collection techniques are carried out by observation, interviews, and documentation. Data analysis techniques in the form of data reduction and data presentation, the data that has been presented is verified and draws conclusions. Thus, conclusions can be obtained about the research with the object under study based on the data from the analysis. The results of this study show that GESI-nuanced learning is implemented by SDN 1 Sowanlor with several applications. First, all students who apply are accommodated without discriminating as long as the quota is still met. Second, learning activities are carried out by paying attention to special abilities and needs in inclusion children. Third, there is humanist treatment from the school towards inclusion students, in addition to that there is also a reinforcement for regular students to use the GESI paradigm to accept the presence of inclusion students and treat them fairly without being discriminated against others.

Keywords: Gender, Social Inclusion, Elementary School


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DOI: https://doi.org/10.34001/kajogs.v1i1.4811

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KaJoGS : Journal of Gender and Social Inclusion Studies is licensed under a Creative Commons Attribution 4.0 International License.

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