This study examines the transformation of Indonesian folk tales into digital animation on YouTube as a cultural ecosystem shaped by narrative adaptation, cultural memory, and algorithmic logic. Although recent studies have addressed digital folklore, animation, cultural memory, and platform-based cultural production, these domains are often examined separately. This study therefore analyzes animated folk tales simultaneously as narrative adaptations, cultural memory texts, and algorithmically mediated content. Using a qualitative digital cultural text analysis design, the study focuses on two YouTube channels, Dongeng Kita and Gromore Studio Series. Data were analyzed through narrative, symbolic, and digital media ecology analysis by examining story structure, characters, cultural symbols, metadata, thumbnails, audience engagement, and distribution strategies. The findings show that Dongeng Kita represents a pedagogical adaptation model characterized by linear plots, simplified conflicts, explicit moral resolutions, and an orientation toward children and family audiences. In contrast, Gromore Studio Series employs a cinematic-visual model through 3D animation, mythological atmosphere, localized cultural symbols, and stronger visual dramatization. More importantly, YouTube functions not merely as a medium for preserving folklore but as a cultural infrastructure that reshapes cultural memory through audiovisual adaptation and algorithmic visibility. Thematic consistency, keyword use, compilation formats, thumbnail design, and audience engagement are associated with observable patterns of platform visibility and circulation Thus, Indonesian folk tales are selectively remediated and recirculated according to creative and platform logics. In Indonesian language and literature education, these adaptations can support literary appreciation, cultural literacy, multimodal literacy, and critical understanding of digital narrative transformation among contemporary student audiences.
This study aims to uncover the construction of digital racism in the comment sections of online TV platforms and explain the mechanisms of reproduction of discriminatory ideologies through language practices in the digital public sphere. The study uses a qualitative approach with van Dijk's Critical Discourse Analysis method, which integrates text structure analysis, social cognition, and social context. Data in the form of netizen comments that appeared in real time during international sports broadcasts were collected through non-participant observation, documented, and then analyzed through thematic coding, categorization of racist speech forms, and critical interpretation of linguistic aspects, ideology, and digital media characteristics. The results show that digital racism is present not only in the form of explicit hate speech, but also through more subtle discursive strategies, such as labeling racial and national identities, stereotypes based on physical characteristics, the use of pejorative diction, dehumanizing metaphors, irony, and humor that normalize discriminatory practices. The reproduction of racism is reinforced by the repetition of comments, affirmations between users, account anonymity, the speed of interaction, and weak content moderation so that racist speech is perceived as a normal part of match commentary culture. These findings confirm that language in digital spaces is not neutral, but rather serves to construct and legitimize racist ideologies through everyday communication practices. This research contributes to the development of critical linguistics and digital racism studies and emphasizes the importance of critical digital literacy, language ethics, and content moderation in creating an inclusive online public space.
This study aims to: (1) analyze the gender values projected in literary texts in Indonesian language textbooks under the Merdeka Curriculum and (2) examine how gender projection operates in literary works and its manifestation as a source of literacy. Literary text in a textbook not only functions as the material of learning language but also as the medium representing the social value and construct of gender roles. This study uses a qualitative approach combined with content analysis of the literary texts contained in the Indonesian language textbook for Junior High School and Senior High School students in accordance with the Merdeka Curriculum (Emancipated Curriculum). The research data were collected through documentation by identifying and classifying literary texts containing gender representation. The findings mainly show two points: first, gender perspective has been integrated in some literary texts through character representation, critical description towards gender representation, and the discussion of gender issues in narrative texts; and second, some literary texts still reproduce dichotomous gender stereotypes which strengthen the patriarchal roles, representing women as weak and subordinated figures while men are represented as strong and dominant figures. However, some texts also show a more inclusive representation by presenting an empowered woman with a sense of agency. This study concludes that gender representation in literary texts potentially influences students’ understanding of gender roles in the community, so that textbook development needs to consider gender diversity and balance in the literary materials.
Literary works played a significant role as a medium for teaching Indonesian to foreign learners (BIPA). This study aimed to discuss the significance and use of the short stories “A Cat in Rashomon” and “The Cat and the Mushroom in the Cup” in developing BIPA learning design. This study employed a sociocultural framework to highlight the significance of the short stories for their representation of Japanese cultural aspects, and the “learning by design” paradigm to develop instructional designs. The findings revealed that both short stories narrated a culture of regret and loss, which in Japanese society was deeply intertwined with interpersonal engagement and relationships. This study then structured the learning into three sessions that explored learners’ personal experiences with the culture of emotions and their connections to these short stories. In other words, the main narrative in both short stories serves as the theme that ties the entire learning session together. Each session aimed to achieve four core competencies in the Indonesian language, encompassing the ability to explore their experiences and to conceptualize, analyze, and apply knowledge. This study emphasized that the significance of these two short stories lay in their representational value as a work of Indonesian-language literature that depicted the culture of another country, and their use also promoted the achievement of Indonesian language competencies.
Early literacy skills constitute a fundamental foundation for children's reading and writing development. However, literacy instruction in preschools and early elementary classrooms continues to emphasize letter recognition, while the systematic development of phonological awareness receives limited attention. This study aimed to analyze instructional needs and to design a conceptual prototype of an early literacy intervention model based on a phonological awareness approach. A Research and Development approach using the ADDIE model was adopted; this article reports the Analysis and Design phases only, while the Development, Implementation, and Evaluation phases are planned for subsequent research. The needs analysis combined classroom observations, play-based assessments of children's phonological awareness, semi-structured teacher interviews, and document analysis, involving one kindergarten, one elementary school, 60 children, and 12 teachers in Tasikmalaya City, Indonesia. Most children had difficulty identifying initial sounds, segmenting words of three or more syllables, recognizing rhymes, and manipulating simple phonemes, with the greatest difficulty on voicing contrasts. Teachers equated reading readiness with alphabet recognition and had no instructional resources for phonological awareness. The resulting conceptual prototype rests on five design principles—progressive phonological development, play-based learning, contextualized instruction, practical applicability, and embedded assessment—and specifies learning objectives, instructional syntax, an activity hierarchy, media, and assessment strategies. Because expert validation, practicality testing, and effectiveness testing have not been conducted, the model is presented as a design hypothesis, not as a validated intervention.
