Abstract

Four decades after the National Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) was declared, the issue of gender inequality in society continues to be a substantial problem in all countries. Education is considered one of the essential areas for fostering gender equality. Innovative teaching materials to improve students’ attitudes toward gender equality are needed. This study aims to produce folktale teaching materials from a gender equality perspective. This research adopts the Recursive, Reflective, Design, and Development (R2D2) model based on the constructivist–interpretivism theory. Data was collected through interviews, questionnaires, and observations in elementary schools. The validation process involved culture, language, developmental psychology, and learning experts. The product has been tested for design, content, and language feasibility. The principle of this teaching material product is the reconstruction of folktales so that it has gender sensitivity. It also contains problem-based learning scenarios that teachers can implement in learning. The study results show folktales teaching materials with a gender equality perspective are recommended for classroom learning.