PERJUANGAN KESETARAAN GENDER DALAM NOVEL CINTA SUCI ZAHRANA KARYA HABIBURRAHMAN EL-SHIRAZY SEBAGAI MODEL PENDIDIKAN GENDER

Abstract

Info Artikel Diterima, 23 April 2022 Disetujui, 11 November 2022 Dipublikasikan, 12 November 2022 : Abstract Literary works provide a picture of the reality of society with an attractive presentation compared to other written works. In addition, the delivery of messages in literary works is also unique because it is not written clearly, but uses a combination of elements that build the work. One form of literary work is a novel. Novel is a series of stories that contain the concentration of life by the author through building elements. One of the realities alluded to in the novel is the social problem of gender inequality. Gender inequality as a social problem is still not realized by the community. This is caused by social construction that has been formed for a long time. Based on this, there is a need for research related to the phenomenon of gender inequality in the novel. This study aims to find the form of the struggle for gender equality and its implementation in the gender education model in the novel Cinta Suci Zahrana by Habiburrahman El-Shirazy. The approach used is a feminist approach. This type of research uses descriptive qualitative research because it is a description of the results of the observations. Through library research collection techniques, researchers collect various primary and secondary data related to the object of research. The data analysis of this research used systematic stages starting from compiling the data, codifying, outlining, providing interpretation, and analysis. The results of this study show that in the novel Cinta Suci Zahrana by Habiburrahmah El-Shirazy there are 4 forms of struggle for gender equality and 3 implementations of the educational model. The struggles depicted in it are (1) against marginalization, (2) against subordination, (3) erasing stereotypes, (4) against gender violence. In the novel there are things that can be implemented in the gender education model, namely: (1) justice for all genders, (2) unbiased teaching, and (3) active participation for all genders.