Multicultural Representation in Sopo Jarwo Cartoon Series for The Reinforcement of Global Diversity Awareness
DOI:
https://doi.org/10.31849/utamax.v6i3.22670Keywords:
Character education, Curriculum development, Digital media in education, Multiculturalism, Pancasila student profileAbstract
This study addresses the gap in integrating multicultural education into primary school curricula by utilizing digital media, specifically the Sopo Jarwo animated series. While prior research highlights the significance of multicultural education in fostering inclusivity and global diversity awareness, few studies have explored the role of animated media in achieving these objectives. This research aims to analyze the multicultural values embedded in Sopo Jarwo and evaluate their potential to strengthen the Pancasila Student Profile in elementary schools. Employing a qualitative descriptive case study approach, the study examined the first ten episodes of the series using semiotic analysis and Miles and Huberman's interactive model. Data were collected through non-participatory observation, transcription of dialogues, and annotation of visual and contextual elements. The findings reveal that Sopo Jarwo portrays key multicultural values, including portrays tolerance as a conflict resolution mechanism, community cooperation, interethnic harmony and inclusivity, also cross-generational learning through relatable characters and engaging narratives. These values are aligned with Indonesia’s Pancasila principles and hold significant educational potential. This research contributes to the growing discourse on media-based education and offers practical implications for curriculum development. By showcasing the educational value of digital media, this study underscores its broader relevance in fostering global awareness and cultural harmony in increasingly diverse societies.
References
Abadi, D. P., Hidayah, N., & Fitri, W. (2024). Pendekatan multikultural dalam layanan bimbingan konseling pada penguatan profil pelajar Pancasila dimensi berkebhinekaan global abstrak. G-Couns: Jurnal Bimbingan dan Konseling, 8(2), 853–865.
Abdullah, A. (2023). Application of multicultural education in strengthening community solidarity in Indonesia. Jurnal Ilmiah Peuradeun, 11(3), 1173. https://doi.org/10.26811/peuradeun.v11i3.965
Amalina, S. N. (2022). Pembelajaran sejarah kebudayaan Indonesia berbasis pendidikan multikultural. Briliant: Jurnal Riset dan Konseptual, 7(4), 853. https://doi.org/10.28926/briliant.v7i4.1182
Ayu, I., & Ekasriadi, A. (2024). Pembelajaran sastra dengan pendekatan interkulturalisme sebagai wahana penguatan profil pelajar Pancasila. In Pedalitra II (pp. 162–170).
Begić, A. (2024). Ethnic conflict resolution in post-conflict societies in Bosnia. Journal of Conflict Management, 4(2), 49–51. https://doi.org/10.47604/jcm.2626
Demientieff, L. (2023). Supporting traditional foodways knowledge and practices in Alaska Native communities: The Elders Mentoring Elders Camp. Health Promotion Practice, 24(6), 1101–1104. https://doi.org/10.1177/15248399231190365
Dittmar, J., & Eilks, I. (2022). Cooperative learning with and about internet forums: A case study on a unit on the consumption and chemistry of mineral water vs. tap water. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.742497
Fadilah, A. M., & Hakim Romeo, R. (2023). Analisis semiotika pada puisi “Akulah Si Telaga” karya Sapardi Djoko Damono. Jurnal PENDEKAR: Jurnal Pendidikan Karakter, 1(3), 20–26.
Fatmawati, L. (2023). Multicultural competence of elementary teacher education students. International Journal of Elementary Education, 7(4), 721–730. https://doi.org/10.23887/ijee.v7i4.62880
Fitri Lintang, F. L., & Ulfatun Najicha, F. (2022). Nilai-nilai sila persatuan Indonesia dalam keberagaman kebudayaan Indonesia. Jurnal Global Citizen: Jurnal Ilmiah Kajian Pendidikan Kewarganegaraan, 11(1), 79–85. https://doi.org/10.33061/jgz.v11i1.7469
Fitzpatrick, K. (2023). Revitalizing strong cultural connections and resilience: Co-designing a pilot elder-led mentorship program for Indigenous mothers in a remote northern community in Alberta, Canada. https://doi.org/10.21203/rs.3.rs-3016905/v1
Gjerazi, B. (2023). Media and communication strategies for conflict prevention and resolution. Interdisciplinary Journal of Research and Development, 10(2), 52. https://doi.org/10.56345/ijrdv10n207
Hanaris, F. (2023). Harmonizing traditional values in modern education. Molang Journal Islamic Education, 1(2), 44–56. https://doi.org/10.32806/syx4hk04
Hariyadi, B., & Rodiyah, S. (2023). Teacher perceptions of multicultural education and diversity values in the school environment. Syaikhuna Jurnal Pendidikan dan Pranata Islam, 14(1), 119–138. https://doi.org/10.58223/syaikhuna.v14i01.6608
Hartinah, H. (2023). Enhancing tolerance and cultural diversity through multicultural education management. Jurnal Islam Nusantara, 7(1), 97. https://doi.org/10.33852/jurnalnu.v7i1.450
Imah, R. (2022). Telaah nilai gotong royong pada fabel untuk pendidikan karakter di sekolah dasar. Edukasi Jurnal Penelitian dan Artikel Pendidikan, 14(1), 69–84. https://doi.org/10.31603/edukasi.v14i1.7164
Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1), e08828. https://doi.org/10.1016/j.heliyon.2022.e08828
Kaba, M. (2023). Health research mentorship in low- and middle-income countries: A scoping review. JBI Evidence Synthesis. https://doi.org/10.11124/jbies-22-00260
Kiska, N., Putri, C., Joydiana, M., Oktarizka, D., Maharani, S., & Destrinelli, D. (2023). Peran profil pelajar Pancasila untuk membentuk karakter peserta didik sekolah dasar. Journal on Education, 5(2), 4179–4188. https://doi.org/10.31004/joe.v5i2.1116
Li, P. (2024). Rethinking aggressive behavior in adolescents: An exploration of the relationship between social intelligence and empathy. HC, 1(5). https://doi.org/10.61173/4bbwzq18
Lie-A-Ling, H. J. M., Zuurbier, P. H., Roopnarine, J. L., & Lindauer, R. L. (2023). Cultural sensitivity: Guidelines for qualitative research. Pedagogische Studiën, 100(2), 248–260. https://doi.org/10.59302/ps.v100i2.14225
Masamah, U., & Zamhari, M. (2016). Peran guru dalam membangun multikulturalisme di Indonesia. Jurnal Quality, 4(2), 271–289.
Mialkovska, L., Zhvania, L., Rozhylo, M., Terebus, O., Yablonskyy, M., & Hrysiuk, V. (2023). Digital tools in teaching the mass media language. World Journal of English Language, 13(4), 43. https://doi.org/10.5430/wjel.v13n4p43
Moraal, E., Suhre, C., & van Veen, K. (2023). The relationship between a clear school vision and school culture as a professional learning community. Pedagogische Studiën, 100(4), 396–420. https://doi.org/10.59302/ps.v100i4.18351
Nashihah, I. (2023). Assessing the “gotong-royong” spirit in the Merdeka curriculum: A case study of student engagement in renewable energy project-based learning (PjBL). Jurnal Penelitian Pendidikan IPA, 9(Special Issue), 1233–1240. https://doi.org/10.29303/jppipa.v9ispecialissue.4072
Nuryadin, N. (2024). Humanistic-based learning management: Harmonizing multiculturalism in building an inclusive learning environment. Al-Tanzim Jurnal Manajemen Pendidikan Islam, 8(1), 159–173. https://doi.org/10.33650/al-tanzim.v8i1.7067
Rahman, A. (2021). Habituasi nilai-nilai utama kebudayaan Bugis bagi keluarga petani di Desa Bulutellue Kabupaten Sinjai. Balale’: Jurnal Antropologi, 2(2), 154. https://doi.org/10.26418/balale.v2i2.49664
Rusli, R. (2022). Studi pemikiran Islam dalam Islam Melayu Nusantara (kajian sosial, intelektualisme dan kontekstual budaya). Intizar, 23(2). https://doi.org/10.19109/intizar.v23i2.2193
Sanulita, H. (2019). Pemanfaatan pendekatan pragmatik dalam pengajaran bahasa berbasis pemahaman lintas budaya. Prosiding Seminar Nasional Linguistik dan Sastra (SEMANTIKS), 1(0), 286–293.
Setyaningsih, W. (2021). Implementasi pendekatan multikultural dalam upaya meningkatkan kesadaran kebhinekaan menuju masyarakat madani oleh Indonesia. ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial, 3(1), 66–74.
Smanov, I. (2023). Digital media reshaping art education: A literature review in the age of COVID-19. Studies in Media and Communication, 11(7), 344. https://doi.org/10.11114/smc.v11i7.6503
Sobry, M. (2023). Urgency and strategy for multicultural education transformation in conflict resolution: A narrative literature review. International Journal of Education and Humanities, 3(2), 207–218. https://doi.org/10.58557/(ijeh).v3i2.164
Sovia, S. (2024). Analysis of digital media usage in promoting communication skills in early childhood. FIJC, 1(1), 61–69. https://doi.org/10.62569/fijc.v1i1.12
Sutton, R., & Rhoads, E. (2022). Empathy in frontline humanitarian negotiations: A relational approach to engagement. Journal of International Humanitarian Action, 7(1). https://doi.org/10.1186/s41018-022-00131-0
Syahrial, Safnil, & Syafryadin. (2022). Pelatihan pengembangan bahan ajar bahasa Inggris berbasis budaya lokal. Jurnal Inovasi Pengabdian Masyarakat Pendidikan, 3(1), 1–15.
Yang, X. (2024). Impact of multicultural pedagogy on early childhood children’s social skills: A systematic review. https://doi.org/10.4108/eai.18-7-2023.2343415
Yuhertiana, I., Zakaria, M., Suhartini, D., & Sukiswo, H. (2022). Cooperative resilience during the pandemic: Indonesia and Malaysia evidence. Sustainability, 14(10), 5839. https://doi.org/10.3390/su14105839
