Representing Character Values Through Dialogue, Narration, and Action in Room on the Broom: A Qualitative Content Analysis
DOI:
https://doi.org/10.24256/ideas.v14i2.12407Keywords:
Room on the Broom, Character Values, Qualitative descriptive, Pancasila Student Profile, Merdeka CurriculumAbstract
This study examines the representation of character values in the children’s animated film Room on the Broom and their relevance to character education within the Merdeka Curriculum. Unlike studies that primarily examine moral lessons or dialogue, this study analyzes character values through the integrated representation of narration, dialogue, and character actions. A qualitative descriptive approach was employed using qualitative content analysis. The film was viewed repeatedly, relevant narration and dialogue were transcribed, observable character actions were recorded, and the data were coded according to character values and data sources. The findings identified five character values: helpfulness, cooperation, caring, bravery, and respect, comprising 49 coded data units. Helpfulness was the most frequently identified value, accounting for 23 data units, and was mainly represented through character actions. Cooperation was reflected in collective efforts to solve problems, caring through concern and support for others, bravery through responses to danger and challenges, and respect through dialogue, narration, and actions showing politeness and consideration. The findings suggest that these values can be related to several dimensions of the Pancasila Student Profile, particularly mutual cooperation and noble character, while bravery can be cautiously related to independence. The findings also suggest that Room on the Broom has potential as supplementary material for character-based English learning, particularly for contextualizing expressions of helping, thanking, apologizing, cooperation, and caring.
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