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All Journal PRIMA : Portal Riset dan Inovasi Pengabdian Masyarakat Jurnal Ilmu Komunikasi Dan Media
Rocky Prasetyo Jati
Program Studi Ilmu Komunikasi, Fakultas Komunikasi dan Desain Kreatif, Universitas Budi Luhur
Aerospace Engineering Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Social Sciences Veterinary

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Konstruksi Semiotik Representasi PTSD pada Karakter Janiyah dalam Film Straw (2025) Safira Dwi Apriyani; Rocky Prasetyo Jati
JKOMDIS : Jurnal Ilmu Komunikasi Dan Media Sosial Vol. 6 No. 2 (2026): Mei - Agustus
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jkomdis.v6i2.4651

Abstract

Post-Traumatic Stress Disorder (PTSD) is increasingly depicted in global cinema, yet its semiotic construction in film remains underexplored in academic discourse. This article aims to examine the semiotic construction of PTSD symptoms represented through the character of Janiyah in the film Straw (2025) and to reveal the social critique embedded in the film regarding mental health stigma. This study employs a qualitative approach using Roland Barthes' semiotic analysis consisting of three levels of meaning: denotation, connotation, and myth. Data were collected through non-participatory observation of six key scenes presenting dialogues, facial expressions, gestures, and visual signs related to Janiyah's psychological condition, analyzed using the Miles and Huberman (2013) model. The findings show that Straw represents three major symptoms of PTSD: hyperarousal, avoidance, and re-experiencing. At the denotative level, the film depicts Janiyah as confused, defensive, emotionally unstable, and hallucinatory toward her deceased child. At the connotative level, these signs reveal unresolved grief, dissociation, social isolation, and an inability to accept reality. At the level of myth, the film criticizes the stigma surrounding mental health and the social construction that expects mothers to remain strong and resilient under any circumstances. Therefore, Straw functions not only as entertainment but also as a form of mass communication that represents psychological trauma and encourages public awareness of mental health.
PENDEKATAN PENGAJARAN INOVATIF UNTUK PENGEMBANGAN PEMIKIRAN KREATIF PADA SISWA SEKOLAH MENENGAH Rocky Prasetyo Jati; Nexen Alexandre Pinontoan; Shinta Kristanty
PORTAL RISET DAN INOVASI PENGABDIAN MASYARAKAT Vol. 3 No. 4 (2024): SEPTEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/prima.v3i4.1297

Abstract

Creative thinking has a crucial role in the digital era and artificial intelligence (AI) today. Community Service Activities (PKM) aims to develop creative thinking in secondary education through innovative teaching methods such as creative content production. PKM activities written in this article were carried out at Asysyakirin Islamic High School, Tangerang. Activities use a participatory action research approach (PAR), which involves collaboration between researchers and participants. PAR steps include needs analysis, program planning, script development, technical assistance, content production, training, and evaluation. The results showed a significant increase in student involvement and creative thinking skills. The use of creative content creates a dynamic and interactive learning environment, changing students from passive recipients to active creators. Creative content provides learning flexibility that helps reduce absence and supports various learning styles. The process of making creative content encourages students to think critically and creatively while improving their technical skills. As a result, students show improved academic performance and creative thinking skills. Implementation of creative content production in Asysyakirin Islamic High School shows the potential of digital tools to change the educational experience. Recommendations for further development include sustainable content production, advanced training, collaborative network, routine evaluation, broader technological integration, technical support, and recognition and incentives. By adopting this method, educational institutions can create a more interesting and effective learning environment, preparing students for future challenges.
Co-Authors Kristanty, Shinta Pinontoan, Nexen Alexandre Safira Dwi Apriyani