JURNAL PENDIDIKAN & PENGAJARAN (JUPE2)

Woman’s Potrayal In Perempuan Yang Menangis Kepada Bulan Hitam Feminist Perspective

Maharani Dewi, Muhammad Ilham Yasin, Moh Hilman Fikri — Wed, 21 Jan 2026 00:00:00 +0000

ABSTRAK

Penelitian ini bertujuan untuk menguak bagaimana perempuan digambarkan sebagai mahluk yang inferior tanpa kuasa jika tidak ada perlindungan lelaki. Perempuan Yang Menangis Kepada Bulan Hitam ini menceritakan diskriminasi tokoh perempuan dari adat Kawin Tangkap yang merujuk pada penculikan dan pemerkosaan. Dimana hal tersebut sangat merendahkan martabat perempuan dan sangat mendiskriminasi keberadaan perempuan sebagai mahluk yang bebas kehendak dan kuasanya. Perempuan dalam novel ini berusaha ditundukkan dengan superioritas laki-laki meski akhirnya perempuan sang tokoh utama dalam karya ini menunjukkan hasil bagaimana merebut kebebasan yang sudah dirampas paksa oleh lelaki. Metode kualitatif digunakan sebagai metode analisa dalam proses pengumpulan dan analisa data. Selain itu dihasilkan beberapa temuan tentang bagaimana perempuan digambarkan dalam novel antara lain, perempuan digambarkan sebagai manusia yang berfisik lemah; Kedua, perempuan digambarkan sebagai mahluk yang tak punya kuasa; Ketiga, perempuan digambarkan sebagai manusia yang harus menerima semua keputusan tanpa bantahan; Ke empat, perempuan digambarkan menjadi penurut yang harus menerima keputusan hanya karena dia perempuan; Kelima, perempuan digambarkan harus berjuang meski perjuangannya juga belum tentu banyak mendapatkan dukungan. Dapat disimpulkan bahwasanya, perempuan dalam masyarakat digambarkan sebagai manusia yang keberadaaannya terkungkung dalam bayang-bayang laki-laki, meski demikian perempuan seharusnya tetap memperjuangkan hak-haknya sebagai manusia bebas meski jalan yang ditempuh tak akan mudah.

ABSTRACT

This study aims to reveal the portrayal of women in social reality which has so far been exalting the power of men. How women are depicted as inferior and powerless creatures if there is no protection from men will be shown in the novel entitled Women Who Cry to the Black Moon. So that the focus of the problem that will be raised in this study is about how the depiction of women in Dian Purnomo's novel Perempuan Yang Menangis Kepada Bulan Hitam is portrayed. This novel tells the story of a woman's struggle against the discrimination she has received as a woman. Discrimination received by female marshal figures from the Kawin Tangkap custom which refers to kidnapping and rape. Where this is very demeaning to women's dignity and greatly discriminates against the existence of women as creatures who are free of will and power. Women in this novel are trying to be subdued by the superiority of the existence of men, even though in the end the woman as the main character in this work shows the result of how to seize the freedom that has been forcibly taken away by men. Qualitative method is used as an analytical method in the process of data collection and analysis. In addition, several findings were made about how women are depicted in the novel, among others, women are depicted as humans who are physically weak; Second, women are depicted as creatures who have no power; Third, women are depicted as human beings who must accept all decisions without objection; Fourth, women are depicted as submissive who have to accept decisions just because they are women; Fifth, women are described as having to struggle even though their struggles do not necessarily get a lot of support. So it can be concluded from the five depictions of women in the novel Perempuan Menangis Kepada Bulan Hitam that women in society are still depicted as human beings whose existence is confined in the shadows of men, but even so, women should still fight for their rights as free human beings even though it will not be an easy proccess to do.

Upaya Meningkatkan Hasil Belajar Siswa Melalui Model Pembelajaran Berbasis Masalah Di Kelas XI SMA PGRI 1 Pontianak

Novita Sariani, Mulyanto — Wed, 21 Jan 2026 00:00:00 +0000

The best way to convey various concepts taught to students affects the ability to remember the concept longer. A teacher must be able to communicate effectively with students. So that a student can open their minds with different levels of intelligence. This study aims to improve student learning outcomes through problem-based learning models in class XI of SMA PGRI 1 Pontianak. The research method used is classroom action research which is carried out in two cycles. Data collection techniques use observation and test questions. The results of the study indicate that the application of problem-based models can improve student learning outcomes in class XI of SMA PGRI 1 Pontianak. There is a significant increase between cycle 1 and cycle 2. This is evidenced by the increase in the average value of student learning outcomes from cycle 1 having an average of 78.76%, the results continued to cycle 2 having an average value of 81.68% with the results of the complete category reaching the success indicator. So based on the results of the geography learning test, students have increased. This increase is supported by the results of observations and test results that students become more active, creative, and think critically and have a better understanding in the geography learning process

Exploring the Experiences of Non-Native English-Speaking Teachers in TESOL: A Narrative Inquiry

Ellen Juita Gultom — Tue, 24 Feb 2026 00:00:00 +0000

Abstrak

Penelitian ini mengkaji pengalaman profesional, negosiasi identitas, dan tantangan pedagogis yang dihadapi oleh guru bahasa Inggris nonpenutur asli (NNEST) dalam bidang TESOL. Penelitian ini menyoroti persoalan berkelanjutan terkait rendahnya legitimasi dan bias penutur asli, sekaligus menanggapi kesenjangan penelitian mengenai pengalaman hidup NNEST lintas konteks budaya serta agensi mereka dalam menghadapi bias tersebut. Dengan menggunakan pendekatan inkuiri naratif, data dikumpulkan melalui wawancara semi-terstruktur dan analisis dokumen terhadap dua NNEST yang mengajar di Indonesia dan Tiongkok, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan adanya tantangan yang terus berlangsung terkait persepsi sosial tentang kemahiran berbahasa, preferensi siswa terhadap penutur asli, serta keterbatasan dukungan institusional. Namun demikian, para partisipan memanfaatkan latar belakang multibahasa dan pengalaman belajar bahasa mereka untuk mengembangkan strategi pembelajaran yang responsif secara kultural dan meningkatkan keterlibatan peserta didik. Meskipun kesempatan pendampingan terbatas, kedua guru secara aktif mengupayakan pengembangan profesional. Studi ini menegaskan kemampuan NNEST dalam mengubah tantangan menjadi pertumbuhan profesional serta menekankan peran penting mereka dalam menjembatani kesenjangan linguistik dan budaya, sekaligus menyerukan kebijakan yang lebih inklusif dan program pengembangan profesional yang lebih mudah diakses.

Kata Kunci: Pengajaran Bahasa Inggris, NNEST, TESOL.

Abstract

This study examined the professional experiences, identity negotiations, and pedagogical challenges of non-native English-speaking teachers (NNESTs) in TESOL. It addressed persistent issues of reduced legitimacy and native-speaker bias, while responding to gaps in research on NNESTs’ lived experiences across cultural contexts and their agency in navigating such bias. Using a narrative inquiry approach, data were collected through semi-structured interviews and document analysis with two NNESTs teaching in Indonesia and China, and analysed thematically. Findings revealed ongoing challenges related to societal perceptions of proficiency, student preference for native speakers, and limited institutional support. However, participants leveraged their multilingual backgrounds and language-learning experiences to develop culturally responsive strategies that enhanced learner engagement. Despite limited mentorship, both teachers actively pursued professional development. The study highlights NNESTs’ capacity to transform challenges into professional growth and underscores their vital role in bridging linguistic and cultural gaps, calling for more inclusive policies and accessible professional development.