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All Journal Jurnal Bina Praja YUME : Journal of Management SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Mozaic : Islam Nusantara Jurnal Riset Pendidikan dan Pengajaran (JRPP) Kohesi: Jurnal Sains dan Teknologi Journal of Islamic Law El Madani Ashlach : Journal of Islamic Education Jurnal Dedikasi Pengabdian Pendidikan
Muhamad Ismail, Muhamad
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Gender-Based Differences in Academic Support: How Peer and Teacher Support Vary Among Students Hayati, Najmi; Ismail, Muhamad
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7718

Abstract

This study aims to identify gender-based differences in academic support, focusing on peer and teacher support variations among students. A mixed-methods approach was employed, with a dominant quantitative design complemented by qualitative insights. The research is descriptive-comparative. The primary data were collected from students of state Islamic senior high schools (MAN) in Riau Province, Indonesia, who constituted the study population. The sample consisted of 500 students distributed across four regional zones (north, west, south, and east), selected using a stratified random sampling technique to ensure balanced representation across geographical areas. Quantitative data were collected through a structured questionnaire adapted from validated scales measuring teacher and peer academic support. In contrast, qualitative data were obtained through structured interviews and focus group discussions (FGDs) with selected students. Quantitative data analysis involved independent samples t-tests and multivariate analysis of variance (MANOVA), while qualitative data were analyzed using thematic analysis. The t-test results show no significant overall difference in academic support perceptions between male and female students. However, MANOVA revealed significant gender differences in teacher support, especially in communication and social interactions. Qualitative findings indicate that female students are more comfortable seeking help from teachers, while male students prefer peer collaboration. These results underscore the need for gender-responsive support strategies to enhance student engagement and academic outcomes.
Co-Authors Abdul Hanan Adam, Zulham Aryanto, Muhammad Dafa Fakih Dwi Nuriyya , Shinta Fadlililah, Muhammad Aryan Faisal, Robithah Alam Hadi Faisal, Robitho Alam Hadi Harjanto, Kevin Mahmudiyah, Rifa’atul Mallombasang, Andi Dewi Aulia Muhammad Khoirul Lutfi Nafisah, Dzurrotun najmi hayati, najmi Netti, Misra Rasilah, Rasilah Romianto, Irma Rusli Zainal, Rusli Sari Dewi, Andi Ratna Sari, Nella Supijatno Uctuvia, Vina Yuliana S., Selfi Zainur, Zainur