Nuril Huda, Difi Dahlliana

Gender Analysis In Ulama Cadre Regeneration Education At UIN Antasari: A Review Of The Harmos Model

Introduction

Gender analysis in ulama cadre regeneration education at uin antasari: a review of the harmos model. Analyzes gender equality in Ulama cadre education at UIN Antasari using the Harmos model. Reveals disparities in participation & control, recommending affirmative policies for women's leadership.

Abstract

Ulama education has a strategic role in forming religious leaders who not only master religious knowledge but are also able to respond to the development of the times. The Special Ulama Program (PKU) at UIN Antasari Banjarmasin is one of the efforts to regenerate ulama, but the aspect of gender equality in its implementation is still rarely studied. This study aims to analyze gender equality in PKU using the Harmos gender analysis model which includes aspects of access, participation, control, and benefits. The research method used is qualitative with data collection techniques through interviews, observations, and documentation. The results show that although formal access to the program is open to men and women, there are still disparities in participation and control. Men are more dominant in academic and religious leadership roles, while women tend to be limited to the education sector. Structural and cultural barriers are the main factors that influence these differences. Therefore, affirmative policies and leadership training are needed for women so that they can contribute more widely to the world of ulama. This research contributes to gender studies in Islamic education and provides recommendations for the development of a more inclusive and gender-responsive ulama education program.

Review

This paper, "Gender Analysis In Ulama Cadre Regeneration Education At UIN Antasari: A Review Of The Harmos Model," addresses a critically important and often under-examined aspect of religious leadership development: gender equality within ulama education. The study commendably focuses on the Special Ulama Program (PKU) at UIN Antasari Banjarmasin, recognizing its strategic role in shaping future religious leaders. By applying the Harmos gender analysis model—examining access, participation, control, and benefits—the research offers a structured and insightful contribution to gender studies in Islamic education, identifying specific areas where disparities persist and providing a foundation for meaningful institutional reform. Methodologically, the research employs a qualitative approach, gathering data through interviews, observations, and documentation. This combination of techniques is well-suited for capturing the complexities and nuances of gender dynamics within a specific educational context. The strength of the study lies in its rigorous application of the Harmos model, which allows for a disaggregated analysis of how gender influences various stages of program engagement. This analytical framework effectively moves beyond superficial assessments of access to uncover deeper structural and cultural barriers that contribute to inequalities in participation and control, making the findings particularly robust. The findings reveal that despite formal access being open to both men and women, significant disparities emerge in participation and, crucially, in control. Men are shown to be more dominant in academic and religious leadership roles, while women tend to be confined to the education sector, influenced by identifiable structural and cultural barriers. The paper's recommendations for affirmative policies and leadership training specifically for women are practical and timely, offering concrete steps towards fostering a more inclusive and gender-responsive ulama education program. This research not only contributes significantly to academic discourse on gender and Islamic education but also provides valuable recommendations for policymaking within religious higher education institutions.

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