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Raden Dibi Irnawan
"[ ABSTRAK
Makalah ini membahas dimensi sosio-psikologis dalam seni lukis yang
digambarkan dalam novel ?My Name is Red? karya Orhan Pamuk. Penulis
melalui makalah ini berpendapat bahwa dalam kontes antara liberalisme dan
religiusitas seni lukis di era Sultan Murat III, sebagaimana digambarkan dalam
novel tersebut, elemen psikologis mewujud dalam narsisme. Ide ini termanifestasi
dalam bentuk perilaku Velijan Effendi yang di satu sisi memegang teguh prinsipprinsip
Timur namun secara estetika tidak dapat menolak keunggulan prinsipprinsip
Barat. Hal ini mencerminkan bagaimana dua budaya bertemu dan
menghasilkan gejolak psikologis pada diri individu terkait isu pembuktian diri.
Makalah ini juga menyorot potensi ketidaksesuaian gambaran narsisme yang
dipaparkan Orhan Pamuk dengan pemahaman masa kini terkait narsisme. Hasil
analisis menunjukkan kalau gambaran Velijan atau Olive dalam novel My Name
Is Red tetap sejalan dengan gambaran individu narsisme dalam literatur ilmiah.
Velijan Effendi menjadi sosok narsis karena hasil dari kebutuhannya untuk diakui,
untuk eksis dalam hidupnya yang tertekan dan menggunakan lukisan-lukisannya
sebagai media untuk menyalurkan kebutuhannya tersebut.
ABSTRACTThis paper discuss about socio-psychological dimension in paintings
pictured in Orhan Pamuk?s novel ?My Name is Red?. The novel shows us fine
examples about how paintings can be a media of painters who lived in a
repressive era of Sultan Murat III which established rigid rules adopted from
Islamic principles of how a painting should be done. This idea manifested in the
characters? behaviour, especially Velijan Effendi, who hold the Islamic or East
principles but dilemmatically fond of Western principles as an aesthetic way of
painting. This kind of dilemma born from the presence of East and West
principles intertwined in Turkey at the era pictured in the novel. Results
determined that Velijan Effendi is narcistic as a result of his needs to be
acknowledged and to express his self-manifestation; to be existent in his repressed
life. He uses his paintings as the media of expressing his needs.;This paper discuss about socio-psychological dimension in paintings
pictured in Orhan Pamuk?s novel ?My Name is Red?. The novel shows us fine
examples about how paintings can be a media of painters who lived in a
repressive era of Sultan Murat III which established rigid rules adopted from
Islamic principles of how a painting should be done. This idea manifested in the
characters? behaviour, especially Velijan Effendi, who hold the Islamic or East
principles but dilemmatically fond of Western principles as an aesthetic way of
painting. This kind of dilemma born from the presence of East and West
principles intertwined in Turkey at the era pictured in the novel. Results
determined that Velijan Effendi is narcistic as a result of his needs to be
acknowledged and to express his self-manifestation; to be existent in his repressed
life. He uses his paintings as the media of expressing his needs.;This paper discuss about socio-psychological dimension in paintings
pictured in Orhan Pamuk?s novel ?My Name is Red?. The novel shows us fine
examples about how paintings can be a media of painters who lived in a
repressive era of Sultan Murat III which established rigid rules adopted from
Islamic principles of how a painting should be done. This idea manifested in the
characters? behaviour, especially Velijan Effendi, who hold the Islamic or East
principles but dilemmatically fond of Western principles as an aesthetic way of
painting. This kind of dilemma born from the presence of East and West
principles intertwined in Turkey at the era pictured in the novel. Results
determined that Velijan Effendi is narcistic as a result of his needs to be
acknowledged and to express his self-manifestation; to be existent in his repressed
life. He uses his paintings as the media of expressing his needs., This paper discuss about socio-psychological dimension in paintings
pictured in Orhan Pamuk’s novel “My Name is Red”. The novel shows us fine
examples about how paintings can be a media of painters who lived in a
repressive era of Sultan Murat III which established rigid rules adopted from
Islamic principles of how a painting should be done. This idea manifested in the
characters’ behaviour, especially Velijan Effendi, who hold the Islamic or East
principles but dilemmatically fond of Western principles as an aesthetic way of
painting. This kind of dilemma born from the presence of East and West
principles intertwined in Turkey at the era pictured in the novel. Results
determined that Velijan Effendi is narcistic as a result of his needs to be
acknowledged and to express his self-manifestation; to be existent in his repressed
life. He uses his paintings as the media of expressing his needs.]"
Depok: Fakultas Ilmu Pengetahuan dan Budaya Universitas Indonesia, 2014
MK-Pdf
UI - Makalah dan Kertas Kerja  Universitas Indonesia Library
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"Kajian kepustakaan ini menyajikan tinjauan dan sintesis dari sejumlah penelitian terpilih tentang konsep-konsep sosio-psikologis yang relevan dengan permasalahan anak jalanan. Dua pulu satu artikel dan hasil penelitian memenuhi kriteria dan hasil sintesisnya tersaji dalam artikel ini. Tema-tema yang terungkap meliputi well-being dan modal psikologis antara lain spiritualitas, resiliensi, dan aspirasi, persepsi diri dan persepsi serta respon publik terhadap anak jalanan; motif-motif yang mendorong anak ke jalanan; motif-motif yang mendorong anak ke jalanan; karakteristik kepribadian anak jalanan; dan psikopsikopatologi serta modifikasi perilaku bagi gangguan psikologis anak jalanan."
Kementerian Sosial RI, {s.a.}
SOSKES 17:2 (2012)
Artikel Jurnal  Universitas Indonesia Library
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Pamuk, Orhan
London: Faber, 2001
894.3 PAM mt
Buku Teks SO  Universitas Indonesia Library
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Pamuk, Orhan
Jakarta: Serambi, 2006
894.3 PAM m
Buku Teks SO  Universitas Indonesia Library
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Pamuk, Orhan
Jakarta : Serambi, 2006
Buku Teks  Universitas Indonesia Library
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Strout, Elizabert
New York: Random House, 2016
813.54 STR m
Buku Teks SO  Universitas Indonesia Library
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Sapardi Djoko Damono, 1940-2020
Jakarta: Gramedia Pustaka Utama, 2017
899.221 SAP n
Buku Teks SO  Universitas Indonesia Library
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Mazer, Norma Fox
New York: Scholastic, 1987
823 MAZ b
Buku Teks SO  Universitas Indonesia Library
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Erika Diki Permata Fridadixa
"My Name is María Isabel (1993) karya Alma Flor Ada merupakan sebuah kisah yang diceritakan dari sudut pandang seorang anak berlatar belakang budaya Hispanik bernama “María Isabel Salazar López” yang meninggalkan negara asalnya untuk tinggal di kota New York. Buku ini meningkatkan kesadaran tentang perlakuan diskriminatif atau tidak menyenangkan yang diterima oleh sang gadis Hispanik setelah pindah ke tempat baru. Penelitian ini menggunakan teori kekerasan simbolik Pierre Bourdieu dan teori relasi kuasa Michel Foucault guna menganalisis bagaimana kekerasan simbolik dan relasi kuasa antara guru dan murid di kelas memengaruhi identitas budaya dan harga diri María Isabel sebagai murid dari etnis minoritas, serta perkembangannya untuk mengatasi kekerasan tersebut. Hasil penelitian ini menemukan bahwa kekerasan simbolik yang disebabkan oleh ketidakseimbangan kekuasaan antara guru dan murid telah melemahkan harga diri María Isabel sekaligus membungkam suaranya. Namun demikian, penelitian ini juga menemukan bahwa terlepas dari efek negatif yang diakibatkan oleh kekerasan simbolik yang diterimanya, María Isabel telah menunjukkan ketahanan yang luar biasa terhadapnya dengan membela identitas budaya Hispanik melalui esainya.

Alma Flor Ada‟s y m is r s l (1993) is a story told from the perspective of a child of Hispanic background named “Mar a Isabel Salazar López” who left her country to live in New York City. The book raises the awareness of the discriminatory or unfavorable treatment received by the Hispanic girl upon her moving to the new place. This study uses Pierre Bourdieu‟s symbolic violence theory and Michel Foucault‟s power relation theory to analyze how the symbolic violence and the teacher-student power relation in the classroom affect Mar a Isabel‟s cultural identity and self-esteem as an ethnic minority student, and her development to cope with the violence. The result of this research finds that the symbolic violence caused by the teacher-student power imbalance has weakened Mar a Isabel‟s self-esteem and silenced her voice. Nevertheless, the research also discovers that despite the negative effects of the symbolic violence she receives, Mar a Isabel has demonstrated remarkable resistance towards it by standing up for her Hispanic cultural identity through her essay."
Depok: Fakultas Ilmu Pengetahuan dan Budaya Universitas Indonesia, 2021
TA-pdf
UI - Tugas Akhir  Universitas Indonesia Library
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Erika Diki Permata Fridadixa
"My Name is María Isabel (1993) karya Alma Flor Ada merupakan sebuah kisah yang diceritakan dari sudut pandang seorang anak berlatar belakang budaya Hispanik bernama “María Isabel Salazar López” yang meninggalkan negara asalnya untuk tinggal di kota New York. Buku ini meningkatkan kesadaran tentang perlakuan diskriminatif atau tidak menyenangkan yang diterima oleh sang gadis Hispanik setelah pindah ke tempat baru. Penelitian ini menggunakan teori kekerasan simbolik Pierre Bourdieu dan teori relasi kuasa Michel Foucault guna menganalisis bagaimana kekerasan simbolik dan relasi kuasa antara guru dan murid di kelas memengaruhi identitas budaya dan harga diri María Isabel sebagai murid dari etnis minoritas, serta perkembangannya untuk mengatasi kekerasan tersebut. Hasil penelitian ini menemukan bahwa kekerasan simbolik yang disebabkan oleh ketidakseimbangan kekuasaan antara guru dan murid telah melemahkan harga diri María Isabel sekaligus membungkam suaranya. Namun demikian, penelitian ini juga menemukan bahwa terlepas dari efek negatif yang diakibatkan oleh kekerasan simbolik yang diterimanya, María Isabel telah menunjukkan ketahanan yang luar biasa terhadapnya dengan membela identitas budaya Hispanik melalui esainya. Kata kunci: My Name is María Isabel, kekerasan simbolik, relasi kuasa, murid etnis minoritas, identitas budaya

Alma Flor Ada’s My Name is María Isabel (1993) is a story told from the perspective of a child of Hispanic background named “María Isabel Salazar López” who left her country to live in New York City. The book raises the awareness of the discriminatory or unfavorable treatment received by the Hispanic girl upon her moving to the new place. This study uses Pierre Bourdieu’s symbolic violence theory and Michel Foucault’s power relation theory to analyze how the symbolic violence and the teacher-student power relation in the classroom affect María Isabel’s cultural identity and self-esteem as an ethnic minority student, and her development to cope with the violence. The result of this research finds that the symbolic violence caused by the teacher-student power imbalance has weakened María Isabel’s self-esteem and silenced her voice. Nevertheless, the research also discovers that despite the negative effects of the symbolic violence she receives, María Isabel has demonstrated remarkable resistance towards it by standing up for her Hispanic cultural identity through her essay. Keywords: My name is María Isabel, symbolic violence, power relation, ethnic minority student, cultural identity"
Depok: Fakultas Ilmu Pengetahuan Budaya Universitas Indonesia, 2021
TA-pdf
UI - Tugas Akhir  Universitas Indonesia Library
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