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Elen Inderasari
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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REPRESENTATION OF BASIC EMOTIONS OF CHARACTERS IN JUMBO CHILDREN'S ANIMATED FILMS A STUDY OF LITERARY PSYCHOLOGY THEORY OF PAUL EKMAN Erlin Atifah Azzahrah; Elen Inderasari
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 548-575
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Abstract

Animated films are often considered an effective educational medium in helping children understand and appreciate the importance of managing emotions in daily life. The Jumbo film is an example of an animated film in which there is one of the characters who experiences various forms of basic emotions. Basic emotions are a form of psychological response that arises directly as a result of stimuli, both from the environment and from birth in children. This study aims to describe the basic emotional form of the main character in the Jumbo animated film using a literary psychology approach, based on Paul Ekman's theory of basic emotions, namely sad, angry, surprised, afraid, disgust, and happy. In addition, this study also aims to analyze the educational value of the characters contained in the film. The research method used is qualitative descriptive. The data source was obtained from video footage, scenes, and expressions of the main characters in the Jumbo film, with data collection techniques namely recording, observation, and repetitive footage techniques. The technique of checking the validity of the data in the form of source triangulation techniques and data analysis techniques is carried out using the steps as stated by Moleong, (2022). The analysis process is carried out through: identifying the dialogues, expressions, and actions of the main characters in the Jumbo film that show emotions; classifying the data into six basic emotions according to Paul Ekman; interpreting the meaning of these basic emotions to find the educational value of the characters contained in them. From the data found, there were fifty-two data consisting of six classifications of basic emotions, namely basic emotions of sadness in the form of sadness due to the loss of nine data, sadness due to disappointment two data, sadness due to despair two data, and sadness due to regret three data; basic emotions of anger, the types are anger at the loss of two data, anger directly or spontaneously one data, defensive anger one data, and prejudiced anger five data; basic emotions are surprised, in the form of spontaneity seven data; basic emotion of fear is in the form of realistic fear two data and neurotic fear one data; underlying emotions are insulting in the form of irritation one data; Happy basic emotions are in the form of happy joy two data, happy joy nine data, happy satisfaction three data, and happy enthusiasm two data. In addition, four character education values were also found that are in line with the Ministry of National Education, namely the value of responsibility, the value of hard work, the value of friendship, and the value of social care. With the results of this research, children can be introduced to the concept of basic emotion management and the application of good character education values.
Indonesian Language Learning Curriculum for Foreign Speakers (BIPA) based on moderation at UIN Raden Mas Said Surakarta Elen Inderasari; Dian Uswatun Hasanah; Aminuddin Faryabi; Dede Nugraha Kurniawan
BAHASTRA Vol. 44 No. 1 (2024): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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This research aims to describe the Moderation-Based BIPA Curriculum of UIN Raden Mas Said Surakarta. This research uses qualitative methods and a phenomenological study approach. Data collection in this research is participant observation, observation, interviews and document analysis. The validity of the data in research uses triangulation of methods and data sources. The data analysis technique used in this research is the Cresswel model of phenomenological data analysis. The research results show that the curriculum management that applies to BIPA learning at UIN Raden Mas Said is 1) planning, which includes curriculum objectives, learning, textbooks, facilities and infrastructure, teaching staff, BIPA teaching methods, evaluation design. 2) organization, including study schedules and student data, tools, learning media and infrastructure, learning and its methods. 3) implementation, including learning activities, lesson plans (RPS) documents, textbooks, teaching methods, BIPA institutions related to teacher attitudes and quality, existence of facilities and infrastructure, evaluation, process and assessment. 4) supervision, which includes graduate competency standards, learning process standards, teacher and tutor standards, and learning assessment standards. Meanwhile, the values ​​of religious moderation found are tawassuth (moderate), tawazun (continuous), i'tidal (straight and firm), tasamuh (tolerant), musawah (equality), shura (deliberation), tathawur wa ibtikar (dynamic and innovative) and tadadhdhur (civilized).
Co-Authors Achsani, Ferdian Achsani, Ferdian Adi Nur Alfisyahri, Khoirul Adriana Meiza Hapsari Afifah Nuur Qory'ah Agus Tika Dwi Savira Aisyah Fitri Nur Pangestuti Ali Kusno Ali Kusno Aminuddin Faryabi Amri Adi Nur Salam Ananto, Arif Anggraini, Nabila Syifa Anggun Fatma Mustika Anis Rahmawati Anisa Dimas Tutik Aqnasya Khairul Akhila Ardhiana Syifa Miftahul Jannah Arif Setiawan Arif Setiawan Arina Mana Sikana Arina Mana Sikana Aulia, Zeniar Nur Bagus Wahyu Setyawan Baidi Balqis Aisyah Arifah Bini Lestari Cahyarani, Chairunnisa Lintang Candra Alfiyani Chafit Ulya Chafit Ulya Choirurrohim, Anisa Clarisa Titania Pangestika Danang Wahyu Triantoro Dede Kurniawan Nugraha Dede Nugraha Kurniawan Desti Nur Aini Hidayati Diah Arum Hapsari Diah Arum Hapsari Diah Arum Hapsari Dian Uswatun Hasanah Dwi Kurniasih Dwi Kurniasih Dwi Kurniasih Dwi Kurniasih Dwi Rahmawati Elita Ulfiana Elita Ulfiana Else Liliani Erlin Atifah Azzahrah Erlin Atifah Azzahrah Fajri Syafiah Farah Fauziyah Haqiqi Farah Fauziyah Haqiqi Farida Yufarlina Rosita Faridhatun Nikmah Fatmi, Karisma Nabila Fatqia Rizki Amalia Utomo Ferdian Achsani Ferdian Achsani Ferdian Achsani Ferdian Achsani Gigit Mujianto Giyoto Hanafi, Dzulekha Isnawa Arpiya Hapsari, Diah Arum Harun Joko Prayitno Haryadi Hepy Delinasari Hilmi Mahya M. Hilmy Mahya Masyhuda Ika Martanti Mulyawati Isah Cahyani Jayanti Nofiana Nur Kalpika Cahya Buana Kalpika Cahya Buana Kevin Novan Rio Sianipar Khoirul Adi Nur Alfisyahri Khoirul Adi Nur Alfisyahri Kurniasih, Dwi Kusmanto, Hari Lestari, Bini Lilik Untari Mahsusi Mahsusi Mardiyah, Saputri Ainaul marfu'ah nur jannah Masyhuda, Hilmy Mahya Maulinda Nurul Mia Kusumawati Mokh. Yahya Muh. Yahya Nagari, Gandhi Putri Setya Nas Haryati Setyaningsih Nazulatur Rohmah Nazulatur Rohmah Novianti, Rizky Nugraha, Dede Kurniawan Nur Fitriani Nurul Yuwana Ning Tyas Nurus Saadah Nuryani, Nuryani Oktavia, Wahyu Oky Yahya Aprilia Pangestuti, Aisyah Fitri Nur Purwanto Puspitasari, Nisa Indah Putri Amelia Syahra Putri Dwi Archningtia Rahayu, Cory Riza Mar'atus Sholikhah Riza Mar’atus Sholikhaha Saputri Ainaul Mardiyah Setiawan, Muhammad Alvian Putra Setyaningrum, Rahmada Fitradewi Sikana, Arina Mana Siska Ayu Maharani Siti Nadiyah Khasanah Siti Noor Fazelah Mohd Noor Syahra, Putri Amelia Syihaabul Hudaa Tibyan, Imam Muhijuddin Tiya Agustina Tiya Agustina Tiya Agustina, Tiya Tri Okviana Rahmawati Tri Santoso Umi Nur Sholikhah Utomo, Fatqia Rizki Amalia Wahyu Oktavia Widiyanti, Uma Latifa Yoshi Prapuji Ningthias Zeny Arisa Alfiyah Rofi