Values of Character Education in the Characterizations of Dory in Disneys’ Animated Feature Finding Dory (2016)

Utami, I.G.A. Lokita Purnamika; Suwastini, Ni Komang Arie; Artini, Ni Nyoman; Kultsum, Ummi

doi:10.2991/assehr.k.200115.020

Cited by 15 publications

(34 citation statements)

References 1 publication

(1 reference statement)

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“…Technology has been developing exponentially [1] and becomes solutions to the world's problems and new challenges for the world to answer [2]. Along with its development, technology also infiltrates learning resulting in an education that seeks for learning achievement combined with digital literacies as means of the 21st Century skills [3], [4], [5], [6], [7], [8], [9], [10], [11], [12]. These shifts lead learners into deep approach learning as means of media information, and communication technology-based have contributed to the education system positively [13] With the support of connectivity, education faced a shift where online learning enables learning despite the time and space [14], [15].…”

Section: Introductionmentioning

confidence: 99%

Blended Online Learning: Combining the Strengths of Synchronous and Asynchronous Online Learning in Efl Context

Cahyani

Suwastini

Dantes

et al. 2021

j. pendidik. teknologi. kejuruan.

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The ubiquitous use of digital technology brings the inevitability of online learning and its varying degree of teacher-student interactions, both in synchronous and asynchronous online learning modes. This present study reviews the strength and weaknesses of the two online learning modes to propose the use of blended online learning as the combination that harvests the strengths of asynchronous and synchronous modes of online learning with the opportunity to cover each other's weaknesses. The recent study employed Aveyard's literature review model as a method for gaining a comprehensive understanding of a specific topic using data and arguments from previous studies. Thirty-six articles published in reputable international journals or accredited national journals published in 2015-2020 were used. This review revealed that blended online learning combines the strengths of synchronous and synchronous learning in terms of authentic learning activities, flexibility, access, interaction, development of critical thinking, comprehension, and mastery, and student-centered nature of the learning. However, it still retains challenges in terms of network and connection issues from both online learning modes. This finding implies that blended learning can be the middle-ground to facilitate online learning with benefits from both synchronous and asynchronous online modes by minimizing the students’ exposure to the weaknesses from the two modes.

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Section: Introductionmentioning

confidence: 99%

Blended Online Learning: Combining the Strengths of Synchronous and Asynchronous Online Learning in Efl Context

Cahyani

Suwastini

Dantes

et al. 2021

j. pendidik. teknologi. kejuruan.

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“…In the corroboratory spirit of evaluating the contribution of textbooks in the eradication, or at least the diminution, of gender-based stereotypes and its entailed marginalization, studies have been conducted on representations of gender issues in textbooks (Asadullah et al, 2018;Bernabé-Villodre & Martínez-Bello, 2018;Cobano-Delgado & Llorent-Bedmar, 2019;Goyal & Rose, 2020;Islam & Asadullah, 2018;Parker et al, 2017). Such analyses are more pressing on language textbooks as language is a medium to transfer and transmit ideologies (Al-Qatawneh & Al Rawashdeh, 2019;Blangsinga et al, 2021;Suwastini, Banjar, et al, 2020;Utami et al, 2020). English is the most learned foreign language globally (Dewi et al, 2018;Listiani et al, 2021;Purnamasari et al, 2016;Suwastini & Yukti, 2017).…”

Section: Introductionmentioning

confidence: 99%

Gender Inequality Represented in English Textbooks: A Literature Review

Mihira

Suwastini

Artini

et al. 2021

J. Ilmu Sos. Human.

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Ideologies are contested through discourses; thus, textbooks can be a fertile ground for implanting the prevalence of women's marginalization in society, or they can also be used for deconstructing the ideology. The present study aims to provide a general map of how English as a foreign language reflects gendered stereotypes. The study was library research that used the results of previous studies to answer the research questions. Using George's method, the study chose thirty articles published in 2010 - 2021, then critically reviewed. The critical reading was continued with mapping the results of the studies, and their arguments on gender stereotypes included English as Foreign Language textbooks worldwide. The review revealed that there had been prevalent marginalization of women in English textbooks reflected through the depiction of women as less dominant, inferior than men, primarily domestic, generally weak, powerless, voiceless, and passive. Such male prevalence was also found in Indonesian EFL textbooks. Many previous studies admit that male prevalence and women marginalization in EFL textbooks reflect reality in society. Nevertheless, the present study takes the standpoint that calls for the utilization of textbooks to deconstruct gendered binary oppositions that marginalize women by deliberately designing textbooks that impart awareness about gender equity.

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“…According to the findings, thirteen-character educational values can be learned from the film "The Ron Clark Story": honesty, tolerance, discipline, hard work, creativity, democracy, curiosity, achievement appreciation, hospitality, love peace, and a love of reading. responsibility, as well as sociality Utami, et al [11] conducted a study to determine character education in the characterizations of Dory in a Disney animated film. The end result includes a variety of character education.…”

Section: Introductionmentioning

confidence: 99%

Values of Character Education in Disney’s Animated Featured “The Good Dinosaur” by Peter Shon

Indriati¹,

Tahrun²,

Yukamana³

2021

Advances in Social Science, Education and Humanities Research

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The purpose of this study was to identify the values of character education in Disney's animated film "The Good Dinosaur." The study was a descriptive qualitative study in which data from the film's story, plot, and setting were gathered through close reading. The research procedure was watching, identifying, analyzing, and concluding, which can be repeated many times to ensure the data. The film served as the research's data source, and the study's object was character education values. In this study, eighteen-character education values were used, as stated in the Minister of National Education's decision (2010) and to be reinforced by Perpres number 87 in 2017. This study discovered thirteen-character education values: discipline, honesty, Tolerance, discipline, hard work, creativity, independence, curiosity, love homeland, appreciating achievement, friendly/communicative, love peace, sociality, and responsibility. It can be concluded that media such as movies can be used to teach children character values.

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Values of Character Education in the Characterizations of Dory in Disneys’ Animated Feature Finding Dory (2016)

Cited by 15 publications

References 1 publication

Blended Online Learning: Combining the Strengths of Synchronous and Asynchronous Online Learning in Efl Context

Blended Online Learning: Combining the Strengths of Synchronous and Asynchronous Online Learning in Efl Context

Gender Inequality Represented in English Textbooks: A Literature Review

Values of Character Education in Disney’s Animated Featured “The Good Dinosaur” by Peter Shon

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