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Frikho Fernando Polii
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Advancing SDGs 4, 5, and 16 through Islamic Cultural Conscientization in Indonesian Biographical Cinema: A Freirean–Peircean Analysis Using the CCSP Model Frikho Fernando Polii; Suyatno suyatno; Darni Darni
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.302

Abstract

Objective: How Islamic cultural conscientization is constructed in Indonesian biographical films through pedagogical and semiotic mechanisms. Method: The research adopts a qualitative interpretive-critical design grounded in Freirean conscientization, Peircean semiotics, and postcolonial cultural theory. Data were collected through repeated film observation, time-coded scene documentation, and semiotic transcription of selected cinematic units. Results: The findings indicate that Islamic literacy operates as a cognitive framework for understanding structural inequalities such as colonialism, patriarchy, and feudalism. Affective representations of suffering and moral tension construct empathy as an ethical learning process. Transformative praxis emerges through educational initiatives, organizational leadership, and cultural resistance embedded in cinematic narratives. Novelty: The study develops the Cultural Conscientization Semiotic Pedagogy (CCSP) Model, positioning Indonesian biographical cinema as a medium of Islamic cultural conscientization that integrates cognition, emotion, and social action within SDGsoriented educational discourse. 
Advancing SDGs 4, 5, and 16 through Islamic Cultural Conscientization in Indonesian Biographical Cinema: A Freirean–Peircean Analysis Using the CCSP Model Frikho Fernando Polii; Suyatno suyatno; Darni Darni
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.302

Abstract

Objective: How Islamic cultural conscientization is constructed in Indonesian biographical films through pedagogical and semiotic mechanisms. Method: The research adopts a qualitative interpretive-critical design grounded in Freirean conscientization, Peircean semiotics, and postcolonial cultural theory. Data were collected through repeated film observation, time-coded scene documentation, and semiotic transcription of selected cinematic units. Results: The findings indicate that Islamic literacy operates as a cognitive framework for understanding structural inequalities such as colonialism, patriarchy, and feudalism. Affective representations of suffering and moral tension construct empathy as an ethical learning process. Transformative praxis emerges through educational initiatives, organizational leadership, and cultural resistance embedded in cinematic narratives. Novelty: The study develops the Cultural Conscientization Semiotic Pedagogy (CCSP) Model, positioning Indonesian biographical cinema as a medium of Islamic cultural conscientization that integrates cognition, emotion, and social action within SDGsoriented educational discourse. 
Human-Centred Artificial Intelligence-Supported Critical Film Literacy Model for SDG 4.7: A Postcolonial Study of Indonesian Cinema Frikho Fernando Polii; Suyatno Suyatno; Darni Darni
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.311

Abstract

Objective: The study develops a human-centred model of artificial-intelligence-supported critical film literacy for language education and Sustainable Development Goal (SDG) 4.7. It examines how Indonesian biographical cinema constructs critical awareness and how those constructions can organise responsible AI-supported learning. Method: A qualitative interpretative-critical reanalysis examined Guru Bangsa: Tjokroaminoto, Kartini, and Sultan Agung: Tahta, Perjuangan, dan Cinta. Verbal, visual, narrative, auditory, and cultural signs were analysed through Peircean semiotics, Freirean critical pedagogy, and Bhabha's postcolonial concepts. Abductive cross-film coding organised the evidence into cognitive, affective, and praxis-oriented dimensions and guided pedagogical model derivation. Results: The films construct structural awareness through education, letters, books, public speech, cultural memory, and symbolic spaces; ethical engagement through confinement, exploitation, grief, and responsibility; and transformative agency through organisation, emancipatory literacy, negotiation, leadership, and cultural transmission. These patterns support a six-stage cycle: human first reading, AI-generated alternative interpretation, evidence verification, cultural-bias audit, dialogic synthesis, and independent ethical language production. Novelty: The study integrates critical film literacy, language learning, AI literacy, postcolonial interpretation, and SDGs-oriented education in one operational didactic-semiotic model. Human judgement functions as the organising principle of AI use, while SDG 4.7 provides the central educational purpose and SDGs 5 and 16 provide linked contribution pathways.
Human-Centred Artificial Intelligence-Supported Critical Film Literacy Model for SDG 4.7: A Postcolonial Study of Indonesian Cinema Frikho Fernando Polii; Suyatno Suyatno; Darni Darni
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.311

Abstract

Objective: The study develops a human-centred model of artificial-intelligence-supported critical film literacy for language education and Sustainable Development Goal (SDG) 4.7. It examines how Indonesian biographical cinema constructs critical awareness and how those constructions can organise responsible AI-supported learning. Method: A qualitative interpretative-critical reanalysis examined Guru Bangsa: Tjokroaminoto, Kartini, and Sultan Agung: Tahta, Perjuangan, dan Cinta. Verbal, visual, narrative, auditory, and cultural signs were analysed through Peircean semiotics, Freirean critical pedagogy, and Bhabha's postcolonial concepts. Abductive cross-film coding organised the evidence into cognitive, affective, and praxis-oriented dimensions and guided pedagogical model derivation. Results: The films construct structural awareness through education, letters, books, public speech, cultural memory, and symbolic spaces; ethical engagement through confinement, exploitation, grief, and responsibility; and transformative agency through organisation, emancipatory literacy, negotiation, leadership, and cultural transmission. These patterns support a six-stage cycle: human first reading, AI-generated alternative interpretation, evidence verification, cultural-bias audit, dialogic synthesis, and independent ethical language production. Novelty: The study integrates critical film literacy, language learning, AI literacy, postcolonial interpretation, and SDGs-oriented education in one operational didactic-semiotic model. Human judgement functions as the organising principle of AI use, while SDG 4.7 provides the central educational purpose and SDGs 5 and 16 provide linked contribution pathways.
Co-Authors Darni Darni Suyatno Suyatno