RESEPSI PEMBACA TERHADAP TOKOH RAHWANA DALAM NOVEL DEKONSTRUKSI RAHWANA PUTIH KARYA SRI TEDDY RUSDY DAN IMPLIKASINYA DALAM PENDIDIKAN MULTIKULTURAL
Abstract
This research aims to find out 1) What are the good and bad qualities, both physical and psychological, of the character Ravana shown by the author in the novel Ravana Putih, 2) How do readers respond to the character Ravana in the novel Ravana Putih, and 3) How do The novel Ravana Putih can have implications for multicultural education, especially as teaching material in schools. The research method uses descriptive qualitative. Data sources were obtained through literature study, listening, notes and interviews. To test validity in this research, a triangulation model was used, which includes data triangulation, theory triangulation and expert triangulation. The results of the research show that it was found that Ravana's good qualities were more dominant than his bad qualities. There are two groups of responses from the reading public to the character Ravana in the novel Ravana Putih, namely agree and disagree. This deconstruction novel can be used as an alternative teaching material in multicultural education in Indonesia to create mutual respect, tolerance and critical thinking among students
References
Astuti, T., Anoegrajekti, N., & Nuruddin. (2023). Shifting Divine Moral Values in the Novel Rahwana Putih by Sri Teddy Rusdy. Journal of Language Teaching and Research, 14(3), 722–729. https://doi.org/10.17507/jltr.1403.20
Childs, K. (2017). Integrating multiculturalism in education for the 2020 classroom: Moving beyond the “melting pot” of festivals and recognition months. Journal for Multicultural Education, 11(1), 31–36. https://doi.org/10.1108/JME-06-2016-0041
Clayton Childress, C., & E. Friedkin, N. (2015). Cultural Reception and Production: The Social Construction of Meaning in Book Clubs. American Sociological Review, 24(2), 284–285. https://doi.org/10.1177/0003122412444721
Cousik, R. (2015). Cultural and functional diversity in the elementary classroom: Strategies for teachers. Journal for Multicultural Education, 9(2), 54–67. https://doi.org/10.1108/JME-03-2015-0010
Derrida, J. (2016). Of Gramatology. John Hopkins University Press.
Dervin, F. (2012). Multicultural in Finland.
Klarer, M. (2004). An Introduction to Literary Studies. An Introduction to Literary Studies, 192. https://doi.org/https://doi.org/10.4324/9780203414040
Lawyer, G. (2018). The dangers of separating social justice from multicultural education: Applications in higher education. International Journal of Multicultural Education, 20(1), 86–101. https://doi.org/10.18251/ijme.v20i1.1538
Lim, L. (2012). Discourse : Studies in the Cultural Politics of Education Ideology , rationality and reproduction in education : a critical discourse analysis. Discourse: Studies in the Cultural Politics of Education, 35(1), 61–76. https://doi.org/10.1080/01596306.2012.739467
Raihani, R. (2018). Education for multicultural citizens in Indonesia: policies and practices. Compare, 48(6), 992–1009. https://doi.org/10.1080/03057925.2017.1399250
Ratna, N. K. (2013). Teori, Metode, dan Teknik Penelitian Sastra. Pustaka Pelajar.
Rezaei, A., & Seyyedrezaei, S. H. (2013). The Contribution of Psychological Theories in Literary Criticism. Procedia - Social and Behavioral Sciences, 84, 1908–1911. https://doi.org/10.1016/j.sbspro.2013.07.056
Rusdy, S. T. (2013). Rahwana Putih (1st ed.). Yayasan Kertagama.
Selden, R. (2006). Practising theory and reading literature : an introduction.
Yuniati, I., Rasyid, Y., & Emzir. (2017). Students Reception toward “Cinta Suci Zahrana” Novel by Habiburrahman El Shirazy. Journal Indonesian Language Education and Literature, 1(2), 207–220. https://doi.org/http://dx.doi.org/10.24235/ileal.v3i1.1461 1
Abstract viewed = 120 times 
PDF : 76 times
Jurnal Ilmiah Bina Edukasi oleh http://journal.binadarma.ac.id/index.php/jurnalbinaedukasi disebarluaskan di bawah Lisensi Creative Commons Atribusi 4.0 Internasional.
