Electronic Theses and Dissertation

Film budi pekerti (2023) karya wregas bhanuteja menghadirkan sosok bu prani sebagai guru bimbingan konseling yang tidak hanya menjalankan tugas mengajar, tetapi juga berperan dalam membimbing, mendampingi, dan membentuk karakter peserta didik melalui berbagai pendekatan yang humanis. penelitian kualitatif deskriptif ini bertujuan untuk menganalisis representasi peran guru terhadap siswa dalam film budi pekerti menggunakan pendekatan semiotika roland barthes melalui tiga tatanan pemaknaan: denotasi, konotasi, dan mitos. berdasarkan analisis terhadap enam scene, dipilih berdasarkan kategori yang menggambarkan interaksi antara karakter bu prani, siswa, dan para alumni, hasil penelitian menunjukkan bahwa pada tingkat denotasi, peran guru dihadirkan secara eksplisit melalui media refleksi, bimbingan daring, pemberian media fungsional berupa pengharum ruangan, serta gestur salam dan pelukan massal. pada tingkat konotasi, rangkaian simbol tersebut merepresentasikan filosofi pendidikan yang mengedepankan pendekatan reflektif, empati, dan pembentukan kesadaran diri ketimbang sanksi formal maupun hukuman fisik semata. sementara pada tingkat mitos, film ini mengukuhkan pandangan kultural masyarakat indonesia yang menempatkan guru sebagai sosok "orang tua kedua" yang memikul tanggung jawab moral untuk mengayomi dan tidak pernah menyerah terhadap siswa, sekaligus membangun mitos keteladanan abadi bahwa "benih" karakter serta nilai kemanusiaan yang ditanamkan pendidik tidak dapat dihapus oleh tekanan birokrasi maupun publik, melainkan akan terus membimbing kehidupan siswa hingga mereka dewasa. kata kunci: representasi, peran guru, film budi pekerti, semiotika roland barthes, komunikasi massa.

The film Budi Pekerti (2023) by Wregas Bhanuteja presents the figure of Ms. Prani as a guidance and counseling teacher who not only fulfills teaching duties, but also plays a role in guiding, accompanying, and shaping the character of students through various humanistic approaches. This descriptive qualitative research aims to analyze the representation of the teacher's role toward students in the film Budi Pekerti using Roland Barthes' semiotic approach through three orders of signification: denotation, connotation, and myth. Based on the analysis of six scenes, selected based on categories depicting the interaction between Ms. Prani, students, and alumni, the research findings show that at the denotative level, the teacher's role is presented explicitly through reflective media, online guidance, the provision of functional media such as room fresheners, as well as gestures of greetings and group hugs. At the connotative level, these series of symbols represent an educational philosophy that prioritizes reflective approaches, empathy, and self-awareness building rather than mere formal sanctions or physical punishment. Meanwhile, at the myth level, this film reinforces the cultural view of Indonesian society that positions teachers as "second parents" who bear the moral responsibility to nurture and never give up on students, while simultaneously building an eternal myth of role-modeling that the "seeds" of character and human values instilled by an educator cannot be erased by bureaucratic or public pressure, but will continue to guide students' lives into adulthood. Keywords: Representation, Teacher's Role, Budi Pekerti, Roland Barthes' Semiotics, Mass Communication.