Perspektif Mahasiswa Terhadap Implementasi Gender Equality And Social Inclusion (GESI) Dalam Pembelajaran
DOI:
https://doi.org/10.36312/jar.v4i1.2951Keywords:
Kesetaraan Gender, Inklusi Sosial, GESI, Pendidikan Tinggi, Persepsi MahasiswaAbstract
Penelitian ini bertujuan untuk mendeskripsikan perspektif mahasiswa terhadap implementasi prinsip-prinsip kesetaraan gender dan inklusi sosial (gender equality and social inclusion/GESI) dalam pembelajaran di pendidikan tinggi. Isu GESI menjadi penting karena pendidikan memiliki peran strategis dalam membentuk nilai-nilai keadilan, keberagaman, dan non-diskriminasi di lingkungan akademik. Penelitian ini menggunakan pendekatan kuantitatif deskriptif, dengan teknik pengumpulan data melalui angket tertutup berskala Likert 1–5 yang telah divalidasi. Subjek penelitian berjumlah 30 mahasiswa Program Studi Pendidikan Matematika yang dipilih menggunakan teknik purposive sampling. Analisis data dilakukan menggunakan statistik deskriptif, yaitu distribusi frekuensi, persentase, dan rata-rata skor per indikator. Hasil penelitian menunjukkan bahwa mayoritas mahasiswa memiliki persepsi positif terhadap implementasi GESI, dengan 55% menyatakan sangat setuju, 42,5% setuju, dan 2,5% menyatakan netral. Temuan ini mengindikasikan bahwa prinsip-prinsip GESI telah mulai terinternalisasi dalam proses pembelajaran, meskipun tetap diperlukan penguatan dalam praktik pedagogis yang lebih konkret.
Student Perspectives on the Implementation of Gender Equality and Social Inclusion (GESI) in Learning
Abstract
This study aims to describe students' perspectives on the implementation of gender equality and social inclusion (GESI) principles in learning in higher education. The issue of GESI is important because education has a strategic role in shaping the values ??of justice, diversity, and non-discrimination in the academic environment. This study uses a descriptive quantitative approach, with data collection techniques through a validated Likert-scale 1–5 closed questionnaire. The research subjects were 30 students of the Mathematics Education Study Program selected using a purposive sampling technique. Data analysis was carried out using descriptive statistics, namely frequency distribution, percentage, and average score per indicator. The results showed that the majority of students had a positive perception of the implementation of GESI, with 55% stating that they strongly agree, 42.5% agree, and 2.5% state that they are neutral. This finding indicates that the principles of GESI have begun to be internalized in the learning process, although reinforcement in more concrete pedagogical practices is still needed.
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