Edukasi literasi gender pada guru, orang tua dan kader dalam pendidikan karakter siswa PAUD

Abstract

Background: Early Childhood Education (PAUD) plays a role in shaping children's character and core values. Important information to be introduced early on is gender literacy, which relates to equality, mutual respect and appreciation for diversity, and the prevention of gender-based discrimination. Lack of understanding of gender equality in PAUD settings, gender-biased learning media, and low community participation are common. Therefore, collaboration between teachers, parents, and the community as student advocates is necessary to instill gender literacy from an early age.

Purpose: To increase the involvement and understanding of teachers, parents, and cadres in gender-equitable character education for PAUD students and their advocates through gender-friendly visual educational media.

Method: This community service activity was carried out in the period of June-November 2025 in 2 PAUD institutions located in Cimuncang Village, Garut District, Garut City, Garut Regency, namely PAUD As-syamsi and PAUD Muslim Cendikia. The community service implementation team consisted of 3 lecturers and 2 students. This activity involved 9 PAUD teachers, namely 6 teachers from PAUD Asy-Syamsi and 3 teachers from PAUD Muslim Cendikia, 9 representatives of parents, and 3 health cadres. As participants were 46 PAUD students who regularly attend school, namely 25 people from PAUD Asy-syamsi and 21 people from PAUD Muslim Cendikia. The activity was in the form of a Community-Based Participatory Approach (CBPA) with a participatory, collaborative, and contextual principle approach. The education provided was in the form of the application of educational visual media technology that was specifically designed based on research, involving partners in design and testing. Technology was implemented through educational visual media in the form of posters, storybooks, character cards, and short videos. The activity was evaluated by measuring participant understanding using questionnaires and observation sheets. Participants' knowledge and understanding levels were analyzed descriptively based on assessments before and after the educational activity (pre-test) and after the educational activity (post-test).

Results: The pre-test results for the 21 student companion training participants were 64.05, SD=10.36, and CV=16.25. The post-test results were 80.84, SD=8.61, and CV=11.14. Furthermore, the pre-test results for the 46 early childhood education students were 89.86, SD=24.21, and C=27. The post-test results were 98.55, SD=6.87, and CV=7.

Conclusion: The program to strengthen early childhood gender literacy through visual educational media has proven effective in improving gender literacy understanding among early childhood teachers, parents, health workers, and students. The participatory approach-based training, with its interactive, contextual design, and support from visual media, was able to address initial gaps in understanding gender equality and significantly improve the knowledge and attitudes of child companions.

Suggestion: It is hoped that the involvement of parents and cadres needs to be strengthened through ongoing educational forums so that the values ​​of gender equality can be consistently internalized in the home and community. Furthermore, teachers are encouraged to incorporate gender-friendly visual educational media into learning activities.

Keywords: Character building; Early childhood; Gender literacy; Visual media

Pendahuluan: Pendidikan Anak Usia Dini (PAUD) memiliki peranan dalam membentuk karakter dan nilai-nilai dasar anak. Informasi penting untuk diperkenalkan sejak dini adalah literasi gender, yang berkenaan dengan kesetaraan, saling menghormati dan menghargai keragaman, dan pencegahan diskriminasi berbasis gender. Masih rendahnya pemahaman tentang kesetaraan gender di lingkungan PAUD, media pembelajaran bias gender, serta partisipasi lingkungan masih rendah. Sehingga perlu kolaborasi antara guru, orang tua, dan masyarakat sebagai pendamping siswa untuk menanamkan literasi gender sejak dini.

Tujuan: Untuk meningkatkan keterlibatan dan pemahaman guru, orang tua dan kader dalam pendidikan karakter adil gender terhadap siswa PAUD dan pendampingnya melalui media edukasi visual ramah gender.

Metode: Kegiatan pengabdian kepada masyarakat ini dilaksanakan pada periode bulan Juni-November 2025 di 2 lembaga PAUD yang berada di Kelurahan Cimuncang Kecamatan Garut Kota Kabupaten Garut yaitu PAUD As-syamsi dan PAUD Muslim Cendikia. Tim pelaksana pengabdian masyarakat terdiri dari 3 orang dosen dan 2 orang mahasiswa. Kegiatan ini melibatkan 9 orang guru PAUD yaitu 6 orang guru dari PAUD Asy-Syamsi dan 3 orang guru PAUD Muslim Cendikia, 9 orang perwakilan orang tua siswa, dan 3 orang kader kesehatan. Sebagai partisipan adalah siswa PAUD yang rutin masuk sekolah 46 orang, yaitu 25 orang dari PAUD  Asy-syamsi dan 21 orang dari PAUD Muslim Cendikia. Kegiatan berupa Community-Based Participatory Approach (CBPA) dengan pendekatan prinsip partisipatif, kolaboratif, dan kontekstual. Edukasi yang diberikan berupa penerapan teknologi media visual edukatif yang dirancang khusus berbasis riset, melibatkan mitra dalam desain dan pengujian. Penerapan teknologi melalui media visual edukasi berupa poster, buku cerita, kartu karakter, dan video pendek. Evaluasi kegiatan dengan melakukan pengukuran pemahaman peserta menggunakan kuesioner dan lembar observasi. Tingkat pengetahuan dan pemahaman peserta dianalisa deskriptif berdasarkan penilaian sebelum kegiatan edukasi (pre-test) dan sesudah kegiatan edukasi (post-test).

Hasil: Mendapatkan hasil pre-test pelatihan pendamping siswa sebanyak 21 orang dengan nilai mean=64.05; SD=10.36 dan CV=16.25. Sedangkan hasil post-test mendapatkan nilai mean=80.84, SD=8.61 dan CV=11.14. Selanjutnya untuk hasil pre-test siswa PAUD sebanyak 46 siswa mendapatkan nilai mean=89.86, SD=24.21 dan C=27. Sedangkan untuk hasil post-test siswa PAUD mendapatkan nilai mean=98.55, SD=6.87, dan CV=7.

Simpulan: Program penguatan literasi gender anak usia dini melalui media edukasi visual terbukti efektif dalam meningkatkan pemahaman literasi gender pada guru PAUD, orang tua, kader kesehatan, dan siswa PAUD. Pelatihan berbasis pendekatan partisipatif dengan desain pelatihan yang interaktif, kontekstual, dan didukung media visual mampu mengatasi kesenjangan awal pemahaman tentang kesetaraan gender serta memberikan peningkatan signifikan pada pengetahuan dan sikap pendamping anak.

Saran: Diharapkan keterlibatan orang tua dan kader perlu diperkuat melalui forum edukasi yang berkelanjutan agar nilai kesetaraan gender dapat terinternalisasi secara konsisten di lingkungan rumah maupun komunitas, selain itu juga untuk para guru dianjurkan memasukkan media edukasi visual ramah gender ke dalam kegiatan belajar.