Exploring Mathematics Teacher Awareness and Responses to Gender-Based Classroom: A Qualitative Study in Australian Secondary School
DOI:
https://doi.org/10.31980/mosharafa.v15i1.3479Keywords:
mathematics teaching, classroom interaction, gender-based, cultural diversity, Australian secondary school, pengajaran matematika, interaksi di kelas, berbasis gender, keragaman budaya, sekolah menengah AustraliaAbstract
Studi kualitatif ini menjelaskan perbedaan dalam interaksi di kelas dan hasil belajar antara kelas matematika yang hanya terdiri dari siswa laki-laki dan kelas matematika yang hanya terdiri dari siswa perempuan, dengan fokus khusus pada kesadaran guru dan strategi pengajaran adaptif di sekolah menengah Australia yang multikultural. Data dikumpulkan melalui observasi etnografis dan wawancara dengan guru matematika selama satu semester. Hasil penelitian menunjukkan pola yang jelas berdasarkan gender dalam partisipasi dan pendekatan pemecahan masalah. Siswa laki-laki diamati lebih mudah terlibat dalam proses kognitif tingkat tinggi. Sebaliknya, siswa perempuan cenderung mencari klarifikasi tentang konsep dasar sebelum mencoba tugas. Sebagai tanggapan, guru menerapkan berbagai strategi responsif gender, termasuk pertanyaan terbuka, aktivitas berbasis interaksi, dukungan satu lawan satu, dan penjelasan. Penelitian ini juga mengkaji pengaruh keragaman budaya, menemukan bahwa siswa dari latar belakang yang beragam berinteraksi dengan lancar dan tidak ada kelompok yang secara konsisten menunjukkan prestasi lebih tinggi daripada kelompok lain dalam konteks kelas yang diamati. Temuan ini menunjukkan bahwa lingkungan kelas dan praktik pengajaran di sekolah ini berhasil mendukung partisipasi siswa dari latar belakang yang beragam.
This qualitative study explains differences in classroom interaction and learning outcomes between male students’ only and female students’ only mathematics classes, with a particular focus on teacher awareness and adaptive instructional strategies in a multicultural Australian secondary school. Data were collected through ethnographic observation and interview with the mathematics teacher over one term. The result revealed clear gender-based patterns in participation and problem-solving approaches. Male students were observed to engage more readily in higher-order cognitive processes. In contrast, female students tended to seek clarification on basic concepts before attempting tasks. In response, the teacher implemented a range of gender-responsive strategies, including open-ended questioning, interaction-based activities, one-on-one support, and explanations. The paper also explored the influence of cultural diversity, finding that students from diverse backgrounds interact smoothly and no group consistently demonstrates higher achievement than others in the observed classroom context. These findings suggest that the classroom environment and teaching practices at this school successfully support the participation of students from diverse backgrounds.
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