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Perilaku Androgini Tokoh Utama Novel Koplak Karya Oka Rusmini Serta Implikasinya Dalam Pembelajaran Bahasa Dan Sastra Indonesia Di Sma

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Perilaku Androgini Tokoh Utama Novel Koplak Karya Oka Rusmini Serta Implikasinya Dalam Pembelajaran Bahasa Dan Sastra Indonesia Di Sma PERILAKU ANDROGINI TOKOH UTAMA NOVEL KOPLAK KARYA OKA RUSMINI SERTA IMPLIKASINYA DALAM PEMBELAJARAN BAHASA DAN SASTRA INDONESIA DI SMA Skripsi Diajukan kepada Fakultas Tarbiyah dan Keguruan untuk Memenuhi Salah Satu Syarat Mencapai Gelar Sarjana Pendidikan Oleh: Lisa Fania Aprista NIM 11160130000055 JURUSAN PENDIDIKAN BAHASA DAN SASTRA INDONESIA FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SYARIF HIDAYATULLAH JAKARTA 2021 ABSTRAK Lisa Fania Aprista (NIM: 11160130000055), “Perilaku Androgini Tokoh Utama Novel Koplak Karya Oka Rusmini serta Implikasiya dalam Pembelajaran Bahasa dan Sastra Indonesia di SMA”, Jurusan Pendidikan Bahasa dan Sastra Indonesia, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Dosen Pembimbing Rosida Erowati, M.Hum. Penelitian ini bertujuan untuk: 1) mendeskripsikan perilaku androgini pada tokoh utama dalam novel Koplak karya Oka Rusmini, 2) mendeskripsikan implikasi pembahasan perilaku androgini pada tokoh utama dalam novel Koplak karya Oka Rusmini teradap pembelajaran Bahasa dan Sastra Indonesia di SMA. Metode yang digunakan dalam penelitian ini adalah deskriptif-kualitatif. Analisis dalam penelitian ini menggunakan teori The Measurement of Psychological Androgyny (Pengukuran Androgini secara Psikologis) yang dikemukakan oleh Sandra L. Bem. Berdasarkan penelitian yang telah dilakukan, hasil penelitian ini menunjukkan bahwa terdapat 20 adjektiva yang menunjukkan manifestasi perilaku feminin dan maskulin, serta terdapat 10 adjektiva maskulin dan 10 adjektiva feminin yang ditunjukkan oleh tokoh Koplak. Koplak cenderung menunjukkan manifestasi perilaku maskulin di ruang publik pada saat menjalankan perannya sebagai kepala desa, sementara itu manifestasi perilaku feminin cenderung lebih banyak ditunjukkan ketika Koplak bersama dengan anaknya atau orang yang lebih muda darinya. Keseimbangan perilaku maskulin dan feminin inilah yang disebut dengan androgini oleh Sandra L. Bem. Perilaku androgini tersebut telah membentuk Koplak menjadi pribadi yang fleksibel serta menunjukkan bahwa Koplak memiliki pandangan yang tidak konservatif terhadap gender. Analisis ini dapat diimplementasikan pada pembelajaran sastra melalui pemahaman mengenai unsur- unsur pembangun novel serta mengaitkannya dengan kehidupan sehari-hari. Melalui pembelajaran tersebut, siswa dilatih untuk meningkatkan keterampilan berbahasa, saling menghargai, dan memahami jati dirinya sebagai manusia. Kata kunci: Androgini, Maskulin, Feminin, Koplak, Oka Rusmini, Pembelajaran Sastra i ABSTRACT Lisa Fania Aprista (NIM: 11160130000055), “Androgynous Behavior of The Main Character of Koplak Novel by Oka Rusmini and Its Implications in Learning Indonesian Language and Literature in Senior High School”, Department of Indonesian Language and Literature Education, Faculty of Tarbiyah and Teacher Traning, Syarif Hidayatullah State Islamic University Jakarta. The Advisor: Rosida Erowati, M.Hum. This study aims to: 1) describe the androgynous behavior of the main character in Oka Rusmini’s novel Koplak, 2) describe the implications of discussing androgynous behavior on the main character in Oka Rusmini’s novel Koplak on learning Indonesian language and literature in Senior High School. The method used in this research os descriptive-qualitative. The analysis in this study used the theory of The Measurement of Psychological Androgyny proposed by Sandra L. Bem. Based on the research that has been done, the results of this study indicate that there are 20 adjectives that show manifestations of feminine and masculine behavior. There are 10 masculine adjectives and 10 feminine adjectives shown by the character of Koplak. Koplak tends to show a manifestation of masculine behavior in the public sphere when carrying out its role as village head, while feminine behavior tends to be more manifest when Koplak is with children or younger people. This balance of masculine and feminine behavior is what Sandra L. Bem calls androgynous. This androgynous behavior has shaped Koplak to be flexible and shows that Koplak has a non-conservative view of gender. This analysis can be implemented in literature learning through understanding the elements of novels builder and relating them to everyday life. Through this learning, students are trained to improve language skills, respect each other, and understand their identity as humans. Keywords: Androgynous, Masculine, Feminine, Koplak, Oka Rusmini, Literature Learning ii KATA PENGANTAR Puji syukur ke hadirat Allah Subhanahu wa Ta’ala yang telah meberikan rahmat dan karunia-Nya, sehingga penulis dapat menyelesaikan skripsi ini dengan baik. Salawat serta salam senantiasa tercurahkan kepada Nabi Besar Muhammad Shallallah ‘Alayhi wa Salam beserta keluarga, sahabat, dan para pengikutnya hingga akhir zaman. Skripsi dengan judul “Perilaku Androgini pada Tokoh Utama dalam Novel Koplak Karya Oka Rusmini serta Implikasinya terhadap Pembelajaran Bahasa dan Sastra Indonesia di SMA” ini disusun untuk memenuhi salah satu syarat mencapai gelar Sarjana Pendidikan pada Jurusan Pendidikan Bahasa dan Sastra Indonesia, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Penulis menyadari bahwa dalam penulisan skripsi ini penulis banyak menemukan kesulitan dan hambatan. Namun, berkat kerja keras, semangat, dukungan, motivasi, nasihat, serta saran dari berbagai pihak, penulis akhirnya mampu menyelesaikan skripsi ini. Oleh karena itu, dengan segala kerendahan hati, penulis ingin menyampaikan rasa terima kasih kepada: 1. Dr. Sururin, M. Ag., selaku Dekan Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta. 2. Dr. Makyun Subuki, M.Hum., selaku Ketua Jurusan Pendidikan Bahasa dan Sastra Indonesia UIN Syarif Hidayatullah Jakarta. 3. Novi Diah Haryanti, M.Hum., selaku sekretaris Jurusan Pendidikan Bahasa dan Sastra Indonesia UIN Syarif Hidayatullah Jakarta. 4. Rosida Erowati, M.Hum., selaku Dosen Pembimbing Skripsi sekaligus Dosen Pembimbing Akademik yang selama ini telah sabar membimbing, memberi arahan, serta kritik dan saran yang sangat membangun selama proses penyusunan skripsi ini, sehingga penulis dapat menyelesaikannya dengan baik. 5. Seluruh Dosen dan Staf Fakultas Ilmu tarbiyah dan Keguruan, khususnya Dosen dan Staf Jurusan Pendidikan Bahasa Indonesia yang telah memberikan banyak ilmu pengetahuan serta bimbingan kepada penulis selama melaksanakan studi di UIN Syarif Hidayatullah Jakarta. iii iv 6. Seluruh Staf Perpustakaan Utama dan Perpustakaan Tarbiyah UIN Syarif Hidayatullah Jakarta serta Perpustakaan Nasional Republik Indonesia, serta Ibu Nurhayati, S.Pd, selaku guru pamong PLP penulis, yang telah membantu penulis dalam penyediaan buku dan referensi yang diperlukan selama proses pengerjaan skripsi ini. 7. Teristimewa untuk keluarga tercinta, Ibunda Juminah, Ayahanda Nurdin, S.E., serta adik-adik penulis, Annisa Zahra Agustami dan Rizky Nurafrizal, dan segenap keluarga besar yang telah mendidik, selalu mendoakan, serta memberikan dukungan, baik dukungan moral maupun finansial. Semoga Allah SWT selalu menjaga, menyayangi, melindungi, memberikan kesehatan serta kebaikan di dunia maupun di akhirat. 8. Teman-teman dan responden lainnya yang telah membantu mengisi kuesioner, sehingga penulis mendapatkan data konkret yang dibutuhkan untuk menyusun skripsi ini. 9. Teman-teman seperjuangan Jurusan Pendidikan Bahasa dan Sastra Indonesia angkatan 2016, khususnya kelas B, yang selama ini telah menemani suka-duka, memberikan semangat, serta dukungan selama penulis melaksanakan studi di UIN Syarif Hidayatullah Jakarta. Selain itu, terkhusus lagi kepada beberapa teman dekat penulis di kelas B yang telah bersedia meluangkan waktu untuk menampung keluh kesah penulis selama mengerjakan skripsi, bertukar pikiran dan berdiskusi, serta membantu dalam kelancaran proses penyelesaaian skripsi ini, yang namanya tidak bisa saya sebutkan di sini untuk mengantisipasi rasa iri dan dengki yang mungkin muncul pada mereka yang namanya tidak disebutkan. 10. Sabahat-sahabat tersayang, Ratih Arthanovia, Shofy Fairuz Zahra, Vivi Noer Febdra, Dita Anggun Lestari, Dewi Astari, Kiki Oktaviani, Rizka Mulih Putri, yang selalu memberi semangat dan telah lebih dulu mendapat gelar sarjana, sehingga penulis semakin terpacu untuk menyelesaikan skripsi ini. 11. Serta semua pihak yang tidak dapat disebutkan satu per satu, yang telah membantu penulis hingga skripsi ini selesai. Semoga Allah selalu v melimpahkan rahmat serta memberi balasan kebaikan kepada semua pihak atas segala bantuan yang telah diberikan kepada penulis. Penulis menyadari bahwa skripsi ini masih memiliki banyak kekurangan dan jauh dari kata sempurna, baik dari segi isi maupun penyampaiannya. Penulis sangat berbesar hati dan terbuka untuk menerima kritik dan saran dari semua pihak. Besar harapan, skripsi ini dapat memberikan manfaat bagi penulis secara pribadi maupun pembaca dan peneliti lain. Bogor, 22 November 2020 Penulis DAFTAR ISI LEMBAR PENGESAHAN DOSEN PEMBIMBING LEMBAR PENGESAHAN PENGUJI LEMBAR PERNYATAAN KARYA SENDIRI ABSTRAK .............................................................................................................. i ABSTRACT ............................................................................................................ ii KATA PENGANTAR .......................................................................................... iii DAFTAR ISI ......................................................................................................... vi DAFTAR TABEL .............................................................................................
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