MAPPING OF HUMOR DISCOURSE IN SOCIAL MEDIA WITH ORIENTATION OF CHARACTER EDUCATION

Hari Kusmanto (Universitas Muhammadiyah Surakarta)
Atiqa Sabardila (Universitas Muhammadiyah Surakarta)
Ali Imron Al-Ma’Ruf (Universitas Muhammadiyah Surakarta)

Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Vol 11, No 2 (2020): Juli

Abstrak: Artikel ini bertujuan memetakan wacana humor di media sosial facebook yang berorientasi pendidikan karakter. Pendekatan penelitian ini adalah deskriptif kualitatif. Datanya berupa wacana humor berkarakter di media sosial. Adapun sumber datanya berupa wacana humor di media sosial. Data-data penelitian ini dikumpulkan dengan teknik dokumentasi dan simak yang dilanjutkan dengan teknik catat. Analisis data menggunakan metode padan referensial. Hasil penelitian menunjukkan terdapat delapan jenis humor di media sosial yang meliputi:  (1) humor bidang pendidikan, (2) transportasi, (3) keluarga, (4) kesehatan, (5) agama, (6) ekonomi, (7) politik, dan (8) fabel. Jenis-jenis humor tersebut dapat dijadikan sebagai sumber nilai pendidikan karakter. Adapun nilai pendidikan karakter dalam wacana humor tersebut meliputi karakter visioner, kedisiplinan, kebahagiaan, tanggung jawab, sikap saleh, daya usaha, dan karakter rendah hati. Hal ini menunjukkan wacana humor memiliki nilai pendidikan karakter yang beragam. Humor berkarakter tersebut berpotensi dijadikan sebagai sumber bahan ajar di sekolah.Abstract:  This article aims to map the discourse of humor on Facebook social media with orientation towards character education. The research approach is descriptive qualitative. The data is in the form of humorous discourse on the social media. The data source is humorous discourse found on the social media. The data of this study were collected through documentation and observation techniques followed by note taking. Data analysis utilizes referential identity method. The results showed that there were eight types of humor in social media which include: (1) humor in education, (2) transportation, (3) family, (4) health, (5) religion, (6) economy, (7) politics, and (8) fable. These types of humor can be used as a source of value for character education, including visionary character, discipline, happiness, responsibility, godly attitude, effort, and humble character. This shows that the discourse of humor has a diverse character education value. Humor with such character has the potential to be a source of teaching material in schools.