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Jurnal bahasa, sastra, seni, dan pengajarannya
Published by Universitas Negeri Malang
ISSN : 08548277     EISSN : 25500635     DOI : https://doi.org/10.17977/2550-0635
Core Subject : Science, Education, Art,
Arts Education Languange, Linguistic, Communication & Media Library & Information Science Other
The Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya is an international, peer-reviewed, open-access journal that reports on all aspects language, literature, arts, and their relation to teaching, the aim of this journal is to highlight research and development leading to an advancement in the field of language, literature, arts, and teaching methods. It publishes scientific articles on language, literature, and art, as well as their relation to teaching, including empirical and theoretical studies, original research, case studies, research or book reviews, and innovation in teaching and learning with various perspectives. Specific topics covered in the journal include: Art and Design Education Music Education Bilingual, Multilingual, and Multicultural Education Educational Assessment, Evaluation, and Research Educational Methods Educational Technology Higher Education Language and Literacy Education Online and Distance Education Special Education and Teaching Teacher Education and Professional Development
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 344 Documents
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<i>``Is That What It Means?''</i> Performative Storytelling in Early Childhood Education: Meaning-making Through Interaction Pradina, Fathia Anggriani; Yuwono, Untung; Kushartanti, Bernadette
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
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Abstract

Early childhood education is inextricably linked to the role of adults in every aspect of its process. In addition to formal classroom learning, storytelling with a storyteller is another activity that involves adults. The dialogic interaction between storyteller and children fosters the creation of meaning. This study examines how storytelling, as an interactional practice, can dynamically construct meaning together between storyteller and children. Sixty-one kindergarten children participated in this study during a one and half hour storytelling activity. The qualitative and interactional approach used in this study focused on moment-to-moment exchanges during the naturally occurring storytelling event. The findings indicate that meaning-making occurs through three interactional patterns: eliciting children's interpretations, shaping meaning through performative gestures, and aligning individual interpretations into a shared understanding. These patterns demonstrate how children's responses gradually emerge, are guided, and coordinated in the interaction. The storyteller plays a central role in orchestrating participation and directing interpretation through performative and multimodal resources, rather than through explicit instruction. The study proposes that performative storytelling constitutes a dialogic space for early literacy, where children engage with narrative through active participation and collaborative meaning-making.
Batik Motifs for the Distinctive <i>Jarik</i> of the Samin Community in Reinterpreting the Essence of Samin <i>Surosentiko Pitutur Luhur</i> Wardoyo, Sugeng; Anggorojati, Aryo; Wulandari, Tri
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
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Abstract

The Samin community (Sedulur Sikep) in Margomulyo, Bojonegoro, has the value of Pitutur Luhur inherited by Samin Surosentiko, but it has not been represented in the batik jarik motif as a communal identity. This creation-based research aims to explore this value, realize it in the design of written batik, and examine its philosophical meaning as an effort to preserve intangible cultural heritage. The method used is practice-based research with a qualitative approach through literature study (ethical data), participatory observation, and in-depth interviews with elders (emic data). The creation process refers to the stages of experimentation, manekung, and the formation of the work. The result was in the form of three prototypes of jarik batik written with a dye cover technique with napthol dye (dark blue (wedel), brown (sogan), white), displaying the main motif of Wijaya Kusuma flowers combined with supporting motifs as a representation of the principle of Pitutur Luhur. The three designs (Manunggal Jati, Kamulyan Jati, and Margomulyo) reflect the values of unity, wisdom, and communal harmony. This research contributes to the development of the aesthetics of the archipelago, the enrichment of Indonesian batik motifs, and the strengthening of the visual identity of the Samin people through an adaptive and sustainable approach to cultural preservation.
A Literature Study on Collaborative Art Learning in Tasikmalaya Based on Paulo Freire's Pedagogy of the Oppressed Husen, Wan Ridwan; Nugraha, M. Fahmi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
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Abstract

This study examines collaborative dialogical learning in art education based on Paulo Freire's critical pedagogy. It aims to explore how the concept of collaboration can be integrated into school-based art learning by utilizing the cultural assets of Tasikmalaya as a contextual framework. This research employs a literature study method by analyzing primary sources, particularly Freire's Pedagogy of the Oppressed, along with secondary literature from academic journals related to critical pedagogy and art education. The analysis focuses on identifying key principles of dialogical learning and their relevance to collaborative practices in art education. The findings indicate that Freire's concept of dialogical collaboration can be applied as a problem-posing learning approach, where teachers and students engage as active participants in critically examining social and cultural realities. This model emphasizes peer-based collaboration, dialogue, and the development of critical consciousness. Furthermore, integrating local cultural practices in Tasikmalaya provides a meaningful context for fostering student engagement and cultural awareness. This study suggests that art education has the potential to function not only as a medium for developing aesthetic skills but also as a transformative practice that promotes critical thinking and empowers students to actively interpret and reshape their social environment.
Evaluating Gender Equity in <i>The Berenstain Bears</i> Picture Books Tisnawijaya, Christy; Kurniati, Geni
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
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Abstract

Picture books serve as a foundational medium in early childhood education, utilizing interrelated visual and verbal elements to foster linguistic, cognitive, and social development. Despite their pedagogical utility, certain literary works inadvertently perpetuate traditional gender roles, constraining children's conceptualizations of identity. This study evaluates gender representation within eleven selected titles of The Berenstain Bears series. Employing a qualitative multimodal content analysis, the study integrates Butler's gender performativity framework (1990), Callow's multimodal narrative approach (2020), and Adam and Harper's evaluative criteria (2021) to examine how domestic, social, and recreational roles are constructed. This study offers novelty by establishing a dual-lens multimodal framework that bridges visual semiotics and social performativity to interrogate subtle gendered subtexts in popular picture books. The verbal and visual evidence reveals a distinct structural dichotomy: while the narratives convey essential moral and behavioral lessons, they simultaneously reinforce restrictive gender stereotypes by casting maternal figures in perpetual caregiving roles and paternal figures as aggressive or financially dominant providers. Concurrently, instances of gender equity emerge through shared domestic responsibilities and non-gendered sports participation. These findings highlight the necessity for educators and parents to critically engage with early childhood texts, cultivating critical visual literacy to mitigate the internalization of biased gender constructs.

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