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Proceedings of the 3rd Annual Conference of Islamic Education, ACIE 2024, 14-15 October 2024, Jember, East Java, Indonesia

Research Article

Operationalizing Gender-Based Classroom Management in a Pesantren-Affiliated Junior High School

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  • @INPROCEEDINGS{10.4108/eai.14-10-2024.2356239,
        author={Mohammad  Zaini and Uqimul  Khair},
        title={Operationalizing Gender-Based Classroom Management in a Pesantren-Affiliated Junior High School},
        proceedings={Proceedings of the 3rd Annual Conference of Islamic Education, ACIE 2024, 14-15 October 2024, Jember, East Java, Indonesia},
        publisher={EAI},
        proceedings_a={ACIE},
        year={2025},
        month={6},
        keywords={gender-based classroom management single sex education pesantren (islamic boarding school)},
        doi={10.4108/eai.14-10-2024.2356239}
    }
    
  • Mohammad Zaini
    Uqimul Khair
    Year: 2025
    Operationalizing Gender-Based Classroom Management in a Pesantren-Affiliated Junior High School
    ACIE
    EAI
    DOI: 10.4108/eai.14-10-2024.2356239
Mohammad Zaini1,*, Uqimul Khair1
  • 1: Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
*Contact email: mohamadzaini12345@gmail.com

Abstract

Gender segregation is a longstanding practice in pesantren-affiliated schools in Indonesia, yet detailed analyses of its operationalization remain scarce. Objective: This study maps the planning, implementation, and evaluation processes of gender-based classroom management in a junior high school affiliated with an Islamic boarding institution. Methods: A qualitative case study employed purposive sampling. Data were collected through nonparticipant observations, semi-structured interviews with school leaders and teachers, and document analysis. Thematic analysis followed Miles et al.'s framework, with triangulation to ensure trustworthiness. Results: Kiai's directive anchors annual placement protocols, gender-coded class formation, and stakeholder briefings. Single-sex classrooms enhanced student comfort, verbal engagement, and alignment with religious norms while minimizing cross-gender distractions. However, variations in teacher communication strategies and the absence of longitudinal data highlight the potential reinforcement of gender stereotypes and limited insight into students' social development. Conclusion: Gender-based management offers pedagogical and cultural benefits but may constrain broader social skills. Recommendations include gender-responsive professional development and multi-stakeholder policy reviews to balance religious imperatives with inclusive, equity-oriented education.

Keywords
gender-based classroom management single sex education pesantren (islamic boarding school)
Published
2025-06-03
Publisher
EAI
http://dx.doi.org/10.4108/eai.14-10-2024.2356239
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