Gender and Classroom Grouping Effects on Kindergarten Children’s Self-Esteem

Asyriyah Asis (State University of Makassar)
Dwi Kartika Putri (State University of Makassar)
Denni Saming (State University of Makassar)
Sitti Azizah Nurhady (State University of Makassar)
Herman Herman (State University of Makassar)

Al-Musannif
Vol. 7 No. 2 (2025)

This study aimed to examine the effects of gender and class group on the self-esteem of early childhood children. A quantitative approach with a quasi-experimental design was employed. The study was conducted at a kindergarten in Makassar, involving 80 children selected through stratified random sampling. Data were collected via structured observation using a Likert-scale instrument validated by three experts. Data analysis was performed using Two-Way ANOVA following normality and homogeneity tests. The results indicated that gender had a significant effect on children’s self-esteem, with boys exhibiting higher self-esteem than girls. In contrast, class group and the interaction between gender and class group showed no significant effects. These findings suggest that internal factors, such as gender, play a more dominant role in shaping early childhood self-esteem than structural factors, such as class grouping, highlighting the importance of gender-sensitive learning approaches to optimally support children’s self-esteem development. The study is limited by its narrow geographic scope and reliance on a single quantitative approach.