A 2026 study by Farida Nugrahani, Veronica Unun Pratiwi, and Wahyu Dini Septiari from Universitas Veteran Bangun Nusantara in Indonesia finds that literature learning—especially through film adaptations of novels—can significantly strengthen patriotic values among high school students. Published in the International Journal of Applied Research and Sustainable Sciences (IJARSS), the research highlights how integrating storytelling and audiovisual media into classroom instruction supports character education in a time of growing concern over youth morality.
The study focuses on high schools in Surakarta, Central Java, where teachers and students participated in a structured evaluation of literature-based learning. The findings matter because Indonesia, like many countries, is facing increasing social challenges among young people, including declining civic responsibility and ethical awareness. The research offers a practical, classroom-based solution that aligns with national education priorities.
Addressing a Growing Character Education Challenge
Indonesia has placed strong emphasis on character education through national policies such as the 2017 Presidential Regulation on Strengthening Character Education. However, translating these policies into effective classroom practices remains a challenge.
Farida Nugrahani and her colleagues identify literature as a powerful tool to bridge this gap. Stories allow students to explore values such as nationalism, integrity, and cooperation in a relatable and emotionally engaging way. In the digital era, traditional reading alone is no longer sufficient—students increasingly engage with visual and multimedia content.
This shift creates an opportunity to redesign literature learning so it aligns with students’ habits and interests.
Research Method: Real Classrooms, Real Students
The research uses a descriptive qualitative approach supported by quantitative data. The team collected information from:
- 35 high schools in Surakarta
- Teachers and students through questionnaires
- In-depth interviews with selected participants
- Classroom observations and focus group discussions
Data analysis combined statistical summaries with qualitative interpretation to identify patterns in teaching strategies, student preferences, and character outcomes.
This mixed-method approach allowed the researchers to capture both measurable trends and deeper insights into how students experience literature learning.
Key Findings: Film Adaptations Drive Engagement and Values
The study identifies several key findings that are highly relevant for educators:
- Listening
- Reading
- Retelling
- Writing
- Problem-solving
This is combined with a “scientific approach” involving observation, questioning, analysis, and communication.
- 31% of students prefer film adaptations of novels
- 20% prefer traditional literary novels
- Other formats such as poetry and short stories are less popular
Film adaptations—known as ecranization—make stories more accessible and engaging.
- Laskar Pelangi by Andrea Hirata
- Dilan by Pidi Baiq
- Harry Potter by J.K. Rowling
- Dear Nathan and Dealova
These works are not only familiar but also available as films, making them easier to integrate into classroom activities.
- Religiosity
- Nationalism (patriotism)
- Integrity
- Cooperation
- Independence
Among these, religious values and nationalism are most frequently emphasized by teachers.
Why Film-Based Learning Works
Film adaptations significantly reduce barriers to understanding literature. While reading a novel may take days, watching a film version takes only a few hours and provides immediate visual and emotional context.
Students can:
- Understand storylines more quickly
- Connect with characters through visual cues
- Engage in discussion and critical thinking
For teachers, film-based learning is also more practical. It requires fewer physical resources and can be delivered efficiently using digital tools.
According to Farida Nugrahani of Universitas Veteran Bangun Nusantara, literature learning becomes more effective when it combines critical thinking with emotional engagement. She explains that students “can absorb moral values more easily when they experience them through stories and characters, especially in audiovisual form.”
Implications for Education and Policy
The findings offer clear implications for multiple stakeholders:
For educators:
- Integrate film adaptations into literature lessons
- Use structured, student-centered learning strategies
- Align teaching materials with student interests
For policymakers:
- Support digital and multimedia learning resources
- Encourage curriculum flexibility for character education
- Promote literacy programs that include audiovisual content
For schools:
- Combine traditional reading with modern media
- Foster discussion-based and collaborative learning environments
The research also supports the broader goal of preparing students for the 21st century, where critical thinking, communication, and creativity are essential skills.
A Model for Modern Character Education
The study demonstrates that literature learning is not outdated—it is evolving. By combining novels with films, educators can create a more inclusive and effective learning experience.
This approach aligns with global trends in education, where storytelling, media literacy, and emotional intelligence are increasingly recognized as key components of student development.
Source
Nugrahani, F., Pratiwi, V. U., & Septiari, W. D. (2026). Literature Learning to Strengthen Patriotic Values in Character Education. International Journal of Applied Research and Sustainable Sciences (IJARSS), Vol. 4 No. 3, pp. 259–274.
DOI: https://doi.org/10.59890/ijarss.v4i3.222
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