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All Journal LITE: Jurnal Bahasa, Sastra, dan Budaya Briliant: Jurnal Riset dan Konseptual JURNAL SINEKTIK E-Structural Jurnal Ilmiah Sekolah Dasar DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Didaktik : Jurnal Ilmiah PGSD STKIP Subang DWIJALOKA Jurnal Pendidikan Dasar dan Menengah CENDEKIA : Jurnal Ilmu Pengetahuan ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Jurnal CULTURE (Culture, Language, and Literature Review) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Jurnal Wawasan Pendidikan Journal for Lesson and Learning Studies STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran ACADEMIA: Jurnal Inovasi Riset Akademik Praniti Jurnal Pendidikan, Bahasa, dan Sastra Indonesian Journal of Elementary School Buletin Antropologi Indonesia Jolly: Journal of English Education
Muhammad Arief Budiman
Universitas PGRI Semarang
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Energy Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Keefektifan Penggunaan Metode SAS Berbantu Media Kartu Kalimat terhadap Kemampuan Baca Anak Fatiha Fadhilatunnisa Faroid; Muhammad Yusud Setia Wardana; Muhammad Arief Budiman
Indonesian Journal of Elementary School Vol 3, No 2 (2023): November 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijes.v3i2.17170

Abstract

Latar belakang yang mendorong penelitian ini adalah rendahnya hasil belajar siswa pada mata pelajaran Bahasa Indonesia kelas II SD Negeri 2 Baleraksa. Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan metode SAS (Struktural Analitik Sintetik) berbantu media kartu kalimat dalam kemampuan membaca pada siswa kelas II SD N 2 Baleraksa. Jenis penelitian ini adalah kuantitatif. Hasil dari penelitian ini yaitu setelah diterapkannya metode SAS berbantu media kartu kalimat kemampuan membaca siswa semakin meningkat. Hal ini diketahui dari hasil perhitungan ketuntasan hasil belajar siswa. Dimana diperoleh nilai ketuntasan belajar klasikal sebesar 95.45%. Selain itu uji-t menunjukan nilai thitung  19.8 ˃ ttabel 2.09, yang artinya terdapat pengaruh dari metode SAS berbantu media kartu kalimat terhadap kemamouan membaca siswa. Sehingga dapat disimpulkan bahwa metode SAS berbantu media kartu kalimat efektf digunakan dalam pembelajaran bahasa Indoneisa terhadap kemampuan baca anak kelas II SD N 2 Baleraksa.
Analisis Kesulitan Belajar Kosakata Bahasa Inggris pada Siswa Kelas II SD Negeri Duren Temanggung Anggita Lia Anggraini; Muhammad Arief Budiman; Lina Putriyanti
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 6 No 2 (2023): Juni
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdas.v6i2.2873

Abstract

This study has two objectives namely to identify and describe the factors that influence the difficulty of learning English vocabulary in grade II students at SD Negeri Duren Temanggung Regency and to identify and describe solutions to overcome difficulties in learning English vocabulary in grade II students. This type of research is descriptive qualitative. The research subjects were class II students. Data collection techniques using observation, interviews, questionnaires, documentation and tests. Data analysis procedures used the Miles & Huberman interactive model technique (data reduction, data presentation and conclusion). The results of the study showed that there were still many students having difficulty learning English vocabulary in writing and vocabulary mastery from 19 students as many as 12 students had difficulty especially in writing (writing) and vocabulary mastery. Two factors that cause students to have difficulty learning English vocabulary are internal factors and external factors. The conclusion of this study is that there are several factors that influence students' difficulties in learning English vocabulary material. These factors are internal factors and external factors.
IMPLEMENTASI PENDIDIKAN KARAKTER GEMAR MEMBACA DALAM MATA PELAJARAN BAHASA INGGRIS DI KELAS IV SD NEGERI REJOSARI 03 Anifatul Fitriyana; Muhammad Arief Budiman; Ari Widyaningrum
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 04 (2023): Volume 09 No. 04 September 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i04.1610

Abstract

ABSTRAK Pendidikan karakter menjadi wacana sentral pendidikan di Indonesia sejak 2010. Berdasarkan riset yang dilakukan Kemendikbudristek, pandemi covid-19 telah menimbulkan learning loss literasi dan numerasi yang signifikan. Rendahnya minat baca peserta didik pada mata pelajaran Bahasa Inggris, kurangnya pemanfaatan perpustakaan sekolah semenjak pandemi, dan hasil belajar peserta didik. Fokus penelitian ini adalah mengenai Bagaimana implementasi pendidikan karakter gemar membaca dalam proses pembelajaran bahasa Inggris di kelas IV SD Negeri Rejosari 03?. Tujuan dalam penelitian ini adalah untuk mengetahui implementasi pendidikan karakter gemar membaca dilihat dari strategi pembelajaran, motivasi, dan juga hasil belajar peserta didik. Metode pada penelitian ini adalah metode kualitatif deskriptif. Penelitian ini berlokasi di SD Negeri Rejosari 03 Kota Semarang, Kecamatan Semarang Timur. Sampel penelitian ini adalah 19 peserta didik kelas IV, guru bahasa Inggris dan kepala sekolah. Data dalam penelitian ini diperoleh melalui observasi, wawancara, angket, tes, dan dokumentasi. Hasil penelitian menunjukan 1) Implementasi pendidikan karakter gemar membaca di kelas IV SD Negeri Rejosari 03 dengan indikator (a) kemampuan menangkap isi bacaan, (b) kemampuan menjawab pertanyaan berdasarkan isi bacaan, dan (c) pemanfaatan perpustakaan sekolah oleh peserta didik, belum terlaksana secara maksimal. 2) Strategi yang digunakan dalam pelajaran Bahasa Inggris berbasis pendidikan karakter gemar membaca bervariasi disesuaikan dengan materi pembelajaran. 3) Faktor penghambat implementasi pendidikan karakter dalam mata pelajaran bahasa Inggris di kelas IV SD Negeri Rejosari 03 yakni kurangnya minat membaca pada peserta didik, kurangnya SDM yang hanya mengandalkan kemampuan guru kelas (belum ada guru khusus mata pelajaran bahasa Inggris, guru belum membuat modul ajar secara rutin, dan keterbatasan waktu. Dengan demikian dapat disimpulkan bahwa implementasi pendidikan karakter gemar membaca di kelas IV SD Negeri Rejosari 03 sudah menggunakan strategi yang bervariasi disesaikan dengan materi pembelajaran, namun belum terlaksana dengan maksimal hal ini dikarenakan beberapa indikator belum tercapai. Selain itu, juga terdapat beberapa faktor penghambat seperti kurangnya minat membaca pada peserta didik, kurangnya SDM yang hanya mengandalkan kemampuan guru kelas tanpa guru mata pelajaran khusus bahasa Inggris, dan adanya keterbatasan waktu. Kata Kunci: implementasi, karakter gemar membaca, pelajaran bahasa Inggris, pendidikan karakter
PENGEMBANGAN MEDIA PEMBELAJARAN SCRAMBLE WORDS PADA MATA PELAJARAN BAHASA INGGRIS KELAS IV A SD ISLAM DARUL HUDA SEMARANG Andina Isna Ghani Saputri; Muhammad Arief Budiman; Mira Azizah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 04 (2023): Volume 09 No. 04 September 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i04.1628

Abstract

The problem was found that 57% of students found it difficult to learn English. Especially in writing and reading skills, learning media is limited. The aims of this research are 1) to know the characteristics of Scramble Words media, 2) to know the validity of Scramble Words media, 3) to know the practicality of Scramble Words media. This study uses the Research and Development (RnD) method. Data collection techniques using interviews and questionnaires. Data analysis using descriptive qualitative and descriptive quantitative. The results showed that the Scramble Words media was declared valid with a very feasible category with the results of the analysis of the media expert validation of 97.5% and the results of the analysis of material expert validation of 100%. The Scramble Words media was declared practical by obtaining a percentage of 82% in the strongly agree category, through the results of the student response questionnaire analysis. Through the results of the teacher's response questionnaire analysis, a percentage of 80% was obtained in the strongly agree category. Based on the results of this study the Scramble Words media developed was stated to be valid and practical to use in the learning process.
Warak Ngendog as a Hybrid Cultural Symbol: Negotiating Urban Multicultural Identity in Semarang, Indonesia Muhammad Arief Budiman; Nur Hidayat; Sri Wahyuni; Ikha Listyarini; Mei Fita Asri Untari; Murywantobroto; Heri Saptadi Ismanto
Buletin Antropologi Indonesia Vol. 3 No. 1 (2026): January
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/bai.v3i1.5886

Abstract

This study examines Warak Ngendog as a hybrid cultural symbol that reflects the negotiation of urban multicultural identity in Semarang, Indonesia. In the context of globalization and rapid urban transformation, local cultural traditions are increasingly challenged to maintain their relevance while simultaneously adapting to new social, economic, and digital environments. This research aims to analyze how Warak Ngendog embodies cultural hybridity, how it is interpreted by the community, and how it contributes to the construction of social cohesion in a multicultural urban society. A qualitative ethnographic approach was employed, involving participant observation during the Dugderan Festival, semi-structured interviews with cultural practitioners and community members, document analysis, and digital ethnography of social media representations. The data were analyzed using thematic analysis informed by cultural hybridity theory, symbolic interactionism, and urban identity studies. The findings reveal that Warak Ngendog represents a symbolic integration of Javanese, Chinese, and Arab cultural elements, functioning as a medium for expressing tolerance and intercultural harmony. The tradition has undergone transformation from a religious-cultural ritual into an urban cultural icon embedded in tourism, digital media, and commercial practices. While this transformation enhances cultural visibility and economic value, it also raises concerns regarding cultural commodification and the potential dilution of its philosophical meanings. Nevertheless, Warak Ngendog continues to play a significant role in strengthening Semarang’s urban multicultural identity and fostering collective belonging among diverse communities. This study contributes to broader discussions on cultural hybridity, urban identity, and multiculturalism by demonstrating how local cultural symbols operate as mechanisms of social integration in contemporary urban societies. It also highlights the importance of balancing cultural preservation with modernization in sustaining intangible cultural heritage.
BEYOND TECHNICAL SKILLS: POSITIVE BEHAVIOR SUPPORT AS A FOUNDATION FOR AI-ERA COMPETENCIES IN ELEMENTARY TEACHER EDUCATION Muhammad Arief Budiman; Anggun Dwi Setya Putri; Risma Septiana; Senopati Mahesa Bhirawa; Shafira Melinda Sundus; Syams Aris Ibrahim; Thesalonica Nur Ayua Rensi
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10096

Abstract

AI integration demands ethical competence and emotional regulation in students, yet the preparation of PGSD teachers within the Positive Behavior Support (PBS) framework remains very limited. This study aims to analyze PBS as a supportive learning environment framework aligned with the Merdeka Curriculum and the Pancasila Student Profile. Using a mixed-methods design with 182 elementary school teachers and PGSD students, the research phase included a quantitative survey and in-depth semi-structured interviews. Statistical findings indicate that respondents' PBS knowledge level had a high average score of 4.08. Through structural model analysis, it was demonstrated that PBS knowledge significantly predicted classroom management practices (β = 0.58), which in turn influenced character alignment (β = 0.54) and teaching competency in the AI ​​era (β = 0.49). There was an indirect effect through the curriculum alignment variable of 0.22. Qualitative findings confirmed that PBS strengthens human-centered pedagogy, encourages responsible use of technology, and optimizes the formation of religious and independent character. The main conclusion of the study establishes PBS as the foundation for future teacher professionalism for the sustainability of inclusive national education reform. The integration of PBS into the PGSD curriculum is urgently needed to produce professional educators who are responsive to students' social-emotional needs while simultaneously guiding technological transformation throughout Indonesia in a sustainable, humanistic manner.
THE EFFECT OF INQUIRY-BASED LEARNING (IBL) ON STUDENTS’ ENGAGEMENT AND CRITICAL THINKING SKILLS IN AN EFL CLASSROOM: A QUASI-EXPERIMENTAL STUDY Sri Wahyuni; Nur Hidayat; Davron Aslonqulovich Juraev; Muhammad Arief Budiman
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.12032

Abstract

English as a Foreign Language (EFL) learning continues to face challenges in enhancing student engagement and developing critical thinking skills required in the 21st century. This study investigates the effect of Inquiry-Based Learning (IBL) on students’ engagement and critical thinking skills in an English as a Foreign Language (EFL) classroom. Employing a quasi-experimental design with a non-equivalent control group, the research involved 56 undergraduate students (in Universitas PGRI Semarang) divided into a control group (n = 28) and an experimental group (n = 28). The experimental group received instruction through the Inquiry-Based Learning approach for one semester, while the control group was taught using conventional teacher-centered methods. Data were collected using a Student Engagement Questionnaire measuring behavioral, emotional, and cognitive engagement, as well as a Critical Thinking Test to assess students’ higher-order thinking skills. Both groups completed pre-tests and post-tests to examine changes before and after the intervention. The data were analyzed using descriptive and inferential statistics to determine significant differences between groups. The findings indicate that students exposed to Inquiry-Based Learning demonstrated higher levels of engagement and significantly improved critical thinking skills compared to those in the control group. These results suggest that IBL is an effective pedagogical approach for fostering active learning and higher-order thinking in EFL contexts. ABSTRAK Pembelajaran bahasa Inggris sebagai bahasa asing (EFL) masih menghadapi tantangan dalam meningkatkan keterlibatan mahasiswa dan mengembangkan keterampilan berpikir kritis yang diperlukan pada abad ke-21. Penelitian ini menyelidiki pengaruh Inquiry-Based Learning (IBL) terhadap keterlibatan siswa dan keterampilan berpikir kritis dalam kelas English as a Foreign Language (EFL). Dengan menggunakan desain kuasi-eksperimen dengan kelompok kontrol non-ekuivalen, penelitian ini melibatkan 56 mahasiswa (di Universitas PGRI Semarang) yang dibagi menjadi kelompok kontrol (n = 28) dan kelompok eksperimen (n = 28). Kelompok eksperimen menerima pembelajaran melalui pendekatan Inquiry-Based Learning selama satu semester, sedangkan kelompok kontrol diajar menggunakan metode konvensional yang berpusat pada guru. Data dikumpulkan menggunakan Kuesioner Keterlibatan Siswa yang mengukur keterlibatan perilaku, emosional, dan kognitif, serta Tes Berpikir Kritis untuk menilai keterampilan berpikir tingkat tinggi mahasiswa. Kedua kelompok mengikuti pre-test dan post-test untuk mengamati perubahan sebelum dan sesudah intervensi. Data dianalisis menggunakan statistik deskriptif dan inferensial untuk menentukan perbedaan signifikan antar kelompok. Hasil penelitian menunjukkan bahwa mahasiswa yang mengikuti pembelajaran berbasis Inquiry-Based Learning menunjukkan tingkat keterlibatan yang lebih tinggi dan peningkatan keterampilan berpikir kritis yang signifikan dibandingkan dengan mahasiswa pada kelompok kontrol. Temuan ini menunjukkan bahwa IBL merupakan pendekatan pedagogis yang efektif untuk mendorong pembelajaran aktif dan keterampilan berpikir tingkat tinggi dalam konteks EFL.
ENHANCING EFL ORAL ASSESSMENT: IMPLEMENTING GENERATIVE AI FOR POETRY RECITATION EVALUATION Muhammad Arief Budiman; Davron Aslonqulovich Juraev; Nazira Mohubbat Mammadzada; Nisa Prasetyoningtyas; Nita Wahdatul Mustaghfiroh; Prisca Oktaviana Putri; Puteri Ayu Marshanda
CENDEKIA: Jurnal Ilmu Pengetahuan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/cendekia.v6i3.10634

Abstract

The integration of Generative Artificial Intelligence (GAI) in language education offers innovative opportunities for assessment, particularly in evaluating oral and expressive skills. This study investigates the application of GAI-supported assessment in a university-level English as a Foreign Language (EFL) class, focusing on students’ poetry recitation videos. A total of 69 students participated by submitting video recordings of their recitations, which were evaluated using a rubric-based scoring system enhanced with AI analysis. Quantitative results indicated that AI-assisted assessments were consistent and closely aligned with instructor evaluations, demonstrating high reliability in scoring pronunciation, fluency, intonation, and expressiveness. Qualitative analysis of student perceptions revealed that AI feedback was perceived as informative, motivating, and useful for improving oral performance, though some students noted limitations in capturing interpretive nuances. The findings suggest that GAI can effectively support EFL oral assessment, providing timely and reliable feedback while complementing traditional instructor evaluation. Implications for pedagogical practice, curriculum design, and future research in AI-assisted language learning are discussed. ABSTRAK Integrasi Generative Artificial Intelligence (GAI) dalam pendidikan bahasa menawarkan peluang inovatif untuk penilaian, khususnya dalam mengevaluasi keterampilan lisan dan ekspresif. Penelitian ini menyelidiki penerapan penilaian berbantuan GAI dalam kelas Bahasa Inggris sebagai bahasa asing (EFL) tingkat universitas, dengan fokus pada video pembacaan puisi mahasiswa. Sebanyak 69 mahasiswa berpartisipasi dengan mengumpulkan rekaman video pembacaan mereka, yang kemudian dievaluasi menggunakan sistem penilaian berbasis rubrik yang ditingkatkan dengan analisis AI. Hasil kuantitatif menunjukkan bahwa penilaian berbantuan AI konsisten dan sangat selaras dengan penilaian dosen, menunjukkan reliabilitas tinggi dalam menilai pelafalan, kelancaran, intonasi, dan ekspresivitas. Analisis kualitatif terhadap persepsi mahasiswa mengungkapkan bahwa umpan balik dari AI dipandang informatif, memotivasi, dan bermanfaat untuk meningkatkan performa lisan, meskipun beberapa mahasiswa mencatat keterbatasan dalam menangkap nuansa interpretatif. Temuan ini menunjukkan bahwa GAI dapat secara efektif mendukung penilaian lisan EFL, dengan memberikan umpan balik yang cepat dan andal serta melengkapi evaluasi tradisional oleh dosen. Implikasi terhadap praktik pedagogis, desain kurikulum, dan penelitian masa depan dalam pembelajaran bahasa berbantuan AI turut dibahas.
CHATGPT-SUPPORTED PROJECT-BASED LEARNING IN DEVELOPING MOTIVATION, CRITICAL THINKING, AND POETRY APPRECIATION SKILLS Muhammad Arief Budiman; Rakhimov Kholmurot Abdullayevich; Ikha Listyarini; Munifatul Nisa; Nabil Kholisatunnajah; Nafira Zahwa Aulia; Natasya Agustina Madiyani
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.9660

Abstract

The rapid development of generative artificial intelligence offers new opportunities for enhancing project-based learning in teacher education. This study aims to examine the impact of ChatGPT-assisted Project-Based Learning (PBL) on learning motivation, writing anxiety, critical thinking skills, and poetry appreciation among pre-service elementary teachers. A quasi-experimental pretest–posttest control group design was employed involving 171 undergraduate students enrolled in a Children’s Literature Appreciation course. The experimental group participated in ChatGPT-assisted PBL, while the control group engaged in conventional PBL. Data were collected using the L2 Motivational Self System (L2MSS) questionnaire, the Second Language Writing Anxiety Inventory (SLWAI), and analytic rubrics for critical thinking and poetry appreciation. Data were analyzed using descriptive and inferential statistics. The results indicate that students in the ChatGPT-assisted PBL group demonstrated higher learning motivation and critical thinking skills, as well as lower levels of writing anxiety compared to those in the control group. The integration of ChatGPT provided scaffolding support in idea generation, diction selection, and reflective revision, which enhanced students’ confidence and engagement in poetry learning. These findings suggest that AI-assisted PBL can serve as an effective pedagogical strategy to improve both cognitive and affective learning outcomes in teacher education. ABSTRAK Perkembangan kecerdasan buatan generatif membuka peluang baru dalam inovasi pembelajaran berbasis proyek di pendidikan guru. Penelitian ini bertujuan menganalisis pengaruh Project-Based Learning (PBL) berbantuan ChatGPT terhadap motivasi belajar, kecemasan menulis, keterampilan berpikir kritis, dan kemampuan apresiasi puisi mahasiswa calon guru sekolah dasar. Penelitian menggunakan desain kuasi-eksperimental dengan model pretest–posttest control group yang melibatkan 171 mahasiswa pada mata kuliah Apresiasi Sastra Anak. Kelompok eksperimen mengikuti PBL yang terintegrasi dengan ChatGPT, sedangkan kelompok kontrol menggunakan PBL konvensional. Data dikumpulkan melalui kuesioner L2 Motivational Self System (L2MSS), Second Language Writing Anxiety Inventory (SLWAI), serta rubrik penilaian berpikir kritis dan apresiasi puisi. Analisis data dilakukan menggunakan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa mahasiswa pada kelompok PBL berbantuan ChatGPT memiliki motivasi belajar dan keterampilan berpikir kritis yang lebih tinggi serta tingkat kecemasan menulis yang lebih rendah dibandingkan dengan kelompok kontrol. Integrasi ChatGPT memberikan dukungan scaffolding dalam pengembangan ide, pemilihan diksi, dan proses refleksi, sehingga meningkatkan keterlibatan dan kepercayaan diri mahasiswa dalam pembelajaran puisi. Temuan ini menunjukkan bahwa integrasi AI dalam PBL dapat menjadi strategi pedagogis yang efektif untuk meningkatkan kemampuan kognitif dan afektif dalam pendidikan guru.
Negotiating Autonomy and Identity: A Feminist Comparison of Female Protagonists in Runaway Bride And 27 Dresses Muhammad Arief Budiman; Hetty Catur Ellyawati
Jolly Journal of English Education Vol. 3 No. 2 (2025): Jolly: Journal of English Education
Publisher : Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63435/jjee.v3i2.207

Abstract

This study aimed to examine how women are represented in popular romantic comedy films by analyzing the portrayal of female agency and gender roles in Runaway Bride and 27 Dresses. Grounded in feminist film theory, the research seeks to understand how the female protagonists negotiate personal autonomy, romantic expectations, and societal pressures within patriarchal cultural contexts. Employing a qualitative textual analysis, the study systematically analyzed key scenes, character development, dialogue, and narrative structures in both films to identify recurring themes related to femininity, independence, and conformity to traditional gender norms. The findings indicated that while both films depict women striving for self-fulfillment and independence, their narratives simultaneously reinforced and challenging dominant gender ideologies. These ambivalent representations reflected broader socio-cultural discourses on contemporary femininity and empowerment. The study concluded that romantic comedies occupy a complex position in mediating feminist ideals, reproducing conventional gender expectations while offering limited spaces for female agency. By highlighting these contradictions, the research contributed to feminist media studies and emphasizes the importance of critical media literacy in interpreting gender representation in mainstream cinema.
Co-Authors ALFIAN EKO PAMBUDI Andina Isna Ghani Saputri Angelusia Amanda Fatin Anggita Lia Anggraini Anggita Yuli Puryati Anggun Dwi Setya Putri Anifatul Fitriyana Anisatus Saidah Aprilia Rahmayani Arfilia Wijayanti Ari Widyaningrum Ari Widyaningrum Aries Tika Damayani Ary Susatyo N Choirul Huda Davron Aslonqulovich Juraev Dewi Kusumaningrum Dhea Adeliva Jajuwanda Dhea Ayu Alifvia Dinda Fakhira Ramadhani Dwi Rosmawati Dyah Citra Kurniawati Eka Sari Setianingsih Fajar Cahyadi Fajar Choirun Nafsanto Fatiha Fadhilatunnisa Faroid Fhafha Fadhella Riziqsiwi Filia Prima Artharina Fine Reffiane Fitria Kalifah Friska Anggun Cintami Henry Januar Saputra Heri Saptadi Ismanto Hesti Mai Wijayanti Hetty Catur Ellyawati, Hetty Catur Husni Wakhyudin Ikha Listyarini Ilmi Hidayah Ismi Dina Putri Amalia Jiehan Noeril Isvyna Soeharyono Joko Siswanto Karina Rizqi Purbarini Kevin Nugraha Khusnul F ajriyah Khusnul Fajriyah Mei Fita Asri Untari Mila Nur Afifah Mira Azizah Mudzanatun Mudzanatun Muhammad Aniq Khairul Basyar Muhammad Yusud Setia Wardana Munifatul Nisa Murywantobroto Nabil Kholisatunnajah Nafira Zahwa Aulia Natasya Agustina Madiyani Nazira Mohubbat Mammadzada Nisa Prasetyoningtyas Nita Wahdatul Mustaghfiroh Nur Ba’diah Maulida Nur Hidayat Nurma Dwi Lestari Prisca Oktaviana Putri Puteri Ayu Marshanda Putriyanti, Lina Rakhimov Kholmurot Abdullayevich Ratini Ratini Rieke Dwi Wulandari Risma Septiana Rofian, Rofian Senopati Mahesa Bhirawa Shafira Firdaus Sarjono Shafira Melinda Sundus Sri Wahyuni SUCANDRA SUCANDRA Suyitno Suyitno Syaifatul Anisa Fitriana Syams Aris Ibrahim Syecha Nurun Nizma Thesalonica Nur Ayua Rensi Tyas Anggun Firdausia Vina Nurul Hidayati Wijayanti Hidayatolah Zahra Faizatun Nahla Zidan Try Kusuma