GENDER BIAS IN STUDENTS ACADEMIC BEHAVIOR IN THE LEARNING PROCESS: A CASE STUDY OF ELEVENTH-GRADE STUDENTS IN THE VISUAL COMMUNICATION DESIGN PROGRAM AT SMK NEGERI 1 BOJONEGORO

Abstract

This study aims to analyze the occurrence of gender-biased behavior among eleventh-grade students in the Visual Communication Design (VCD) program during the learning process at SMK Negeri 1 Bojonegoro. The study was conducted in response to the presence of stereotypical role divisions in group-based learning activities, where male and female students tended to assume different roles based on gender constructions that had developed within the learning environment. This phenomenon was not shaped by formal school regulations but rather emerged through repeated social interactions that gradually became normalized in everyday classroom practices. The research employed a qualitative method with a descriptive approach. The research subjects consisted of eleventh-grade students in the Visual Communication Design (VCD) program at SMK Negeri 1 Bojonegoro. Data were collected through non-participant observation, in-depth interviews, and documentation, and were analyzed using the interactive model developed by Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings indicate that: (1) students demonstrate dual perceptions regarding gender-biased behavior; (2) the normalization of gender-biased role divisions occurs within the classroom; (3) classroom learning dynamics are influenced by gender bias; and (4) gender-biased behavior emerges as a product of social interactions. Furthermore, teachers’ responses to this phenomenon tend to be unresponsive and contribute to the normalization of gender-biased behavior among students. A lack of understanding of gender equality, combined with minimal reinforcement from teachers, may directly strengthen the reproduction of gender stereotypes in students’ academic behavior within the classroom.