Kepemimpinan perempuan dalam sekolah ramah anak merupakan fenomena di mana perempuan memegang otoritas di ranah publik karena terdapat budaya patriarki. Dalam mengelola sekolah ramah tersebut terdapat permasalahan yang dihadapi meliputi marginalisasi, subordinasi, stereotipe, kekerasan, dan beban ganda sehingga perempuan mengalami ketidakadilan gender. Akan tetapi, TK Tunas Mekar Desa Triharjo dapat memberikan ruang bagi perempuan untuk menjalankan kepemimpinan sehingga membuktikan bahwa perempuan mampu menjalankan kepemimpinan melalui interpretasi dan pelaksanaan program sekolah ramah anak. Permasalahan yang dibahas adalah kepemimpinan perempuan dalam mengelola sekolah ramah anak dengan perspektif teori gender Mansour Fakih.
Penelitian ini menggunakan metode kualitatif dengan pendekatan etnografi. Penelitian ini menggunakan jenis penelitian lapangan. Terdapat sumber data yang digunakan dalam penelitian ini meliputi sumber data primer dan sekunder. Teknik pengambilan data dalam penelitian ini menggunakan teknik observasi partisipasi, wawancara, dan dokumentasi. Dalam mengambil data, peneliti melakukan wawancara dengan kepala sekolah, guru, dan wali peserta didik di TK Tunas Mekar Desa Triharjo. Data yang telah diperoleh dari informan dianalisis menggunakan teknik triangulasi melalui tiga tahap, triangulasi data, triangulasi waktu, dan triangulasi metode.
Hasil penelitian ini menunjukkan bahwa kepemimpinan perempuan di TK Tunas Mekar Desa Triharjo meliputi interpretasi dan pelaksanaan program sekolah ramah anak. Interpretasi dilakukan melalui tata kelola pemerintah yang tepat, anti diskriminasi, pemberian hak peserta didik, dan penghargaan terhadap prestasi. Dalam pelaksanaannya, terdapat modifikasi program, program turunan Dinas Pendidikan, pembuatan kurikulum, pelaksanaan kegiatan luar sekolah, dan kegiatan kerohanian. Terdapat dampak bagi peserta didik dan guru. Meskipun demikian, terdapat bentuk ketidakadilan gender meliputi marginalisasi, subordinasi, stereotipe, kekerasan, dan beban ganda dalam interpretasi dan pelaksanaan program sekolah ramah anak.

ABSTRACT:
Women’s leadership in child – friendly schools is a phenomenon where women hold authority in the public sphere because there are patriarchal culture. In managing these friendly schools, there are problems faced including marginalization, subordination, stereotypes, violence, and double burdens so that women experience gender inequality. However, Tunas Mekar Kindergarten Triharjo village can provide space for women to exercise there by proving that women are capable of exercising leadership through the interpretation and implementation of child – friendly school programs. The problem discussed is women’s leadership in managing child – friendly schools with the perspective Mansour Fakih’s theory.
This research uses qualitative methods with an ethnographic approach. This research uses a type of field research. There are data source used in this research including primary and secondary sources. Data collection techniques in this research used participant observation, interviews, and documentation techniques. In collecting data, researchers conducted interviews with school principals, teacher, and guardians of students at Tunas Mekar Kindergarten Triharjo Village. Data obtained from informants were analyzed using triangulation techniques through three stages, data triangulation, time triangulation, and method triangulation.
The results of this research show that women’s leadership in Tunas Mekar Kindergarten Triharjo Village includes interpretation and implementation of child – friendly school programs. Interpretation is carried out through appropriate government governance, anti – discrimination, providing student rights, and rewarding achievements. In its implementations, there are program modifications, derivative programs from the Department of Education, curriculum creation, implementation of extramural activities, and spiritual activities. There are impacts for students and teachers. However, there are form of gender injustice including marginalization, subordination, stereotypes, violence, and double burdens in the interpretation and implementation of child – friendly school programs.