Nurarsyi Nugrahawati, Agung Setiyawan

NILAI GENDER DALAM MATERI PEMBELAJARAN BAHASA ARAB KELAS X SMA MUHAMMADIYAH BANTUL SUATU KAJIAN SOSIOLINGUISTIK

Introduction

Nilai gender dalam materi pembelajaran bahasa arab kelas x sma muhammadiyah bantul suatu kajian sosiolinguistik. Analisis sosiolinguistik materi Bahasa Arab SMA kelas X di Muhammadiyah Bantul mengungkap bias gender, stereotip, dan marginalisasi. Studi krusial untuk kurikulum inklusif.

Abstract

This study aims to analyze gender values in Arabic language learning materials for tenth-grade students at SMA Muhammadiyah Bantul using a sociolinguistic approach. The research employs a qualitative approach with a literature review, and data analysis is conducted using the interactive technique of Miles and Huberman. The analysis was carried out on several chapters of the learning materials. The results indicate the presence of gender bias in the presentation of Arabic language learning materials for tenth-grade students at SMA Muhammadiyah Bantul. After being analyzed based on five forms of gender inequality, it was found that seven chapters in the learning materials exhibit gender bias in the forms of stereotypes, marginalization, and subordination. Meanwhile, only one chapter, ???? ????, does not show any indications of gender bias. This imbalance is evident in various aspects, such as the dominance of male characters in dialogue texts, vocabulary choices that predominantly represent male roles in the public sphere, and the lack of female involvement in academic and professional discourse. Additionally, there is a tendency to associate certain roles with specific genders, which can reinforce stereotypes among students.

Review

This study addresses a highly pertinent and critical issue concerning the portrayal of gender in educational materials, specifically within Arabic language learning for tenth-grade students at SMA Muhammadiyah Bantul. Employing a qualitative sociolinguistic approach, the research meticulously analyzes several chapters of the learning materials to uncover embedded gender values. The core contribution lies in its unequivocal finding of significant gender bias across the majority of the analyzed chapters, manifesting in various forms of inequality such as stereotypes, marginalization, and subordination. This comprehensive identification of bias highlights a crucial area for pedagogical and curriculum reform. While the study presents valuable insights, some methodological aspects could benefit from further clarification. The description of the research as a "qualitative approach with a literature review" analyzing specific learning materials could be more precise; it appears to be a form of qualitative content analysis, which should be explicitly stated. Delving deeper into the specific sociolinguistic theories or frameworks that guided the interpretation of 'gender values' beyond simply identifying imbalances would also enhance the analytical rigor. Furthermore, as the study is confined to a single school and grade level, its findings, while robust for that context, would gain broader applicability if future research extended to a more diverse sample of institutions or different subject matters, allowing for a comparative analysis of gender representation in other educational settings. Despite these minor points, the research offers significant implications for the development of more equitable and inclusive educational content. The identified prevalence of male character dominance, gender-specific vocabulary, and the limited representation of female roles in academic and professional discourse underscore the urgent need for curriculum developers and textbook authors to critically review and revise learning materials. Left unaddressed, such biases risk perpetuating harmful stereotypes and limiting students' perceptions of gender roles and capabilities. The study thus serves as a powerful call to action for fostering gender-sensitive pedagogical practices and material creation, ultimately promoting a more balanced and empowering learning environment for all students.

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