Advancing SDGs 4, 5, and 16 through Islamic Cultural Conscientization in Indonesian Biographical Cinema: A Freirean–Peircean Analysis Using the CCSP Model
DOI:
https://doi.org/10.63230/jocsis.3.1.302Keywords:
Islamic cultural education, biographical cinema, SDGs education, Freirean Pedagogy, Semiotics, Postcolonial Studies, SDGs EducationAbstract
Objective: How Islamic cultural conscientization is constructed in Indonesian
biographical films through pedagogical and semiotic mechanisms. Method: The
research adopts a qualitative interpretive-critical design grounded in Freirean
conscientization, Peircean semiotics, and postcolonial cultural theory. Data were
collected through repeated film observation, time-coded scene documentation, and
semiotic transcription of selected cinematic units. Results: The findings indicate that
Islamic literacy operates as a cognitive framework for understanding structural
inequalities such as colonialism, patriarchy, and feudalism. Affective representations
of suffering and moral tension construct empathy as an ethical learning process.
Transformative praxis emerges through educational initiatives, organizational
leadership, and cultural resistance embedded in cinematic narratives. Novelty: The
study develops the Cultural Conscientization Semiotic Pedagogy (CCSP) Model,
positioning Indonesian biographical cinema as a medium of Islamic cultural
conscientization that integrates cognition, emotion, and social action within SDGs
oriented educational discourse.
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