Anis Rosmayanti, Nurhannah Widianti

Representasi Nilai Budaya Suku Baduy pada Film Ambu dan Pemanfaatannya sebagai Modul Ajar Kelas XI

Introduction

Representasi nilai budaya suku baduy pada film ambu dan pemanfaatannya sebagai modul ajar kelas xi. Film Ambu dan representasi nilai budaya Suku Baduy. Temukan potensi film sebagai modul ajar sastra kelas XI, mengajarkan peduli lingkungan, kerja sama, ketaatan, dan kesederhanaan.

Abstract

Penelitian ini bertujuan untuk menganalisis representasi nilai budaya suku Baduy pada film Ambu karya sutradara Farid Dermawan, serta untuk mengeksplorasi potensi film tersebut sebagai modul ajar sastra di kelas XI. Jenis penelitian ini metode kualitatif dengan desain deksriptif kualitatif. Pendekatan yang digunakan pendekatan semiotika Roland Barthes. Teknik pengumpulan data berupa dokumentasi dan studi pustaka. Instrumen penelitian ini berupa kartu data serta keabsahan data yang digunakan yakni objektivitas, kesahihan internal, kesahihan eksternal, dan keterandalan. Teknik untuk menganalisis data meliputi reduksi data, penyajian data, dan penarikan simpulan. Berdasarkan hasil penelitian representasi nilai budaya suku Baduy pada film Ambu terdapat 32 data yang menunjukkan nilai budaya suku Baduy, di antaranya 5 data nilai peduli lingkungan, 3 data nilai bekerja sama, 8 data nilai ketaatan terhadap hukum, 10 data nilai kesederhanaan dan kemandirian, 3 data nilai demokratis, dan 3 data nilai kejujuran. Selain itu, analisis mendalam terhadap film memberikan wawasan yang berharga bagi pemanfaatan modul ajar sastra SMA/MA/SMK kelas XI, khususnya pada nilai budaya untuk diimplikasikan dalam kehidupan sehari-hari. This study aims to analyze the representation of Baduy cultural values ​​in the film Ambu by director Farid Dermawan, and to explore the potential of the film as a literature teaching module in grade XI. This type of research is a qualitative method with a qualitative descriptive design. The approach used is Roland Barthes' semiotic approach. Data collection techniques include documentation and literature studies. The research instrument is in the form of data cards and the validity of the data used is objectivity, internal validity, external validity, and reliability. Techniques for analyzing data include reduction, presentation, and drawing conclusions. Based on the results of the study of the representation of Baduy cultural values ​​in the film Ambu, there are 32 data that show the cultural values ​​of the Baduy tribe, including 5 data on environmental care values, 3 data on cooperation values, 8 data on obedience to the law values, 10 data on simplicity and independence values, 3 data on democratic values, and 3 data on honesty values. In addition, an in-depth analysis of the film provides valuable insights for the use of literature teaching modules for SMA/MA/SMK class XI, especially on cultural values ​​to be implied in everyday life.

Review

This study presents a compelling analysis of the representation of Baduy cultural values in the film "Ambu," demonstrating its potential as a valuable teaching module for high school literature classes. The research addresses a relevant gap by exploring indigenous cultural representation in contemporary media and subsequently leveraging it for pedagogical purposes. The chosen qualitative descriptive method, underpinned by Roland Barthes' semiotic approach, is well-suited for unraveling the layers of meaning embedded within the film. The abstract clearly articulates the research aims and outlines a systematic methodology, including documentation, literature review, and robust data validity checks. The findings are explicitly presented, identifying 32 distinct data points categorized into six crucial Baduy cultural values, which showcases a thorough and comprehensive initial analysis. While the methodology is clearly stated, the abstract could benefit from a slightly more explicit explanation of how Roland Barthes' semiotic approach was specifically applied to film analysis. Detailing the concrete analytical tools or frameworks derived from Barthes' theories (e.g., denotation/connotation, myth, ideological readings) that were employed would enhance clarity and methodological rigor. Furthermore, while the abstract lists "objectivity, internal validity, external validity, and reliability" as data validity measures, a qualitative research context often favors terms like "trustworthiness" (e.g., credibility, transferability, dependability, confirmability) when discussing the robustness of findings. A brief elaboration on how these aspects were ensured within a qualitative paradigm would strengthen the methodological justification. Lastly, while the potential for a teaching module is highlighted, a clearer articulation of *how* the semiotic analysis directly translates into the design or content of this module would be beneficial, perhaps by suggesting specific pedagogical activities or learning outcomes linked to the identified cultural values. Despite these minor suggestions for further elaboration, this research makes a significant contribution to both cultural studies and educational pedagogy. By systematically deconstructing the film "Ambu," the study not only provides valuable insights into the portrayal of Baduy culture but also offers a practical framework for integrating contemporary media into the literature curriculum. The emphasis on fostering an understanding of cultural values and their application in daily life is particularly commendable. This paper holds considerable promise for educators seeking innovative ways to teach cultural literacy and for researchers interested in the semiotics of indigenous representation, making it a highly relevant and impactful piece of work.

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