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All Journal Al-Bidayah : jurnal pendidikan dasar Islam EDUCHILD Journal of Early Childhood Education
Ranti, Gemala
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Humanities Education Social Sciences Other

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PROPOGANDA PERCEPATAN CALISTUNG (MEMBACA MENULIS BERHITUNG) BAGI ANAK USIA DINI DALAM PANDANGAN ORANGTUA Ranti, Gemala; M, Mildha; A, Alfiana
EDUCHILD (Journal of Early Childhood Education) Vol. 3 No. 1 (2022)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/educhild.v3i1.5479

Abstract

The propaganda for the acceleration of Calistung has become a hot issue in the community, one of which is for parents in Watampone, South Sulawesi. The pros and cons illustrate that parents have different principles for their child's Calistung abilities. The practice of accelerating Calistung is carried out, with the hope that children have mature readiness before entering elementary school, without considering the stage of development and growth. This research method uses exploratory descriptive. The purpose of this study is to dig deeper into the views of parents in Watampone, South Sulawesi regarding the practice of Calistung given to early childhood. Data collection techniques used in-depth interviews, questionnaires, and observations to 30 parents with children aged 3-6 years. Based on the results, the percentage shows that 63,3% of parents in Watampone agree with the practice of accelerating Calistung, with the aim of making children run smoothly in Calistung. Then only 36,7% are against the Calistung acceleration, they really consider the readiness and stage of child development. These two views differ quite a lot, many parents in Watampone agree with the practice of accelerating Calistung. A small number of parents do not agree with the Calistung acceleration, because it considers the basic concepts of early childhood development, and chooses fun learning, namely learning while playing
Gender Equitable Physical Education: A Phenomenological Study in an Islamic Elementary School Teacher Education Program Hasan; Ranti, Gemala; Mahyuddin
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 1 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i1.11106

Abstract

Gender equality in physical education remains a critical issue, particularly in the Department of Islamic Elementary School Teacher Education (PGMI) at the State Institute of Islamic Studies of Bone, where social constructs and gender stereotypes often hinder female students’ active participation in physical activities. This study aims to explore the experiences, views, and perceptions of students and lecturers regarding gender equality practices in physical education, and how inclusive learning spaces can dismantle symbolic domination and foster social transformation. This qualitative study employed a phenomenological design, involving 10 female students and two lecturers as key participants. Data was collected through in-depth interviews, participatory observations, and curriculum document analysis. The findings indicate that female students demonstrated increased self-confidence, active engagement, and a shift in perceptions toward sports after participating in inclusive, gender responsive learning. The learning environment also promoted collaborative interactions between male and female students, supported by the strategic role of lecturers as facilitators of justice-based values. In the context of Islamic higher education institutions, this approach successfully integrates religious values with gender equality principles in a harmonious way. The study concludes that physical education plays a strategic role as a medium for social transformation, not only enhancing physical fitness but also fostering critical awareness of equity and social justice. This study implies that gender-equitable physical education training in PGMI contributes to shaping inclusive future teachers who promote equal participation in primary classrooms.
Co-Authors A, Alfiana Hasan M, Mildha Mahyuddin