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A culture of peace in education is a concept that emphasizes the importance of creating a harmonious learning environment and respecting differences to achieve an effective, conducive, and harmonious learning environment for students. Research on the culture of peace in education on the mental and social aspects of creating peace often receives less attention. The thoughts of figures such as Imam Al-Ghazali offer a holistic and comprehensive view of peace. This study aimed to explore Imam Al-Ghazali's thoughts on inner and social peace and how to build a culture of peace in education. A qualitative approach was chosen to understand Imam Al-Ghazali's thoughts on inner and social peace and how these concepts can be applied in an educational context. The methods used in this research were literature study and content analysis. The three main works of Imam Al-Ghazali studied were Ihya 'Ulum al-Din, Al-Munqidh min al-Dalal, and Bidayat al-Hidayah. The results showed three principles in building a culture of peace: inner peace, cleansing of the soul, and noble character. This study has an implication to pay attention to mental and social aspects of creating a harmonious learning environment by strengthening the values of tolerance, empathy, justice, cooperation, and peaceful conflict resolution in the curriculum and learning. In addition, the character building of students who can communicate, think critically, and solve problems peacefully should be prioritized in education.

Millennials (Y), born between 1981-2000, and post-millennial (Z), born in 2000 and after, grew up in two very different socio-economic-political contexts. The Gen Ys were born and grew up in Soeharto's authoritarian era, and Gen Zs were born after the fall of Soeharto, but both grew up in the democratic era with the massive development of information technology. Both Millennials and post-millennials face different gender issues from previous generations. Even for similar gender issues, different context demands a different approach in understanding the issues. This research explores the construction of masculinity and femininity that is understood and believed by the Bandung’s millennials (Y) and post-millennials (Z) generation. Data collection was carried out in two stages. The first stage used the photo-interviewing method with 20 participants. The second stage was conducted with an online survey method of 184 respondents. The results show that millennial and post-millennial generations have an understanding of gender that tends to be non-stereotyping, not many signifiers are categorized as feminine or masculine.

National early childhood education and care (ECEC) systems have been shaped by external influences and have taken different forms in developed countries than in post-colonial countries. This study systematically compares and examines the autonomous elements in national ECEC systems and the countervailing homogenisation process in Slovakia and Indonesia -two countries located in a different hemisphere with different historical, cultural, and political backgrounds. The study shows new rhetoric triggering different tendencies. In Slovakia, the “competency” and “standards” turn led to steps to increase ECEC institutions’ autonomy and give them greater power to create tailor-made education programmes. While in Indonesia, the turn went in the opposite direction, reinforcing curriculum centralisation and increasing its regulatory functions regarding ECEC. This shift towards the same discourse, terminology and concepts does not automatically trigger processes that lead to a significant similarity and the convergence between ECEC systems due to their specific historical, cultural, and political contexts.

Indonesia merupakan salah satu negara pengirim Pekerja Migran Perempuan (PMP) terbesar di Asia Tenggara. Ibu yang memutuskan untuk menjadi PMP akan menyebabkan terjadinya perubahan peran dan fungsi ayah khususnya dalam aspek pengasuhan. Penelitian ini bertujuan untuk memberikan gambaran tentang peran pengasuhan ayah di keluarga PMP. Penelitian ini menggunakan metode studi kasus melalui teknik wawancara terbuka yang dilakukan kepada 3 orang ayah yang dipilih secara purposif. Hasil penelitian mengungkapkan bahwa ayah mampu bertukar peran dengan ibu untuk menjadi pengasuh anak usia dini. Hal ini menepis banyak pendapat bahwa ayah tidak mampu mengasuh anak yang masih berusia dini. Keterampilan pengasuhan merupakan suatu keterampilan yang dapat dipelajari seiring dengan berjalannya waktu, bukan keterampilan yang selama ini sering dianggap sebagai tugas bawaan atau kodrati. Hasil dari penelitian ini memperlihatkan bahwa peran gender merupakan sesuatu yang dapat dipertukarkan dan lebih cair terutama dalam keluarga pekerja migran perempuan. Meskipun demikian, idealisasi konstruksi gender tradisional pun masih cukup kuat. PMP masih dimaknai sebagai pencari nafkah sekunder meskipun sebetulnya mereka yang menjadi pencari nafkah utama. Penelitian ini diharapkan dapat berimplikasi kepada pengembangan materi pengasuhan bagi anak usia dini, terutama yang berhubungan dengan konsep pembinaan dan pembentukan karakter dalam diri seorang anak.

Artikel ini mendeskripsikan keberadaan guru laki-laki dan perannya pada Pendidikan Anak Usia Dini (PAUD). Faktor rendahnya keberadaan guru laki-laki di PAUD disebabkan oleh banyak hal, salah satunya dikarenakan adanya berbagai persepsi masyarakat yang berbeda terhadap pekerjaan laki-laki sebagai guru PAUD. Pada banyak negara termasuk di Indonesia, guru PAUD didominasi perempuan, yang mendorong beberapa negara untuk meningkatkan partisipasi laki-laki, karena munculnya kekhawatiran terhadap ketidakseimbangan gender di PAUD. Walau demikian, sampai saat ini khususnya di Indonesia, masih ada laki-laki yang bertahan dan memilih profesi tersebut. Metode penelitian menggunakan studi pustaka, dimana peneliti mencatat dan mengolah berbagai sumber, baik itu jurnal, buku, dan berbagai bentuk dokumen terkait guru laki-laki di PAUD. Adapun hasilnya, keberadaan dan peran guru laki-laki di PAUD sangat penting, utamanya dengan alasan agar adanya keseimbangan gender yang terjadi, serta memberikan interaksi pengalaman pembelajaran pada PAUD.

Penelitian ini menganalisis pendidikan karakter anak usia dini yang hidup dengan orang tua tunggal, dalam penelitian ini konteks orang tua tunggal adalah keluarga tanpa ayah. Ketidakhadiran ayah dalam penelitian ini karena perceraian. Dimana ayahnya masih hidup, tetapi tidak berperan dalam pengasuhan. Penelitian ini menggunakan pendekatan studi kasus untuk memperoleh gambaran menyeluruh dan pemahaman terbaik mengenai tema tersebut. Pendekatan studi kasus ini digunakan oleh peneliti dilatarbelakangi karena maraknya kasus perceraian, yang mengakibatkan anak kehilangan salah satu peran orang tua. Orang tua menanamkan pendidikan karakter pada anak melalui contoh dan pembiasaan serta pemberian penjelasan atas tindakan. Dalam praktek pendidikan karakter dalam keluarga tanpa ayah, ibu melibatkan pihak lain, seperti kakek-nenek dan ustadz. Kendala yang dialami ibu dalam menjalankan peran sebaga ibu dan ayah yaitu pembagian waktu dan masalah finansial. Karakter anak yang terbentuk dari pendidikan dalam keluarga tanpa ayah ini yaitu anak yang mandiri, tidak manja, dan penurut.

Since 2012, Indonesia has been obsessed with the notion of melestarikan budaya lokal (preserving local culture) as part of Indonesian Cultures. In West Java, Indonesia, the cultural revitalisation program is called “Rebo Nyunda”. Rebo means Wednesday; nyunda means being Sundanese. Sunda is the dominant ethnic group in West Java and the second largest ethnic group in Indonesia. Childhood often becomes a site for implanting ideologies, including nationalist ideology through the rhetoric of anti-West. Rebo Nyunda is expected to be able to shape future generations with strong cultural roots and unshaken by negative foreign ideas. Using focus group discussions this paper investigates the extent to which teachers understand Rebo Nyunda as a mean of cultural resistance to foreign forces amid the wholesale adoption of early childhood education doctrines from the West, such as the internationalisation of early childhood education, developmentally appropriate practices, neuroscience for young children, child-centred discourse, economic investment and the commercialisation of childhood education. This paper examines the complexity of and contradictions in teachers’ perceptions of Rebo Nyunda in Bandung, a city considered a melting pot of various ethnic groups in Indonesia.

The purpose of this article is to explore the authors’ and the co-authors’ reflexivity in feminist participatory action research, conducted in three kindergartens in Indonesia, aiming to disrupt traditional gender discourses in early childhood education settings. Kindergarten is one of the most gendered spaces that perpetuate the binary between femininities and masculinities. This research takes place in Indonesia, one of the most populous Muslim countries in the world. The first part of the study deals with our own reflexivity as university lecturers, middle class and Muslim women, and we use these as a departure point to understand multiple positioning taken by our nine co-researchers as kindergarten teachers, women as well as Muslims and how these influence their gender understanding. The second part of the study discusses the journey of our co-researchers from having gender blind to more gender flexible attitude. As the co-researchers began to acknowledge their personal values, they were better able to apply gender flexible pedagogies to their kindergarten context. The co-researchers also demonstrate different forms of action in implementing gender flexible pedagogy. Our study suggests continuous reflexivity and the possibility of translating gender flexible pedagogy into the co-researchers’ local context were essential factors in this action research.

Indonesia has been conducting a teacher reform program since 2005. Teachers’ low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers’ professional experiences and practices. The research was conducted in Buleleng regency, the northern part of Bali Province, Indonesia. This research used focus group discussion to obtain general information about teacher reform/professionalisation in the Buleleng regency. In-depth interviews were conducted to gather richer information about teachers’ personal experiences of professionalisation. Drawing from Osgood’s deconstruction of professionalism in early childhood education (ECE), this paper argues that the teacher reform policies have failed to recognise the uniqueness of ECE teaching practices, which are centred on emotion and care. The reform has also overlooked the disadvantaged conditions and unequal playing field of kindergarten teachers in the professionalisation process. Thus, despite the improvement of teachers’ individual welfare, the “regulatory gaze” of teacher reform policies poses a subtle threat to kindergarten teachers’ professional identities.

This chapter explores the process of gender construction through music as a means of learning. By using a post-development perspective, we critically highlight learning tools which are often considered beneficial for early childhood development. In this study, we employed focused ethnography for two months in a kindergarten in Bandung, Indonesia. We show that music as learning tools has constructed gender stereotypes. Consequently, children create and demonstrate their understanding of activities that should be done by boys or girls. It leads to build a gap in stimulating particular skills that both genders should have. According to findings, we recommend that kindergarten teachers need to be aware of promoting learning tools to young children and create the process of learning through tools more gender-equitable.

There have been few studies of representations of gender in parenting discourses in Indonesia. In this article the authors investigate contemporary modalities of Indonesian parenting, questioning to what extent ideas of the roles of mothers and fathers represented in the middle class Indonesian parenting magazine (Ayahbunda) from 2000–2008 represent a break with conventional gendered parenting ideologies. The discourse analysis of both text and illustrations in Ayahbunda suggests that it promotes idealized, yet expanded gender roles for both women and men of middle-class Indonesian families. As a result the magazine jointly promotes ideas of a “super-mum” and a “super-dad”, which has resonance with patterns in the West. Yet motherhood remains the prescribed core identity of women and the role of protector remains the core identity of fathers.