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"Kegiatan memasak di dapur tradisional (area domestik) sering kali dilekatkan pada diri perempuan dan dimaknai sebagai kewajiban sekaligus bentuk pelayanan perempuan kepada keluarga, pasangan, anak-anak, bahkan orang-orang lain yang berada di dekat kehidupan si perempuan. Dengan kata lain, memasak di ruang domestik merupakan pekerjaan tidak terdefinisi. Namun ketika kegiatan memasak beralih ke ruang publik, berubah menjadi sebuah profesi, dengan area kerja yang disebut dapur profesional. Orang-orang yang bekerja di dapur tradisional diberi predikat chef profesional. Ironisnya, perempuan yang sejak berabad-abad lalu telah lekat dengan kegiatan memasak, justru sulit untuk memasuki apalagi menguasai dapur profesional yang sangat dikuasi dan didominasi laki-laki, mulai dari bidang ilmunya (tata boga) hingga industrinya. Sebagai sebuah keterampilan, memasak sejatinya adalah kegiatan yang dapat dilakukan oleh siapa saja, apa pun gendernya. Pada kenyataannya, kegiatan memasak baik di dapur tradisional maupun dapur profesional, selalu menempatkan perempuan pada posisi yang marginal dan tersubordinasi. Untuk mempelajari mengapa perempuan, yang kerap disebut sebagai “ratunya dapur tradisional”, justru sulit menguasai dan mendominasi dapur profesional. Untuk itu, kami membedah sejumlah penelitian terdahulu yang banyak menganalisis mengenai kehidupan kerja perempuan chef, termasuk berbagai bentuk ketidasetaraan gender di tempat kerja, yakni dapur profesional.   

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Cooking activities in traditional kitchen or in domestic area—which are always supposed to be related to women—are interpreted as obligation as well as a form of women's service to their families, spouses, children, and even other people who are close to women's life. In other words, cooking in the domestic area is an undefined job. Regardless of the fact, when cooking activities shifted to public space, it turned into a professional job, a work area which was later called as professional kitchen. People who work in such a professional kitchen are given the title of professional chef. Ironically, such a professional kitchen, that often thought to be easily controlled by women—who for centuries has always been related to cooking activities—is actually controlled and dominated by men, starting from its academic field (tata boga) to the industry. As a skill, cooking is actually an activity that can be performed by anyone, regardless of gender, not just women. In reality, cooking activities, both in traditional and professional kitchens, always place women in marginal and subordinate position. To learn why women, who are often considered as “the queen of traditional kitchen”, are difficult to control and dominate professional kitchens, we examine a number of previous studies that have analyzed the professional life of female chefs, including various forms of gender inequality in the workplace of chefs or the professional kitchen."

"Many traditions in the world require women to master cooking at an early age. Cooking in a traditional kitchen (domestic area) – always attached to women – is often interpreted as an obligation and a form of women’s service to their families, spouses, children, and other people in their lives. Hence, cooking in the domestic space is an undefined job. When these activities shift to a public space, it becomes a profession, with a professional work area, and the workers are predicated professional chefs. Ironically, the professional kitchen, which people assume, could easily be run by women, is controlled and dominated by men. This study focuses on the experience of female chefs in professional kitchens, noting the problems they face and often hinder their career paths, explaining their low numbers. This qualitative study is a feminist perspective with data collection methods from in-depth interviews with female chefs in professional kitchens. The analysis of the primary data was conducted by applying the theory of gender at work developed by Aruna Rao. Our research shows that female chefs face multiple barriers working in professional kitchens: both subtle and overt discrimination, various types of oppression, conscious or otherwise, influencing their decisions when choosing between work and family. This study shows that during their careers female chefs frequently face various gender-based obstacles arising from ability, resources and support, social norms, and deep structures, as well as rules and policy."

"ABSTRACTPenelitian ini dilakukan untuk mendapatkan gambaran mengenai hubungan antara dukungan sosial keluarga dan dukungan sosial teman dengan aspirasi karir mahasiswi. Pendekatan penelitian yang dipakai adalah kuantitatif dengan sampel 100 mahasiswi Fakultas Ilmu Sosial dan Ilmu Politik Universitas Indonesia. Pengukuran dukungan sosial keluarga dilakukan dengan alat ukur Career-Related Parent Support Scale CRPSC Turner, Brissett, Lapan, Udipi, Ergun, 2003 sedangkan pengukuran aspirasi karir mahasiswi menggunakan Career Aspiration Scale Revised CASR Gregor, 2015 . Hasil penelitian menunjukkan bahwa ada hubungan yang signifikan antara dukungan sosial keluarga dengan aspirasi karir mahasiswi dan ada hubungan yang signifikan antara dukungan sosial teman dengan aspirasi karir mahasiswi. Penelitian ini juga menunjukkan dukungan sosial teman lebih berpengaruh terhadap aspirasi karir mahasiswi.

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ABSTRACTThe purpose of this research is to explain the relationship between family social support and friend social support towards female student 39 s career aspirations. It is a quantitative approach research with survey techniques using 100 respondents form Faculty of Social and Political Science University of Indonesia. The family social support was measured using a modification instrument named Career Related Parent Suport Scale CRPSS Turner, Brissett, Lapan, Udipi, Ergun, 2003 and Career Aspiration was measured using a modification instrument named Career Aspiration Scale Revised CASR Gregor, 2015 . The results suggest that there is a positive relationship between family social support and friend social support towards female student 39 s career aspirations. Finally, it also suggest that friend social support is giving more impact to female student rsquo s career aspirations."

"Guru berperan penting dalam proses pembelajaran, bahkan ketika pembelajaranberlangsung secara jarak jauh (PJJ). Beban kerja guru yang bertambah banyak di masaPJJ, juga terdapat guru yang sekaligus berperan sebagai orang tua, dapat berdampak padakondisi kesejahteraan psikologisnya. Sulitnya memisahkan kehidupan pribadi danpersonal selama PJJ, serta keterbatasan dalam interaksi sosial secara langsung dapat turutberperan pada kondisi kesejahteraan guru perempuan. Adanya peningkatan kesadaran(mindfulness) pada diri guru diduga dapat membantu meningkatkan kesejahteraanpsikologis pada guru, dengan cara membantu guru perempuan untuk mempersepsikanketersediaan dukungan yang dibutuhkan di lingkungannya. Penelitian ini bertujuan untukmenguji peran variabel persepsi dukungan sosial sebagai mediator pada hubungan antaramindfulness dengan kesejahteraan psikologis. Penelitian ini melibatkan 117 orang guruSD, perempuan, yang juga berperan sebagai orang tua bagi anak pada kelompok usia kelas 1-3 SD. Pengambilan data dilakukan dengan cara menyebarkan kuesioner secara dalam jaringan (daring) melalui berbagai jejaring media sosial. Penelitian inimenggunakan alat ukur Psychological Well-Being Scale (α=.917), Five Facet of Mindfulness Questionnaire (α=.819), dan Social Provisions Scale (α=.928). Analisis data dilakukan dengan menggunakan uji mediasi. Hasil penelitian ini menunjukkan bahwa persepsi terhadap dukungan sosial berperan sebagai mediator sebagian (partiallymediated) dalam hubungan antara mindfulness dengan kesejahteraan psikologis.

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Teachers play an essential role in the learning process, even when learning takes placeremotely, known as distance learningning (PJJ). With the increasing teachers' workload

psychological well-being. The difficulty of separating professional and personal life

during PJJ, as well as limitations in social interaction can also contribute to the

psychological well-being. Increasing awareness (mindfulness) in teachers is assumed to

improve the psychological well-being, by helping female teachers to perceive the

availability of support needed in their environment. This study aims to examine the role

of the perceived social support on the relationship between mindfulness and

psychological well-being. This study involved 117 primary school teachers, women, who

also act as parents for children in the 1-3 grade. Data was collected by distributing online

questionnaires through various social media. This study used measuring instrument of

the Psychological Well-Being Scale (α = .917), the Five Facet Mindfulness Questionnaire

(α = .819), and the Social Provisions Scale (α = .928). Data analysis was performed

using mediation test. This study indicates that perceived social support play a partially

mediated role in the relationship between mindfulness and psychological well-being.

Kata kunci: Mindfulness; perceived social support; psychological well-being; remote

learning, teachers."

"[ABSTRAKLatar belakang penelitian ini berawal dari masalah yang sering muncul dalam perkembangan karir pada remaja terutama dalam hal memilih, meningkatkan, dan mempertahankan konsistensi dalam memilih karir seperti pilihan pendidikan. Kemampuan itu disebut adaptabilitas karir. Penelitian ini mempertanyakan faktor apa yang mempengaruhi peningkatan adaptabilitas karir. Asumsi yang ditegakkan adalah ketika individu berhasil menerapkan regulasi diri dalam belajar, yang pembentukannya dipengaruhi oleh dukungan sosial, maka perencanaan, pemilihan dan pengembangan karir akan lebih mudah dilakukan. Untuk membuktikan asumsi tersebut, penelitian ini melihat keterakaitan antara dukungan sosial sebagai sumber yang membantu pembentukan keterampilan regulasi diri dalam belajar dengan pembangunan adaptabilitas karir sebagai sikap dan kesiapan dalam menghadapi tantangan perkembangan karir. Penelitian ini menguji kesesuaian model yang melihat peranan dukungan sosial dalam internalisasi regulasi diri dalam belajar sehingga dapat meningkatkan pembangunan adaptabilitas karir yang tinggi. Penelitian ini mengukur tiga variabel yaitu dukungan sosial sebagai variabel independen, regulasi diri dalam belajar sebagai variabel mediator dan adaptabilitas karir sebagai variabel dependen. Partisipan dalam penelitian ini berjumlah 1012 mahasiswa baru dari semua fakultas yang ada di UI dengan pengolahan data menggunakan structural equation model dari Lisrel 8.80, teknik regresi berganda untuk menguji hipotesis yang ditegakkan dan menggunakan anovar untuk memperkaya hasil penelitian. Hasil penelitian ini menunjukkan model yang diajukan sesuai dengan data di lapangan dan membuktikan bahwa variabel regulasi diri dalam belajar adalah mediator penuh antara variabel dukungan sosial dengan variabel adaptabilitas karir. Artinya dukungan sosial hanya akan bermakna dalam pembangunan adaptabilitas karir apabila dimediasi oleh regulasi diri dalam belajar. Perlunya peningkatan peranan dukungan sosial untuk membantu remaja dalam internalisasi regulasi diri dalam belajar agar mereka dapat membangun adaptabilitas karir yang kuat.;

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ABSTRACTThe background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people;The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people;The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people, The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people]"

"Pada tingkat global terjadi peningkatan jumlah perempuan yang bekerja di sektor publik termasuk Indonesia. Namun, peningkatan jumlah pegawai negeri sipil (PNS) perempuan tidak berpengaruh terhadap peningkatan jumlah keterwakilan PNS perempuan pada posisi jabatan tinggi manajerial atau jabatan struktural, yang merupakan bagian dari pengembangan karier dalam Manajemen PNS. Kondisi tersebut juga dihadapi oleh Kementerian Keuangan sebagai kementerian yang memiliki komitmen tinggi dalam penerapan kebijakan pembinaan pegawai yang pro gender. Tujuan penelitian ini untuk mengetahui faktor-faktor dimensi organisasi dan individu yang mempengaruhi pengembangan karier PNS perempuan di Kementerian Keuangan melalui pendekatan post positivisme menggunakan metode kualitatif dengan studi kepustakaan dan wawancara mendalam terhadap informan. Teori dari Viki Holton dan Fiona Dent (2016) melalui aspek individu dan organisasi digunakan dalam melakukan analisis. Hasil penelitian menunjukan bahwa faktor-faktor dimensi organisasi dan individu belum mempengaruhi secara optimal pengembangan karier PNS perempuan di Kemenkeu. Pada dimensi organisasi, Faktor CEO and Senior Management Commitment sangat mempengaruhi pengembangan karier PNS Perempuan di Kemenkeu. Sedangkan dari dimensi individu, take and create oppurtunities mempengaruhi secara optimal pengembangan karier PNS perempuan di Kemenkeu meskipun masih sulitnya PNS perempuan Kemenkeu untuk dipromosikan ke luar wilayah domisili pada unit vertikal karena ketidakjelasan pola mutasi khususnya kepastian jangka waktu mutasi.

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At the global level, there is an increase in the number of women working in the public sector including Indonesia. However, the increased number of female civil servants (PNS) does not affect the increase in their representation in high managerial or structural positions as part of career development in PNS Management. This condition is also faced by the Ministry of Finance which has a high commitment to the implementation of pro-gender staff development policies. The purpose of this study was to determine factors of organizational and individual dimensions that influenced the career development of female civil servants in the Ministry of Finance through a post-positivism approach using qualitative methods with literature studies and in-depth interviews with informants. Theories from Viki Holton and Fiona Dent (2016) regarding the factors of womens career development through individual and organizational aspects are used in conducting analyzes. The results showed that the organizational and individual dimension factors did not optimally affect the career development of female civil servants in the Ministry of Finance. On the organizational dimension, the factor of the CEO and Senior Management Commitment greatly influences the career development of female civil servants in the Ministry of Finance in issuing policies and regulations for pro-gender employee development. Furthermore, the individual dimension, take and create opportunities optimally influence the career development of female civil servants in the Ministry of Finance despite the difficulty of female civil servants in the Ministry of Finance to be promoted outside the domicile area in the vertical unit due to unclear mutation patterns especially the certainty of mutation periods."