Male students' motivation and challenges in the islamic early childhood education study program

Abstract

Male students remain a minority in the Early Childhood Islamic Education (PIAUD) study program and frequently encounter negative stigma from their social environment. This study aims to analyze the motivations and challenges faced by male students pursuing education in the PIAUD program. A qualitative descriptive research method was employed, with data collected through in-depth interviews. The research was conducted at an Islamic university in the Banyumas area, focusing on six male students enrolled in the PIAUD program. The findings indicate that the motivations for selecting the PIAUD program are both external and internal. External motivations include family encouragement, the availability of scholarships, and promising job prospects. Internal motivations encompass an interest in child development, a desire to contribute to early childhood education, and a need to prove oneself. Students face challenges in both social and academic environments. Social challenges include bullying, negative stigma, being a minority in the classroom, and difficulties adapting to the academic process. To address these issues, it is crucial to provide support from all related parties, including parents, lecturers, and peers. The future aspirations of students in the PIAUD program include pursuing a Master’s degree, becoming lecturers, and obtaining Early Childhood Education teacher certification. Based on the study's results, it is recommended to develop a specialized mentoring and guidance program for male students in the PIAUD program, involving successful alumni as mentors.