Abstract
Socialization purposes, namely (1) socialization that participants are able tounderstand and master the learning literature a gender perspective in terms ofcurriculum, teaching materials, and learning strategies in the classroom and (2)conducted a follow-up of this activity in the form of training activities, learningmaterials utilization literature a gender perspective. Socialization is given to highschool teachers and vocational as Surakarta. The method adopted in this traininginclude: seminars, frequently asked questions, and discussion. Socialization lastedone day with the number of participants 19 persons. Evaluation of this activity isdone in the process. During the training activities the participants enthusiastic,passionate, active and responsive. Through this socialization of teachers get thenecessary materials related strategies, methods and teaching materials literature agender perspective. The teachers are motivated to understand gender issues in acomprehensive manner. Insights teachers to manage learning an enjoyable literarygender perspective in the classroom increases. It is because any discussion of solutions of the constraints experienced by teachers in teaching literature a gender perspective.
Highlights
Socialization purposes, namely (1) socialization that participants are able to understand and master the learning literature a gender perspective in terms of curriculum, teaching materials, and learning strategies in the classroom and (2) conducted a follow-up of this activity in the form of training activities, learning materials utilization literature a gender perspective
Socialization is given to high school teachers and vocational as Surakarta
The method adopted in this training include: seminars, frequently asked questions, and discussion
Summary
Socialization purposes, namely (1) socialization that participants are able to understand and master the learning literature a gender perspective in terms of curriculum, teaching materials, and learning strategies in the classroom and (2) conducted a follow-up of this activity in the form of training activities, learning materials utilization literature a gender perspective. Berbeda dengan guru yang belum memahami jender, tentu akan kesulitan daalm menginterpretasi materi pembelajaran sehingga pesan atau ideoogi jender yang terdapat dalam karya sastra sulit untuk dipahami oleh siswa dan siswa pun tidak akan memiliki perhatian terhadap keadilan dan kesetaraan jender. Pertimbangan adanya kebutuhan dari guru SMA/SMK se-Surakarta untuk memahami pembelajaran sastra berperspektif jender dari pihak akademisi maupun sastrawan yang memiliki minat memperjuangkan keadilan dan kesetaraan jender.
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