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All Journal JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI
Saqjuddin Saqjuddin
Universitas Sulawesi Tenggara
Education Other

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Gender Equality In Early Childhood Education: A Literature Review Of Global Practices and Challenges Andi Al Muhammad Ardiansyah; Saqjuddin Saqjuddin
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 2 (2025)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i2.240

Abstract

Gender equality in Early Childhood Education (ECE) is a fundamental aspect of building an inclusive and just society from the earliest stages of life. This literature review aims to examine global practices and challenges related to gender equality in ECE, with a particular focus on how gender stereotypes are formed and reinforced in early learning environments. Using a systematic literature review (SLR) approach, this study analyzes 25 recent peer-reviewed articles and policy documents published between 2019 and 2024, sourced from reputable academic databases and institutional reports. The findings reveal that gender bias is often reproduced in teaching materials, classroom interactions, and role modeling, largely due to a lack of teacher awareness and insufficient gender-sensitive pedagogy. Moreover, the dominance of female educators and the underrepresentation of male teachers in ECE contribute to limited gender role diversity for children. Cultural and social norms, particularly in traditional societies, further hinder the promotion of gender equality in early education. In contrast, several countries, particularly in Scandinavia and Canada, have successfully implemented inclusive gender pedagogies supported by policy and teacher training. This study emphasizes the urgent need for integrating gender equality into ECE curricula, enhancing teacher competence, and developing national policies that support equitable and inclusive early learning. The implications highlight the importance of transforming early childhood settings into spaces that actively deconstruct gender stereotypes and promote fairness and diversity from the outset of a child's educational journey.
Pendidikan Pancasila Inklusif di SD: Menyemai Toleransi dan Keberagaman melalui Kurikulum Merdeka Saqjuddin Saqjuddin
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 2 (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i2.36

Abstract

Pancasila education plays a strategic role in shaping the character of Indonesia’s younger generation, particularly in fostering values of tolerance and diversity. Within the context of the Merdeka Curriculum, which offers broader opportunities for character development, inclusive Pancasila education emerges as a relevant and transformative approach, especially at the elementary school level. This study aims to describe the implementation of inclusive Pancasila education in elementary schools and evaluate its impact on students’ attitudes toward diversity. Employing a descriptive qualitative approach, data were collected through observations, interviews, and document analysis in several elementary schools implementing the Merdeka Curriculum. The findings reveal that the integration of Pancasila values such as mutual cooperation (gotong royong), social justice, and humanity is reflected in contextual and participatory learning practices. Schools that adopt an inclusive approach have successfully created a learning environment that encourages respect for differences, including those related to religion, culture, and socioeconomic background. The study concludes that inclusive Pancasila education not only strengthens students’ national identity but also lays the foundation for building a pluralistic and democratic society from an early age. The study recommends enhancing teacher training, developing localized learning materials, and conducting continuous evaluation to ensure the sustainability of inclusive Pancasila education.
Pembelajaran IPS di Era Digital: Pemanfaatan Platform E-Learning di Sekolah Dasar Saqjuddin Saqjuddin
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 1 (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i1.49

Abstract

Pancasila education plays The transformation of education in the digital era has significantly shifted learning paradigms, including in the context of Social Studies (IPS) instruction at the elementary school level. The implementation of e-learning platforms has emerged as a strategic alternative to enhance the quality, effectiveness, and relevance of Social Studies learning in line with 21st-century educational demands. This article aims to analyze the utilization of e-learning platforms in elementary Social Studies education by highlighting the opportunities, challenges, and impacts on both the learning process and student outcomes. A descriptive qualitative approach was employed, drawing on recent literature from national and international journals, educational policy documents, and relevant research findings. The results indicate that e-learning fosters greater student participation, motivation, and engagement through interactive, visual, and collaborative approaches. Digital platforms such as Google Classroom, Moodle, and Edmodo provide features that support project-based learning, online discussions, and authentic assessment practices. However, several challenges persist, including limited infrastructure, low digital literacy among teachers and students, and unequal access to technology. Therefore, integrative strategies are required, including teacher training, the development of contextual digital teaching modules, and strong collaboration among schools, parents, and government stakeholders. The findings underscore the importance of e-learning not merely as an alternative medium but as an integral component of an inclusive and sustainable transformation in Social Studies education. This study is expected to serve as a reference for policymakers and educational practitioners in designing adaptive and future-ready Social Studies learning models in the digital age.
Co-Authors Andi Al Muhammad Ardiansyah