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All Journal Jurnal Pembelajaran Bahasa dan Sastra
Welsi Damayanti
Prodi Pendidikan Bahasa dan Sastra Indonesia, Universitas Pendidikan Indonesia, Jawa Barat, Indonesia
Education Languange, Linguistic, Communication & Media Other

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The Inner Conflict of the Characters in the Novel Sisi Tergelap Surga and the Pedagogical Implications in Digital Modules in High School Tiara Anisa Rahmah; Yulianeta; Welsi Damayanti
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026 | inprogress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1745

Abstract

This study examines the inner conflicts of characters in Brian Khrisna's novel Sisi Tergelap Surga through Kurt Lewin's field theory and formulates their pedagogical implications for a digital module on character and characterization for Grade 12 students in Phase F. The study employed a qualitative descriptive method and a literary psychology approach. The novel served as the primary data source, while six characters with substantial psychological struggles were purposively selected: Juleha, Ujang, Danang, Resti, Sutikno, and Gofar. Data were collected through close reading and systematic note-taking of dialogue, narrated thoughts, actions, other characters' responses, and shifts in decision-making. The analysis mapped internal and external factors, objects of conflict, positive and negative valences, conflict types, and directions of resolution. The findings show that Juleha, Ujang, Resti, Sutikno, and Gofar experience approach—avoidance conflict, whereas Danang experiences avoidance—avoidance conflict. The different conflict centers indicate that personal needs, stigma, poverty, social acceptance, and self-interpretation create distinct valence configurations. These findings were integrated into a digital module through a sequence of activities that included recognizing the novel’s context, substantiating characterization with textual evidence, analyzing conflict and valence, and presenting interpretations through character-map infographics and critical responses. The study provides a framework for using literary psychology to deepen evidence-based character learning while remaining attentive to social context, empathy, and moral evaluation.
Freud's Psychoanalytic Personality Structure in the Film Perayaan Mati Rasa and Its Implications as Teaching Material for Junior High School Febriani Ahmad; Yulianeta; Welsi Damayanti
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026 | inprogress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1751

Abstract

This study aims to describe the personality structure of characters in Umay Shahab’s film Perayaan Mati Rasa based on Sigmund Freud’s psychoanalysis and its implications as literature teaching materials in junior high school. Data were collected through library-based research, with the film serving as the primary data source. The study employed a qualitative descriptive method and a literary psychology approach. The data consisted of dialogues, actions, expressions, and sequences of scenes that demonstrate the operation of the id, ego, and superego in Ian and Uta. Data were collected through repeated viewing, note-taking, and scene-time documentation. The data were analyzed by identifying conflict contexts, classifying evidence into the id, ego, and superego, interpreting the relationships among the three structures, and linking the findings to Phase D literature learning needs. The findings show that the id dominates the early to middle parts of the story through anger, the need for recognition, and resistance to painful situations; the ego works through reality consideration, problem solving, and decision making; while the superego becomes stronger through responsibility, honesty, guilt, and moral integrity. The novelty lies in analyzing all three structures as equally important and dynamically interacting categories rather than focusing only on the dominance of the id, and in translating the findings into scene- and dialogue-based teaching materials that develop students’ viewing, argumentation, empathy, and reflection skills.
Learning to Write a Summary Story Review Using a Dual Strategy through a Google Form-Based Teaching Module Aan Hasanah; Welsi Damayanti; Dinar Nursyifa
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 1 (2026): Januari 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i1.1153

Abstract

Writing a review of literary works is one of the objectives of learning literary theory in higher education. This learning relies on the aspects of reading the object of the review and the writing aspect. Each learning requires a strategy that is appropriate to both the learning objectives and the character of the students. The dual strategy through a Google Form-based teaching module with a file upload option is believed to be effective. The purpose of this study is to describe: 1) the learning procedure for writing a review of the Amir Hamzah saga using a dual strategy through a Google Form-based teaching module with a file upload option; 2) the learning outcomes of writing a review of the Amir Hamzah saga using a dual strategy through a Google Form-based teaching module with a file upload option. The study took place in the odd semester of 2025/2026 at SMK Ar-Rahman Cianjur. This study used a quantitative descriptive method. The study population was 11th grade students who participated in the learning activity of writing a review of the Amir Hamzah saga. They numbered 17 students. The study used a total sample, namely all members of the population were made sample members. Data on writing a summary review of Amir Hamzah was collected using a test instrument in the form of a Google Form-based performance test. The data of Amir Hamzah's summary review writing were analyzed using descriptive statistics, namely mean, percentage, mode, and standard deviation. The results of the study: 1) the learning procedure for writing Amir Hamzah's fable review using a dual strategy through a Google form-based teaching module with the file upload option involved 3 initial activities, 11 core activities, and 2 final activities; 2) the learning outcomes of writing Amir Hamzah's fable review using a dual strategy through a Google form-based teaching module with the file upload option were in the high category.
Co-Authors Aan Hasanah Dinar Nursyifa Febriani Ahmad Tiara Anisa Rahmah Yulianeta