Implementing Gender Equality in Islamic Religious Education Learning at SMAN 15 Bandar Lampung
Keywords:
Gender Equality, Islamic Religious Education, Secondary Education, Qualitative StudyAbstract
Islamic teachings fundamentally uphold justice and equality between men and women, gender bias continues to emerge in the practical implementation of Islamic Religious Education learning in classroom settings. This study aims to analyze the application of gender equality in PAI learning, focusing on instructional planning, classroom teaching and learning practices, learning materials, teacher–student interactions, and students’ perceptions. This research employed a qualitative case study approach. Data were collected through in-depth interviews with PAI teachers, students, and school administrators; classroom observations; and document analysis of lesson plans and instructional materials. Data were analyzed using thematic analysis involving data reduction, data display, and conclusion drawing, supported by triangulation of sources and techniques to ensure validity. The findings indicate that gender equality has been partially integrated into PAI instructional planning and classroom practices, particularly in providing equal learning opportunities and participation for male and female students. However, subtle gender bias remains evident in certain learning materials, pedagogical strategies, and patterns of classroom interaction. Students generally perceive PAI learning as fair and inclusive, although some still internalize traditional gender roles shaped by social and cultural influences. This study contributes to the existing literature by providing empirical evidence on the gap between normative Islamic values and pedagogical realities in secondary school PAI learning. The findings imply the need for more gender-responsive PAI curriculum development, teacher professional training, and educational policies that support inclusive and equitable learning practices. These efforts are essential to ensure that Islamic education remains relevant, responsive, and effective in fostering ethical and egalitarian attitudes among Generation Z learners.
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