تحليل مواد تعليم اللغة العربية للصف العاشر إصدار وزارة الشؤون الدينية۲۰۲۰ على أساس الجنس (Julia A Greenberg)

This research is motivated by the urgency of studying gender equality in learning materials contained in textbooks. This urgency is based on social cognitive theory which explains that human nature is formed from continuous interaction between cognitive determinants, trait determinants, and environmental determinants. Referring to social cognitive theory, the use of textbooks inside and outside the classroom is categorized as a repetitive activity, which has unknowingly influenced students' perceptions and social behavior. In Arabic, gender differences often occur in the use of words or sentences, even leaving the impression on many people that this language is an androcentric language (male biased), in which it actually contributes a lot of gender bias concepts. This research aims: 1) To know the values of gender equality in the Arabic language teaching book for the tenth grade, issued by the Ministry of Religious Affairs 2020, on the basis of gender Julia A Greenberg 2) To know the gender bias in the Arabic language teaching book for the tenth grade, issued by the Ministry of Religious Affairs 2020, on the basis of gender Julia A Greenberg. The research adopts a library research approach, with the primary data source being the Arabic language textbook for grade X Madrasah Aliyah, issued by the Ministry of Religion in 2020. Secondary data is drawn from books, journals, and other relevant articles related to the research topic. The analysis is conducted using the content analysis method. The findings reveal that: 1) the Arabic language textbook for grade X Madrasah Aliyah incorporates values of gender equality and fairness in its textual materials and illustrations. 2) instances of gender bias are evident in some materials and image illustrations, where men dominate in various aspects, such as image representation, the use of examples, and occupational roles.