An Analysis of Character Educational Values in Maleficent Movie 2014.

SITI UMAIYAH AL, MASUROH (2021) An Analysis of Character Educational Values in Maleficent Movie 2014. Undergraduate thesis, Fakultas Tarbiyah dan Ilmu Keguruan Program Studi Manajemen Pendidikan Islam.

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Abstract

Siti Umaiyah Al Masuroh, 2021: An Analysis of Character Educational Values in Maleficent Movie 2014. Curriculum 2013 as the latest curriculum applied in Indonesia emphasizes character education should be inserted in the teaching and learning process for children. Nowadays, there are many ways to acquire and learn character educational values, one of the ways is using movie as the media. Hence, it is important for the teacher to choose movie which is represented character educational values. Here, the researcher analyzed character educational values that were represented in Maleficent Movie 2014 because this movie had an interesting character change plot and showed what true love actually means. There were two research questions in this research, those were: 1) what character educational values are represented in Maleficent Movie 2014? and 2) how does the writer integrate character educational values into Maleficent Movie 2014? The objectives of this research were to describe character educational values are represented in Maleficent 2014 and to describe how the writer integrates character educational values into Maleficent Movie 2014. To answer the questions, the researcher used qualitative as the approach in analyzing character education values in the utterances of movie. The document analysis was used in collecting the data. The data of this research were the characters' utterances in Maleficent Movie 2014. After analyzing the data, the researcher found some findings, 1) two main characters educational values were represented in this movie, which were Value of Being and Value of Giving. Value of Being was the most dominant character educational value, which was represented thirty-two (32) times. The second was Value of Giving, which was represented thirty-one (31) times in this movie. The writer integrated those character educational values by using two techniques, explicit and implicit technique. Explicit technique means that, character educational values were cleared stated and spelled out and there was no room for confusion. This technique was the most dominant technique used. It was appropriate for students because students found it easier to grasp things that were clear in their initial intentions. While implicit technique means that, the writer integrated character education values implied or understood though not plainly or indirectly expressed. Keywords: character educational values, movie

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