Sephia Nara Putri Pamungkas, Andre Mustofa Meihan

Character Values in Ahmad Fuadi's Novel Buya Hamka as a Source for Learning History

Introduction

Character values in ahmad fuadi's novel buya hamka as a source for learning history. Explores character values in Ahmad Fuadi's novel "Buya Hamka" as an inspiring source for history learning, fostering student character development and understanding of Indonesian history.

Abstract

This research aims to analyze the character values contained in the novel "Buya Hamka" by Ahmad Fuadi and explore how these values can be used as a source of history learning. This novel not only presents the life story of Buya Hamka, a great figure in Indonesia's history, but also contains various character values that are relevant for the formation of students' personalities. Through a qualitative descriptive approach, this study identifies and categorizes character values such as exemplary, integrity, courage, and social awareness that are reflected in Buya Hamka's life journey. The results of the study show that this novel has great potential to be used as a source of history learning that is not only informative, but also inspiring in shaping students' characters. The use of this novel in the learning process can enrich students' understanding of history while instilling important moral values in daily life.

Review

This study addresses a pertinent intersection of literature, history education, and character development, focusing on Ahmad Fuadi's novel "Buya Hamka." The research aims to identify character values within the novel and explore their potential as a resource for learning history. The abstract effectively conveys the study's primary assertion: that this novel offers a valuable, dual-purpose tool for educators, capable of both informing students about historical figures and inspiring character formation through identified virtues such as integrity, courage, and social awareness. A clear strength of this proposed work lies in its qualitative descriptive approach, which is well-suited to the task of identifying and categorizing character values embedded within a narrative. The choice of "Buya Hamka" is particularly astute, given the historical significance of its subject and the novel's accessibility. The identified values (exemplary, integrity, courage, social awareness) are highly relevant to contemporary educational goals, suggesting that the research could yield practical insights for curriculum developers. The premise that the novel can make history learning more engaging and impactful by linking it directly to moral development is a commendable and potentially transformative contribution to pedagogical practice. While the abstract outlines a promising direction, a comprehensive review of the full paper would necessitate further elaboration on several methodological and practical aspects. For instance, the specific analytical framework used to identify and categorize character values would be crucial to assess the rigor of the findings. Furthermore, while the "potential" for use in history learning is highlighted, the full study would ideally delve into concrete pedagogical strategies for integration, perhaps suggesting age-appropriate applications or outlining how educators might navigate the inherent distinctions between historical fiction and factual historical accounts. Addressing these details would strengthen the practical implications and scholarly depth of what appears to be a highly relevant and impactful piece of research.

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