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All Journal International Journal of Social Learning (IJSL) Journal of Innovative and Creativity Jurnal Pengabdian Kepada Masyarakat Indonesia
Mita Saputri
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Mitologi dalam Film Moana: Representasi Budaya Polinesia dalam Narasi Disney (Analisis Strukturalisme Claude Lévi-Strauss) Mita Saputri; Raudya Setya Wismoko Putri; Muflikhul Khaq; Lina Ambarwati; Berliana Wahyu Ningtyas
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.418

Abstract

Film Moana merupakan salah satu karya animasi Disney yang mengangkat mitologi dan budaya Polinesia dalam narasi petualangan seorang tokoh perempuan. Studi ini menganalisis bagaimana unsur mitologi dalam film Moana merepresentasikan budaya Polinesia serta bagaimana Disney mengadaptasi elemen-elemen budaya tersebut ke dalam cerita yang lebih universal. Penelitian ini menggunakan pendekatan analisis strukturalisme Claude Lévi-Strauss dan kajian mitologi dalam mengidentifikasi simbol, karakter, dan alur cerita yang berakar pada kepercayaan serta tradisi masyarakat Polinesia. Hasil analisis menunjukkan bahwa film ini memuat berbagai elemen mitologi Polinesia, seperti dewa Maui, Te Fiti dan Te Kā, Tamatoa, dan lautan sebagai entitas hidup, serta konsep perjalanan heroik yang berkaitan dengan warisan leluhur. Meskipun demikian, terdapat pula proses adaptasi dan modifikasi yang dilakukan Disney untuk menyesuaikan dengan narasi khas Hollywood. Kajian ini diharapkan dapat memberikan wawasan mengenai representasi budaya dalam film animasi serta dampaknya terhadap pemahaman global tentang mitologi Polinesia.
Pelatihan Pengembangan Pembelajaran Bahasa Indonesia Berbasis Pendekatan Teaching At The Right Level (Tarl) Bagi Guru Sekolah Dasar Di Kabupaten Bantul Setiawan Edi Wibowo; Ali Mustadi; Supartinah Supartinah; Septia Sugiarsih; Octavian Muning Sayekti; Mita Saputri
Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) Vol. 5 No. 3 (2025): Desember: Jurnal Pengabdian Kepada Masyarakat Indonesia (JPKMI)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpkmi.v5i3.8872

Abstract

Elementary school teachers in Kretek District, Bantul Regency, face various challenges in implementing the Teaching at the Right Level (TaRL) approach in Indonesian language learning, even though the Independent Curriculum emphasizes the importance of recognizing the diversity of individual student abilities. This community service activity aims to provide training to teachers on the TaRL concept and assist them in developing Indonesian language learning tools based on this approach. The activity was carried out through a series of stages, including workshops, mentoring, implementation, and evaluation involving elementary school teachers in Kretek District. Data were collected through pre-tests, post-tests, questionnaires, and observations. The results of the activity showed an increase in teachers' understanding of the concept and application of TaRL, as indicated by an increase in the average score from 62.3 in the pre-test to 84.7 in the post-test. In addition, the teachers successfully developed TaRL-based learning modules and media. Based on the results of the evaluation questionnaire, 86% of participants stated that the training was very useful, 78% felt more confident in implementing TaRL in the classroom, and 72% hoped for further mentoring. Thus, this training has proven effective in improving elementary school teachers' competency in understanding and implementing the TaRL approach in Indonesian language learning and providing practical solutions to differences in student ability in the classroom.
Integrating Music Activities into Social Studies Learning for Grade Students IV SD Pedagogia as a Deep Learning Approach to Improve Conceptual Understanding Muflikhul Khaq; Raudya Setya Wismoko Putri; Lina Ambarwati; Mita Saputri
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2008

Abstract

This study aims to explore the integration of music activities in Social Studies (IPS) learning as a form of implementing deep learning-based pedagogy to improve conceptual understanding of fourth grade elementary school students. Using a qualitative approach with a case study design, data were collected through participatory observation, in-depth interviews with teachers and students, and analysis of learning documents. The results of the study indicate that the integration of music in IPS learning through historical-themed songs, rhythms for memorizing facts, and other creative activities can increase student engagement, facilitate emotional connections with the material, and deepen conceptual understanding of topics such as cultural diversity, the history of the nation's struggle, and social structures. This pedagogical approach also encourages collaboration, creativity, and reflection, which are the main characteristics of deep learning. These findings indicate that music can be an effective means of building a more meaningful and contextual learning experience in the eyes of elementary school students.
MIDI-Based Music Dynamics Learning: A Strategy to Improve Expression and Musical Sensitivity of Third Grade Elementary School Students Pedagogia Muflikhul Khaq; Lina Ambarwati; Raudya Setya Wismoko Putri; Mita Saputri
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.545

Abstract

Music education in elementary schools plays an essential role in nurturing students’ musical sensitivity and vocal expressiveness. However, initial observations of third-grade students at Pedagogia Elementary School showed that singing activities were conducted without accompaniment or expressive guidance, resulting in flat, monotonous performances. This study investigates the effect of a Musical Instrument Digital Interface/MIDI-assisted music-dynamics learning strategy on vocal expression and musical awareness. Using a descriptive quantitative approach with a one-group pretest–posttest design, the study involved 25 third-grade students who learned dynamic markings such as forte, piano, crescendo, and decrescendo supported by MIDI tracks. Data were collected through observation sheets, vocal performance rubrics, and field notes. The findings reveal significant improvements in articulation clarity, in the accuracy of applying dynamic symbols, and in the liveliness of facial expressions. Overall, the results demonstrate that integrating MIDI technology can effectively strengthen expressive singing skills and enrich musical learning experiences in elementary education for young learners.
Co-Authors Ali Mustadi Berliana Wahyu Ningtyas Lina Ambarwati Muflikhul Khaq Octavian Muning Sayekti Raudya Setya Wismoko Putri Septia Sugiarsih Setiawan Edi Wibowo Supartinah