Pengembangan Panduan Digital Berbasis Klarifikasi Nilai Empatik Pencegahan Mikroagresi Bias Gender Guru Di Sekolah Dasar
Keywords:
Digital Guide, Calarification of Empathy Values, Microagressions, Gender Bias
Abstract
This study aims to develop guidelines for empathetic communication methods for teachers and students in preventing gender bias microaggressions based on flip book media. This research method uses Hannafin and Peck's model development research. This development research applies steps starting from the stages of needs analysis, design, product development, material and media expert testing, revision, and user testing. The subjects of this study were 20 elementary school teachers in Makassar City. The research data collection technique uses a needs analysis questionnaire, expert validation, and user trials in the form of a Google form using a Likert scale. Data analysis techniques using descriptive and reflective data analysis. The results showed that the teacher's level of need for digital guidance was 90% and was categorized as feasible through validation by media and material experts at 90% and through the user test process with a high level of media feasibility. This shows that the teach-smart digital guide is appropriate in reducing and preventing microaggressions caused by the teacher's gender bias behavior in the learning process.
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Widuri, E. L., Purnamasari, A., & Mulyani, S. (2019). Pelatihan komunikasi empatik bagi guru-guru SMP Muhammadiyah se-PDM Bantul. Prosiding Seminar Nasional Hasil Pengabdian Kepada Masyarakat Universitas Ahmad Dahlan, 1(1), 491–498.
Williams, M. T. (2020). Microaggressions: Clarification, evidence, and impact. Perspectives on Psychological Science, 15(1), 3–26.
Anas, M., & Umar, N. F. (2021). Faktor-Faktor yang Mempengaruhi Kebahagiaan Siswa. Seminar Nasional LP2M UNM.
Aryani, F., Umar, N., & Kasim, S. N. O. (2020). Psychological well-being of students in undergoing online learning during pandemi COVID-19.
Axell, C., & Boström, J. (2021). Technology in children’s picture books as an agent for reinforcing or challenging traditional gender stereotypes. International Journal of Technology and Design Education, 31(1), 27–39.
Azwar, S. (1999). Penyusunan skala psikologi. Pustaka pelajar.
Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. Guilford Press.
Carlana, M. (2019). Implicit stereotypes: Evidence from teachers’ gender bias. The Quarterly Journal of Economics, 134(3), 1163–1224.
Cendra, A. N., Triutami, T. D., & Bram, B. (2019). Gender stereotypes depicted in online sexist jokes. The European Journal of Humour Research, 7(2), 44–66.
Dewi, Y. T. (2020). Analısıs Teks Cerıta Pada Bahan Ajar SD Kelas VI Dalam Perspektıf Gender. Universitas Pendidikan Indonesia.
Dupuy, L., De Sevin, E., Ballot, O., Cassoudesalle, H., Dehail, P., Aouizerate, B., Cuny, E., Micoulaud-Franchi, J.-A., & Philip, P. (2019). A Virtual Patient to Train Semiology Extraction and Empathic Communication Skills for
Psychiatric Interview. Proceedings of the 19th ACM International Conference on Intelligent Virtual Agents, 188–190.
Fadhilah Umar, N. (2019). The Development of The Instrument of Politeness in The Language Used by Teachers in The Learning Process.
Gaisch, M., Chydenius, T., Preymann, S., Sterrer, S., & Aichinger, R. (2016). Gender microaggressions in low-context communication cultures: a perceptual study in the context of higher education institutions.
Granger, N. (2019). Microaggressions and humanistic psychology. In Humanistic Approaches to Multiculturalism and Diversity (pp. 76–89). Routledge.
ICHI.PRO. (2020). Pemahaman yang lebih baik tentang konsep Microaggressions. Ichi.Pro. https://ichi.pro/id/pemahaman-yang-lebih-baik-tentang-konsep-microaggressions-125514358720568
Incikabi, L., & Ulusoy, F. (2019). Gender bias and stereotypes in Australian, Singaporean and Turkish mathematics textbooks. Turkish Journal of Education, 8(4), 298–317. https://doi.org/10.19128/turje.581802
Indriyani. (2021). 5 Fakta Mikroagresi, Bullying Kaum Minor yang Pengaruhi Mental. IDN Times. https://www.idntimes.com/health/medical/indri-yani-4/fakta-mikroagresi-c1c2/5
Larti, N., Ashouri, E., & Aarabi, A. (2018). The effects of an empathy role-playing program for operating room nursing students in Iran. Journal of Educational Evaluation for Health Professions, 15.
Martin, F., & Betrus, A. K. (2019). Digital media for learning. Digital Media for Learning. Https://Doi. Org/10.1007/978-3-030-33120-7.
Meyers, S., Rowell, K., Wells, M., & Smith, B. C. (2019). Teacher empathy: A model of empathy for teaching for student success. College Teaching, 67(3), 160–168.
Nisa, A. R., Asrowi, A., & Murwaningsih, T. (2020). The effectiveness of value clarification technique (VCT) and problem-based learning (PBL) models on social problem-solving skills viewed from emotional intelligence. Ilkogretim Online, 1751–1767.
Peck, K. L. (1988). The design, development & evaluation of instructional software. Macmillan Publishing Co., Inc.
Popescu, I. (2022). Transparent Constitution: Designing Empathy, Mindfulness, and Inclusivity in the College Classroom. A Socially Just Classroom: Transdisciplinary Approaches to Teaching Writing Across the Humanities, 123.
Purba, R. A. (2021). The Effectiveness Combination of Blended Learning and Flipped Classroom with Edmodo as a Digital Media Innovation for Learning From Home. Journal of Education Technology, 5(3).
Romero, R. (2021). Preferences and Prejudice: Does Empathy Affect Preferences for Microaggression Training? North Texas Journal of Undergraduate Research, 2(1).
Sekarningtyas, P. (2019). Pengaruh Intensitas Bullying Terhadap Pola Komunikasi Interpersonal Pada Mahasiswa FISIP UNDIP Program Studi Ilmu Komunikasi Angkatan 2017. Interaksi Online, 7(2), 17–20.
Suhaeny, S. (2020). Ketımpangan Gender Dan Pendıdıkan (Sebuah Tınjauan Sosıologıs). ISLAMIKA.
Turner, D. T., McGlanaghy, E., Cuijpers, P., Van Der Gaag, M., Karyotaki, E., & MacBeth, A. (2018). A meta-analysis of social skills training and related interventions for psychosis. Schizophrenia Bulletin, 44(3), 475–491. https://doi.org/https://doi.org/10.1093/schbul/sbx146
Veygid, A., Aziz, S. M., & SR, W. S. (2020). Analisis Fitur dalam Aplikasi Instagram sebagai Media Pembelajaran Online Mata Pelajaran Biologi untuk Siswa Sekolah Menengah Atas. ALVEOLI: Jurnal Pendidikan Biologi, 1(1), 39–48.
Watson, J. A., & Pecchioni, L. L. (2011). Digital natives and digital media in the college classroom: assignment design and impacts on student learning. Educational Media International, 48(4), 307–320.
Widoyoko, E. P. (2017). Evaluasi program pelatihan. Yogyakarta: Pustaka Pelajar.
Widuri, E. L., Purnamasari, A., & Mulyani, S. (2019). Pelatihan komunikasi empatik bagi guru-guru SMP Muhammadiyah se-PDM Bantul. Prosiding Seminar Nasional Hasil Pengabdian Kepada Masyarakat Universitas Ahmad Dahlan, 1(1), 491–498.
Williams, M. T. (2020). Microaggressions: Clarification, evidence, and impact. Perspectives on Psychological Science, 15(1), 3–26.
Published
2023-07-31
How to Cite
Rafli, M., Latif, S., & Umar, N. (2023). Pengembangan Panduan Digital Berbasis Klarifikasi Nilai Empatik Pencegahan Mikroagresi Bias Gender Guru Di Sekolah Dasar. Indonesian Journal of Educational Counseling, 7(2), 286-296. https://doi.org/10.30653/001.202372.264
Issue
Section
Research Based Article
Copyright (c) 2023 Nur Fadhilah Umar, Muhammad Rafli, Suciani Latif
This work is licensed under a Creative Commons Attribution 4.0 International License.
