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All Journal Eduvest - Journal of Universal Studies Multidisciplinary Indonesian Center Journal
Nanis Regina Choerunnisa
Universitas Majalengka
Religion Aerospace Engineering Humanities Computer Science & IT Earth & Planetary Sciences Education Health Professions Neuroscience Social Sciences Other

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HEROIC NARRATIVES OF GREEK MYTHOLOGY IN THE MOVIES CLASH OF THE TITANS AND WRATH OF THE TITANS: A COMPARATIVE LITERATURE APPROACH Aji Septiaji; Nanis Regina Choerunnisa; Neci Siti Aliyah; Novi Silvia; Erna Rahmawati
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.871

Abstract

This study aims to analyze the representation of heroic narratives in two movies adaptations of Greek mythology, Clash of the Titans (2010) and Wrath of the Titans (2012), through a comparative literature approach and Vladimir Propp's narratology. The main character Perseus is the center of attention in the study of narrative structure because of his role as a mythological hero who faces a series of challenges that are full of values of courage, sacrifice, and determination. Propp's theory is used to identify narrative functions such as dispatch, magical agent, struggle, and transfiguration that appear in both movies. The method used is qualitative with content analysis technique by comparing the stories, characters, and moral messages as well as narrative functions in the two movies with the theme of Greek mythology. The results show that the comparison of the narrative structure of the two movies with the character Perseus has strengths in the dramatic aspects of heroic attitudes in accepting choices and fighting for life so that the integration of heroic material can be adapted to literature learning involving character values. This finding confirms that the narratological approach through comparative literature can be an important pedagogical tool to teach story structures with character values through popular media. This research recommends the utilization of mythological movies in literature learning and character education at various levels of education as a means of strengthening narrative literacy and understanding moral values.
Integration of Augmented Reality in Natural Appearance Learning to Improve The Visual-Spatial Abilities of Elementary School Students Nanis Regina Choerunnisa; Devi Afriyuni Yonanda; Eka Nurhidayat
Eduvest - Journal of Universal Studies Vol. 6 No. 7 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i7.52981

Abstract

This research aimed to investigated the effectiveness of a structured intervention program in enhancing spatial ability among twenty-one participants using a pretest-posttest design. Spatial ability was measured across four dimensions: Spatial Visualization, Spatial Orientation, Spatial Relations, and Mental Imagery. The intervention consisted of systematic training activities designed to develop multiple facets of spatial thinking. Results demonstrated substantial improvements in spatial ability following the intervention, with mean scores increasing from forty-eight point eight-nine at pretest to seventy-seven point four-six at posttest. This improvement represents a fifty-eight percent increase and yielded an exceptionally large effect size of four point three-eight, substantially exceeding the conventional threshold for large effects. The normalized gain analysis revealed a mean value of zero point five-six-five, classified as moderate effectiveness. Notably, the distribution of performance categories shifted dramatically, with all participants successfully transitioning from low to moderate or high performance levels. The paired samples t-test confirmed statistically significant differences between pretest and posttest scores. Improvements were balanced across all four spatial ability dimensions, ranging from fifty-two point nine percent to sixty-three point two percent, indicating that the intervention comprehensively addressed multiple aspects of spatial cognition rather than focusing narrowly on specific components. These findings provide robust evidence that spatial ability is a malleable cognitive competency that can be systematically developed through targeted instruction, with important implications for educational practice, particularly in STEM fields where spatial thinking is fundamental to success.
Co-Authors Aji Septiaji Devi Afriyuni Yonanda Eka Nurhidayat Erna Rahmawati Neci Siti Aliyah Novi Silvia