Improving Teacher's Ability to Understand Gender Equality in the Mathematics Learning through Academic Supervision in Vocational High School

Introduction Mathematics is a universal knowledge that is useful for human life and underpins the creation of modern technology, as well as playing a vital role in the advancement of human brainpower. Mathematics is necessary for all areas; without it, all challenges can be encountered (Soedjadi, 2000: 43). Gender inequalities are one of the internal issues that need to be addressed when it comes to mathematical aptitude. Gender differences have been a topic of discussion since antiquity. Gender inequalities aren't just about biological issues; they also manifest themselves in variations in men's and women's talents. Gender disparities, according to Keitel (2003: 42), not only result in differences in mathematical skill, but also in the manner in which mathematical knowledge is acquired. In addition, Keitel stated, "Gender, social, and cultural dimensions are very powerfully interacting in the conceptualization of mathematics education,... ". In the classroom, both male and female students have the right and chance to participate actively in the learning process. In any educational environment, male and female students have equal access to the literature in the classroom. However, the materials studied and teachers' views may have a positive or negative impact on students' perceptions of themselves and society. Research Umar declared that modern society is still accepting the heritage culture in which males are seen as the first sex and women are viewed as the second sex, or what is known as the societal patriarchy system (Umar, 2004: 19). Because mathematics is seen as the eyes of a lesson for men, the stem has no direct influence on the development of mathematics in women's children. As a result, men's and women's perceptions of mathematics differ, and as a result, men's and women's learning outcomes differ. It confirmed for Orton that there is still a society that believes mathematics is a lesson for males and other teachings for women's children (Orton, 1992: 122). The teachers engage with the children of men much more than the children of women in the classroom, and they pay much more attention to and encourage the children of men than the children of women, as well as children of men are more conscious. Men's children, on the other hand, have a higher effort than women's offspring, which is a good thing (Orton, 1992: 124). The authors are interested in learning about the role of instructors in comprehending gender equality in the mathematics learning process at SMK Negeri 6 Seluma through academic supervision, based on the backdrop given. Abstract. Through academic supervision, the goal of the study was to determine the rising involvement of teachers in comprehending gender equality in the mathematics learning process at SMK Negeri 6 Seluma. School action research is the sort of study. Teacher observation and student questionnaires are two methods for gathering data. According to the findings of the study, academic supervision can help teachers better comprehend gender equality in the mathematics learning process.


Introduction
Mathematics is a universal knowledge that is useful for human life and underpins the creation of modern technology, as well as playing a vital role in the advancement of human brainpower. Mathematics is necessary for all areas; without it, all challenges can be encountered (Soedjadi, 2000: 43). Gender inequalities are one of the internal issues that need to be addressed when it comes to mathematical aptitude. Gender differences have been a topic of discussion since antiquity. Gender inequalities aren't just about biological issues; they also manifest themselves in variations in men's and women's talents. Gender disparities, according to Keitel (2003: 42), not only result in differences in mathematical skill, but also in the manner in which mathematical knowledge is acquired. In addition, Keitel stated, "Gender, social, and cultural dimensions are very powerfully interacting in the conceptualization of mathematics education,... ".
In the classroom, both male and female students have the right and chance to participate actively in the learning process. In any educational environment, male and female students have equal access to the literature in the classroom. However, the materials studied and teachers' views may have a positive or negative impact on students' perceptions of themselves and society.
Research Umar declared that modern society is still accepting the heritage culture in which males are seen as the first sex and women are viewed as the second sex, or what is known as the societal patriarchy system (Umar, 2004: 19). Because mathematics is seen as the eyes of a lesson for men, the stem has no direct influence on the development of mathematics in women's children. As a result, men's and women's perceptions of mathematics differ, and as a result, men's and women's learning outcomes differ.
It confirmed for Orton that there is still a society that believes mathematics is a lesson for males and other teachings for women's children (Orton, 1992: 122). The teachers engage with the children of men much more than the children of women in the classroom, and they pay much more attention to and encourage the children of men than the children of women, as well as children of men are more conscious. Men's children, on the other hand, have a higher effort than women's offspring, which is a good thing (Orton, 1992: 124). The authors are interested in learning about the role of instructors in comprehending gender equality in the mathematics learning process at SMK Negeri 6 Seluma through academic supervision, based on the backdrop given.

Material and Method
School action research is a form of study like this. It is a self-reflection activity that education actors engage in to improve: (1) their educational practices; (2) their understanding of the practice; and (3) the context in which the practice is applied (Lestari, 2008:8).
Working processes in action research were carried out in two cycles, each of which included four phases of activity: (1) developing an action plan; (2) acting; (3) making observations; and (4) reflection. The study will take place at SMK Negeri 6 Seluma. A mathematics instructor at SMK Negeri 6 Seluma was the subject of the investigation.
Teacher observation and student questionnaires are two methods for gathering data. The Learning Implementation Assessment Instrument was used to collect data from teachers in the form of classroom performance related to the implementation of the teaching and learning process. In the meantime, student questionnaires were utilized to collect data and information about how gender equality is used in the mathematical learning process.
The Learning Implementation Assessment Instrument assesses a total of 20 indicators, which are listed in the following table: Table 1 Indicators in Assessment of Learning Implementation The results of processing the observation data are then divided into 3 categories with the following criteria : Table 2 Categorizing Data Observation Teacher

-59 Bad
In addition, when the teacher completed the mathematical learning process, student responses were collected. This student survey is about mathematics teachers' learning processes from a gender perspective, covering learning materials, delivery methodologies, learning systems, and learning assessments.

Results and Discussion Results
Student understanding of the material mathematical a student conducting exercises that exist to train the students' grasp of restricted ap material that has been studied, and students working on simulations or practice are the learning procedures in cycle 1. In front of the class, a student is allowed to convey the outcomes of talks with friends next door about the content. From the mathematical content that has just been reviewed, the teacher draws broad inferences. The performance of a mathematics instructor concerned with gender equality in the mathematics learning process is observed. The results of observations of the teacher's role in comprehending gender equality in the mathematics learning process in cycle I am summarized below: According to the data in the table above, the overall average value of teachers' role in the awareness of gender equality in the mathematics learning process is 60,00, and no one has achieved the Good requirement.
The following table summarizes the results of the questionnaire students concerning studying mathematics from the gender perspective of the teacher: According to table 4, 44.12 percent of students in class X TKJ agree with the process of learning mathematics from the teacher's gender perspective, whereas 55.88 percent of students disagree. Students in class X MM agree 47.37 percent of the time and disagree 52.63 percent of the time with the learning process of mathematics teachers from a gender perspective.
The role of instructors in recognizing gender equality in the mathematical learning process, in general, is still not successful, according to teacher observation data and student questionnaires from Cycle 1. The following are some of the benefits that teachers have experienced during the implementation of learning in cycle 1: (1) lesson planning is wellstructured, neat, and organized; (2) instructors are enthusiastic about teaching, and (3) teachers are aware of gender equality when it comes to accessing mathematical learning materials. Whereas the following weaknesses of teachers are encountered: (1) the air is still learning centers at the teacher and does not provide female students a full opportunity to learn mathematics; (2) the lack of discussion and question and answer for female students; (3) teachers' lack of Syalendra Putra, et. Al., 2022 Improving Teacher 'S Ability to Understand Gender Equality in The Mathematics Learning Through Academic Supervision in Vocational High School 49 | Vol. 2 , N o . 1 , 2 0 2 2 ( 45-52) classroom management; (4) less interactive problem simulation; and ( 5) teachers' tendency to be inactive and provide little assistance to some students who are actively engaged in learning...
In cycle 2, students have the same opportunity to grasp the subject of math, and all students actively participate in debriefing with their classmates, which is facilitated by the teacher. Students work on current practice questions to improve their grasp of the topic covered. Students can work as singles, in pairs, or in groups with friends in the existing simulation. If all students are active, they will receive positive benefits. Students are guided by the teacher during learning activities in the form of sufficient explanations without offering answers to the problems examined or in the form of targeted inquiries so that they are aware of mathematical ideas. In front of the class, all male and female students were allowed to present the outcomes of their discussion with their next-door neighbors about the learning content. Other students in the class have the opportunity to comment on the student's presentation and receive feedback from the teacher. Students and teachers draw broad generalizations from the newly acquired knowledge.
The results of observations on the teacher's role in recognizing gender equality in the mathematics learning process in cycle II are summarized below:

Category Good Good
Based on table 5, it can be seen that the overall average value of the teacher's role in understanding gender equality in the mathematics learning process is 80, 00 and all of them have reached the Good criteria.
The following table shows the results of a student questionnaire about the process of learning mathematics from the perspective of the teacher's gender: From a gender perspective, the majority of students in class X TKJ agree with the technique of studying mathematics, with 82 percent agreeing and 17 percent opposing, as shown in the chart above. In class X MM, 73.68 percent of pupils agree with the manner of studying mathematics, while 26.32 percent disagree, based on the teacher's gender.
As indicated by the recapitulation data on teacher observation scores and the findings of student surveys in Cycle II, the teacher's role in recognizing gender equality in the mathematics learning process has typically been successful. Furthermore, the results of the student survey suggested that the teacher's gender perspective on the mathematics learning process was well received. Strengthening the role of the teacher in the understanding of gender equality in the process of learning mathematics has grown by 20.00 thanks to academic supervision. Furthermore, the rise in student responses agreeing with mathematics professors' learning method increased by 32.27 percent when viewed from a gender viewpoint. The findings of observations and student questionnaires for each cycle are depicted in the diagram below.

Figure 1. Results of Observations and Questionnaires for Each Cycle
Overall, research findings suggest that academic supervision might help instructors better grasp gender equality in mathematics education. The findings of this study agree with those of Subandiyo (2018), Astutik (2016), and Sukhemi (2014), who found that academic supervision had a substantial impact on improving instructors' ability to attain educational goals. Academic supervision is important for offering convenience and assisting teachers in reaching their full potential. Academic monitoring can help teachers enhance their abilities so The average score of teacher observations The average score of student questionnaire findings who agree that the overall learning program is more effective and efficient. Teachers are allowed to improve their performance and are instructed to tackle various challenges they confront through supervision. According to Hamalik (2006:48), supervision refers to all efforts made by supervisors in the form of support, guidance, motivating movement, advice, and direction to improve instructors' abilities to teach and learn, thereby improving student learning outcomes. Supervision is an effort to improve the quality of learning by fostering school workers, particularly teachers. According to Kurnia (2010:8), improving the quality of learning can boost student accomplishment. In other words, supervisory activities imply that a teacher must be prepared to be supervised at any time. Educational problems can be readily remedied if teachers and principals understand the function and role of supervision.
Furthermore, a solid understanding of gender equality in mathematics learning allows teachers to actively participate in the learning process by providing guidance, discussions, and questions and carrying out tasks to students individually and in groups in a more efficient manner. This can be seen in the classroom, as all students are engaged in group work and enthusiastic about completing assignments individually and in groups. According to Syah and Rahayu's definition of active learning (2009:13), active learning is defined as learning that needs all students and teachers to be physically, cognitively, emotionally, morally, and spiritually active.
Mentoring teachers through academic supervision would assist both teachers and students in independently constructing information (knowledge) through learning activities. This type of self-constructed knowledge will be more valuable and last longer. Data t anticipated matter of mathematics who learns to be better understood and ultimately increase the quality of the learning process of mathematics by working together to help each other and providing ideas. The core skill of academic supervision, according to Subandiyo (2018:43), is to support teachers in increasing the quality of the learning process.