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Mardibasa: Jurnal Pembelajaran Bahasa dan Sastra Indonesia
Published by Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
ISSN : 2774485X     EISSN : 27472701     DOI : https://doi.org/10.21274/jpbsi
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
MARDIBASA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia menerima kontribusi artikel ilmiah dengan bidang lingusitik, sastra, dan pembelajarannya. Secara lebih rinci cakupan topik-topik jurnal ini adalah sebagai berikut. Inovasi pembelajaran bahasa dan sastra Indonesia Kurikulum bahasa dan sastra Indonesia Nilai budaya dalam pembelajaran bahasa dan sastra Indonesia Nilai karakter dalam pembelajaran bahasa dan sastra Indonesia Problematika pembelajaran bahasa dan sastra Indonesia Bahasa Indonesia untuk penutur asing (BIPA) Sastra Indonesia untuk pendidikan
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 72 Documents
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Keterasingan dan Ingatan Traumatik Tokoh dalam Film Rumah untuk Alie: Implikasi untuk Pembelajaran Bahasa Indonesia Elvyana Eka Aryanti; Anas Ahmadi
MARDIBASA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Vol. 5 No. 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jpbsi.2025.5.2.132-147

Abstract

This study analyzes the representation of alienation and traumatic memories in Herwin Novianto's film Rumah untuk Alie (2025), utilizing approaches from literary psychology, Erich Fromm's theory of alienation, Cathy Caruth's theory of trauma, and Roland Barthes's film semiotics. The analysis was conducted not only to map the psychological dynamics of the main character but also to identify the relevance of these findings for Indonesian Language and Literature learning. The film demonstrates how family trauma and experiences of alienation shape the character's behavior, communication patterns, and emotional development—all of which are important aspects in character education, film appreciation learning, and strengthening students' emotional literacy. The results show that Alie's alienation is visualized through a cold domestic space, visual compositions that separate the characters, and minimal emotional contact. Meanwhile, traumatic memories are evoked through the use of non-linear flashbacks, repetitive sounds, and symbols such as cracks in family photographs. These findings have significant implications for Indonesian Language and Literature education, particularly in developing film-based learning, implementing trauma-sensitive pedagogy, and strengthening student empathy through character analysis and sociocultural context.
Tampilan dalam Buku Teks Bahasa Indonesia Kelas X Kurikulum Merdeka: Analisis Literasi Multimodal Cici Novi Handini; Liana Rochmatul Wachidah; Hesti Kusumawati
MARDIBASA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Vol. 5 No. 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jpbsi.2025.5.2.148-162

Abstract

This study was conducted because the growing need for multimodal literacy in the digital age requires textbooks to present information through various modes in an integrated manner. The purpose of this study is to identify the configuration of textual, visual, and design features in the Grade X Indonesian Language Textbook under the Merdeka Curriculum, as well as to evaluate their contribution to student comprehension. This study employs a descriptive qualitative approach, with data sources consisting of textbook pages, illustrations, and layout; data were collected through documentation and analyzed using reduction, categorization, and interpretation techniques based on the Kress & van Leeuwen framework. The analysis revealed 47 multimodal findings: 23 textual elements consisting of definitions, explanations, and instructions arranged systematically; 16 visual elements comprising illustrations and QR codes that link learning to digital resources; and 8 design features including layout, typography, and infographics to highlight key information and enhance reader engagement. These three elements complement each other in constructing learning meaning. The text mode is dominant, but the visual and design modes also reinforce meaning representation, reading flow, and learning context. Overall, the textbook has implemented multimodality quite well, although cohesion between modes still needs improvement.

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