This study is intended to understand teaching quality of English student teachers when they conduct their teaching practicum. Teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. Thes IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 185 Finding the Early Identity for Children in the Film of Laskar Pencerah VANI DIAS ADIPRABOWO *1 AND AGUNG WIDODO 2 Abstract This research aims to reveal the message in the film 'Laskar Pencerah'. It provides an overview of the wider community and how non-formal education can provide alternatives and educational inspiration through the learning community. It uses descriptive qualitative to build the meaning of the message in the film 'Laskar Pencerah' and to understand the phenomenon by describing it in words. In collecting data, it uses observations viewed through the YouTube channel. The data are used to explore the meaning of the film's story, explain, give, and detail the film's message. Furthermore, the research shows that the main character of a child who wants to continue to learn although limited in his life to achieve what he aspires to with continuous efforts. His efforts and hard work shape the child's character and help him find his identity early on. Keywords Character building, children, film, identity, learning community Article History Received 13 December 2022 Accepted 15 May 2023 How to Cite Adiprabowo, V.D., & Widodo, A. (2023). Finding the early identity for children in the film of laskar pencerah. Indonesian Research Journal in Education |IRJE|, 7(1), 185-195. https://doi.org/10.22437/irje .v7i1.22374 1* Lecturer at the Communication Science Department, Faculty of Literature, Culture, and Communication, Universitas Ahmad Dahlan, Indonesia, Corresponding author: vani.adiprabowo@comm.uad.ac.id 2 Lecturer at the Sports Science Department, Faculty of Public Health, Universitas Muhammadiyah Semarang, Indonesia https://doi.org/10.22437/irje.v7i1.22374 https://doi.org/10.22437/irje.v7i1.22374 mailto:vani.adiprabowo@comm.uad.ac.id IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 186 Introduction Education aims to explore every character and know the children‟s identity from an early age. Universally, education also aims to improve cultural values (Moulin-Stożek, 2020). Furthermore, character education encourages participatory children to identify and form good character under certain conditions (Baiocchi, 2019). Character education can foster intellectuality and morality in children (Kotsonis, 2019). The approach to character education depends on the children‟s development through their environment (Bates, 2019). Character education is a learning process by promoting values and fostering ideology to build fighting power (Hetemi, 2020). Although character education emphasizes morality in children's education in formal schools, it is minimal in a film story (Halimah et al., 2020). The challenge in education is to empower the wider community (Morin, 2019). Every human being has the power of the soul, named copyright, works. Full human development demands the development of all power in a balanced manner. Development that is too focused on one power alone will result in incomplete development as a human being. Education that emphasizes the intellectual aspect will only keep learners away from their society. It can be grown by providing emotional developmental stimuli to children (Yuan et al., 2020). Education until now has only emphasized the development of copyright. If it continues, it will make human beings less human or humane. The identity of each child is unique because each child is different from the others. Identity is part of children's social status to express their abilities in society (Wagner, 2019). Children can creatively find themselves to adapt to their social environment (Yan, 2019). Children are a valuable asset to the state; therefore, it needs support in the educational process (Nieminen, 2019). Education should not govern, but education should be supportive. So that in the learning process, children are not unfettered by a curriculum. Education does not have to be expensive either. Cheap education can be a strategic program that aims to subsidize education-related costs for students from low-income families to remain complete in completing their education (Wekullo, 2020). Alternative processes of education can see in the film 'Laskar Pencerah', which describes the learning process in the learning community that is different from formal schools. The film is a medium of mass communication of listening. The film can also be a pedagogical tool for people's enlightenment. The film can build images of children aimed at children's well-being (Nieminen, 2019). The film can shape the power of attitudes and behaviors to society according to its context (El-Khoury et al., 2019). The film can also motivate in a more specific direction (Pookaiyaudom & Tan, 2020). The filmmaking process also requires writing, acting, and cinematographic techniques, which require collaborative work between the experienced and the inexperienced to create an atmosphere that can fill each other's shortcomings (Chapin et al., 2019). Mass communication is a tool to develop education in the community (Blom et al., 2018). Mass communication through a medium is a process of information from the sender to the recipient involving profound sociocultural transformation (Moll, 2020). Mass communication always requires critical updates in specific contexts (Amiradakis, 2019). Mass communication provides a broad perspective to describe the mass communication process and its dynamics (Walther & Valkenburg, 2017). IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 187 The film is not only a medium of entertainment, but it also provides educational value. Film as a medium of entertainment can also contain cultural elements and representations of norms and social values (El-Khoury et al., 2019). Also, the public's entertainment programs many used to anticipate the direction of radicalization (Lakomy, 2017). Realizing the value of education can be taken from the surrounding environment, there is no reason not to learn (Haider & Hunter, 2020). Education's importance can be repeated and requires collective knowledge (Battilana & Dorado, 2010; Lee & Raschke, 2018). Experience has the value of independent education to achieve a particular political goal (Martin, 2019). The film is also able to communicate using a distinctive cinematic language. The film has a significant concern for understanding how it creates cinematic language in building ideas (Akhter, 2019). Cinematic language can capture how phenomena can see firsthand and what humans do (Gupta, 2019). Cinematic language can construct powerful narratives and communicate to a broad audience (Wong et al., 2020). Not a few children who are in formal school are lazy to learn if not told. Formal education tends to equate learning ways and is even narrower than just instructing in the classroom (Akiva et al., 2020). The school arranges for children to learn according to the system and not learn what they want. The school has a goal applied to students to achieve a predetermined educational program (Liu, 2019). The school also assesses by providing the child's best order (Adair & Kurban, 2019). The effect is that the average child experiences a psychological burden in the learning process. School is a means of learning and a place of social interaction (Yunus, 2019). Formal schools tend to study in a classroom and dress in uniform. An excellent classroom needs funds to build it, as well as school uniforms. School is a problem for the underprivileged; getting an education must pay for building money and expensive uniforms. There are not many film stories that focus on education, especially non-formal education, in the learning community. This problem is one reason why the general public rarely knows learning models in the learning community. Most of the film spectacles that happen are only limited to entertainment. A film that focuses on the entertainment element looks for maximum profit as the film entertainment industry is one of the fastest-growing business sectors (Lakomy, 2017). As an entertainment medium, films can promote social issues' greater good (Khoo & Ash, 2020). Many people doubt the film's impact if it only serves as entertainment (Marquis et al., 2019). However, the entertainment function can be an unpredictable success in the film (Walls & McKenzie, 2020). In a film that focuses only on the entertainment element, the goal is to make the most profit. Indeed, when viewed from the distribution aspect, entertainment films are the most profitable segment and arguably the most in-demand feature in society. Therefore, it is not surprising that films that only concern the entertainment element become the fastest-growing business (Lakomy, 2017). However, entertainment films usually do not attach importance to the educational component. In films that do not attach importance to education, the impact can plunge the audience. Film education can provide alternatives and offers for the development of film production with educational elements. A film has become essential as a widely accessible medium of communication. Through the film 'Laskar Pencerah', the story of education in the learning community can be an alternative solution for the community. Besides, films containing educational elements can help to accelerate the formation of the character of a nation. Films that tell the story of IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 188 character education need support from the wider community. Character education is essential as a foundation in the community (Bates, 2019). Character education will be better if it grows early, starting from the child. Therefore, the district must feel responsible for the education of children. Character education aims to teach the values and virtues necessary for human development, both for fulfilling the character of human physical and mental potential in life (Arthur et al., 2016; Paul et al., 2020). Films about education are regarded as stereotypes of films that focus only on the school environment, depicting teacher-centered teaching and learning processes. In contrast to the film 'Laskar Pencerah', which prioritizes the education process centered on children. Therefore, films with educational themes such as the film 'Laskar Pencerah' are essential to be discussed and conveyed to the public. Methodology This research uses descriptive qualitative to explore the meaning of the film 'Laskar Pencerah'. This qualitative research also intends to understand the phenomenon by describing it in the form of words. 'Laskar Pencerah' is a film about a poor student named Laskar. Laskar always strives to learn and excel even though his parents still prohibit him if Laskar goes to the learning community. The ban was due to his sickly father and required Laskar to help his mother find money to treat her father. A writing competition held by the learning community motivated Laskar to prove to his parents that what Laskar did could provide pride and benefits. The learning community shown in the film 'Laskar Pencerah' emphasizes that the learning process does not have to be in a room or building. The learning process can be done anywhere and in any way. Research design This research begins with how the film is observed, namely collecting data on the film 'Laskar Pencerah' through the YouTube channel. The data are used to explore the meaning of the film's story, explain, give, and detail the film's message. Data collection and analysis The research data for the film 'Laskar Pencerah', get from youtube. The duration of the film 'Laskar Pencerah' is 24.01 minutes. The analysis is to create a detailed description in the form of a definite report that reveals everything to understand the findings obtained. First, look for film material on YouTube. The second saw the film 'Laskar Pencerah'. The third analyzes the storyline of the film. Fourth, the storyline is studied and then done, concluding the message of the film story. Findings and Discussion An educational model in the learning community that suits the child's needs and frees the child to learn anything with a companion as a facilitator is an alternative in the learning process. Children can evaluate themselves, know their identity early on, and develop IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 189 them to benefit their environment. Laskar's character in the film 'Laskar Pencerah' is a child who wants to progress and excel but always gets obstacles from his parents and friends in the learning community. The efforts made by the Laskar to be able to continue to go to school and excel show when the Laskar always writes down ideas or ideas of the problems they face, even if only one sentence. Writing is already considered by some people to be a tedious and lazy thing to do. Many say they want to write, but they also give to answer why they have not written yet. There is no reason not to write. For some people, writing is a troublesome thing, but if examined more in-depth, writing includes simple things, something noble that can indirectly enlighten anyone who reads it. Writing is the fruit of writing and is the result of real evidence that can change civilization. Writing in the sense of communication is conveying knowledge or information about the subject. Writing means supporting the idea of utterances that creates one sentence or just a few unrelated things but produces a series of organized things that relate to each other and in an individual style. The sentences' sequence can be short, perhaps only two or three sentences, but they are placed regularly and relate to each other, and form a reasonable unity. Writing is hard work, but it is also an opportunity to convey something about yourself in communicating ideas to others, even learning something unknown. Laskar never gave up hope despite their limited circumstances. However, these limitations make the Laskar more eager to achieve what they aspire to. They traveled through limited conditions by working hard to keep writing to keep up with the writing competition held in his learning community. Efforts in the education process carried out continuously will shape the children‟s character. Education in the learning community based on the surrounding environment can help children find their identity early on. Not always, the child wants to be conditioned in a formal learning atmosphere. Learning should be fun and doable anywhere. The purpose of learning is to find yourself. Education is not to pursue passing the exam but to fulfill the learner's curiosity, especially in the child. Children should have freedom in learning, which is free to express themselves. The film 'Laskar Pencerah' can be an inspiration in the learning process. The motivation shown in 'Laskar Pencerah' is patience, obedience to parents, and unyielding. Despite all Laskar's problems in the family and the learning community, Laskar still showed patience by carrying out all his parents' orders and writing ideas on a piece of paper. The next inspiration is that Laskar always obeys his parents' orders without resentment and still accepts the situation by continually trying to carry out his parents' demands. The last inspiration that can be picked in the film 'Laskar Pencerah' is the unyielding attitude to finish the writing that it wants to include in the learning community's competition. Another picture of the form of inspiration obtained in the film 'Laskar Pencerah' where learning does not have to be in an enclosed space or classroom, education does not have to wear a uniform, and learning does not have to be with a lot of material. Non-formal education through a learning community can be an alternative to the learning process. Non-formal education in the learning community applies a different learning model than formal schools in general. Community learning can help to improve teaching and reduce dropouts (Rima et al., 2019). The learning community is an independent educational process to explore the character, where the companion is only a facilitator The learning community aims to improve children's understanding (Hamilton et al., 2019). IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 190 and involvement in the face of daily life (Lee et al., 2018). The education process in the learning community based on Lave and Wenger's ideas lies in social practice (Walton et al., 2019). The learning community provides an alternative for the lower middle class so as not to drop out of school. The learning community becomes a bridge of educational solutions in the local environment that can be relevant by producing and responding to learning materials in the surrounding environment (Macintyre et al., 2020). The learning community has a distinctive character by learning to get closer to the ground (Cantwell, 2018). A powerful learning intention is shown by the character of Laskar in the film 'Laskar Pencerah'. Learning can achieve the goal with firm confidence to achieve what is said (Ciampa & Wolfe, 2020). Education is necessary to explore the potential and see children's development (Pardo & Opazo, 2019). The relationship between the facilitator and the child requires a deep focus on learning (Oakden et al., 2020). The Independent learning process can express the value of children's character (Peterson, 2019). The essence of a child named Laskar in the film 'Laskar Pencerah' can motivate children his age who want to progress and excel but have limitations. Motivation by showing Laskar's desperate efforts to continue to learn and excel can make, namely writing down ideas or ideas of the problems he faced even if only one sentence. Motivation needs to be grown and done with self-awareness to become accustomed to it (Grumley, 2019). Increasing motivation can also show a person's morals to benefit others (Kotzee, 2019). In this context is how the cause continues to communicate through the film 'Laskar Pencerah'. One of the famous educational communication media is film. A film can be a creative and positive message to change one's audience experience (Reigada et al., 2019). As a medium of communication, it can provide a compelling message. A film is like seeing a process in flight where the messages are conveyed clearly (Real, 2020). The news got through the film can also inspire the audience. A film becomes an essential means and source of inspiration in producing meaning. It is not only presented only entertainment but enlightenment. Enlightenment can contribute based on universality (Wessels, 2020). It is something that is ingrained in the hearts and heads of its audience. A good film in the film 'Laskar Pencerah' can provide contemplation materials and offer an alternative perspective in looking at life and various social realities of education. The film 'Laskar Pencerah' gives an overview of the message of how the process of non-formal education in the learning community can be an inspiration. Inspiration can provide new insights to offer further educational value (Cui et al., 2019). The push in the film 'Laskar Pencerah' depicts a Laskar character who can encourage the audience that limitations are not an obstacle. Limits can be a useful experience for the audience (Anderson & McCreary, 2020). The child character named Laskar can be an inspiration, that an educational goal can be achieved through strong efforts and never giving up, even though it has many limitations. A respectful attitude to parents is also an inspiration for children of their age to remain appreciative and grateful for the learning process. The learning process can do anywhere, as done by Laskar figures. A learning process can help solve problems through mentoring by teachers as facilitators (Guilherme, 2019). The learning process should understand how education can be built together (Schiffeler et al., 2018). The learning process also does not have to be in a classroom or a luxurious building. The learning process also does not have to wear fancy uniforms. Uniforms are not the final goal in the learning IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 191 process. Likewise, learning materials do not have to know many things that are not in the child's interest. The most important thing is how a companion can facilitate what the child wants. The child's character in the film 'Laskar Pencerah' can be an example of an educational goal through strong efforts and never giving up despite having many limitations. Education is essential for children's needs to realize through the values taught (Han, 2020). Although no formal education is shown in the film 'Laskar Pencerah', the child character's learning process in the film can indicate that the efforts made continuously will shape the feeling he wants. Scientific discourse and discourse in the community show that education is responsible for forming a character to realize an independent and prosperous society (Martin, 2019). The film 'Laskar Pencerah' describes how to create the character education process through children who continue to write even though it can forbid their parents to participate in competitions held in their learning community. Education is the formation of character in children that becomes a sign of modern social history in an international context-oriented toward politics, society, and economics (Bates, 2019). For good character education quality for children, it is necessary to support the nearest environment, especially parents. Every parent will see the benefits of getting recognition in the community for their identity (Almagro & Andrés-Cerezo, 2020). Children who have aspirations need to be encouraged so that they are quick to find their identity early on. Conclusion The film 'Laskar Pencerah' provides an overview for the wider community of how the process of non-formal education through the learning community can provide an alternative. The learning process in the learning community encourages children to discover their identity early on. The character of a child named Laskar in the film 'Laskar Pencerah' can be an inspiration in anyone's learning process despite having limitations in his life. Inspiration for those with limitations and motivation for those who have complete facilities. Patience, obeying parents, and never giving up are not obstacles to continuing learning. Boundaries can be conquered by effort and hard work continuously. The child named Laskar's effort and hard work in the film 'Laskar Pencerah' can form a strong character. The surface is the child's motivation to continue to achieve what he aspires to and encourages finding his identity early on. Declaration of Conflicting Interests The authors declared no potential conflicts of interest. References Adair, J. K., & Kurban, F. (2019). Video-cued ethnographic data collection as a tool toward participant voice. Anthropology and Education Quarterly, 50(3), 313–332. https://doi.org/10.1111/aeq.12305 Akhter, F. (2019). Agami (The time ahead, 1984), the first “Short Film” of Bangladesh: IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 192 toward a new cinematic aesthetic of imaging time and nation. BioScope: South Asian Screen Studies, 10(1), 11–29. https://doi.org/10.1177/0974927619855449 Akiva, T., Delale-O‟Connor, L., & Pittman, K. J. (2020). The promise of building equitable ecosystem for learning. Urban Education. 58(6), 1271-1297. https://doi.org/10.1177/0042085920926230 Almagro, M., & Andrés-Cerezo, D. (2020). The construction of national identities. Theoretical Economics 15(2), 763–810. Amiradakis, M. J. (2019). Habermas, mass communication technology and the future of the public sphere. South African Journal of Philosophy, 38(2), 149–165. https://doi.org/10.1080/02580136.2019.1620515 Anderson, E. K., & McCreary, S. (2020). Body typed: 3 short films on media and physical perfection. Teaching Sociology, 48(1), 85–87. https://doi.org/10.1177/0092055x19891146 Arthur, J., Kristjánsson, K., Harrison, T., Sanderse, W., & Wright, D. (2016). Teaching character and virtue in schools. Routledge.. https://doi.org/10.4324/9781315695013 Baiocchi, R. R. (2019). Exploring data driven youth character education frameworks: A systematic literature review on learning analytics models and participatory design. Estudios Sobre Educacion, 37, 179–198. https://doi.org/10.15581/004.37.179-198 Bates, A. (2019). Character education and the „priority of recognition.‟ Cambridge Journal of Education, 49(6), 695–710. https://doi.org/10.1080/0305764X.2019.1590529 Battilana, J., & Dorado, S. (2010). Building sustainable hybrid organizations: The case of commercial microfinance organizations. Academy of Management Journal, 53(6), 1419– 1440. https://doi.org/https://doi.org/10.5465/amj.2010.57318391 Blom, R., Bowe, B. J., & Davenport, L. D. (2018). Accrediting council on education in journalism and mass communications accreditation: Quality or compliance? Journalism Studies, 20(10), 1458–1471. https://doi.org/10.1080/1461670X.2018.1526641 Cantwell, B. (2018). Student success as a social problem. International Journal of Chinese Education, 7(1), 6–21. https://doi.org/10.1163/22125868-12340087 Chapin, L. A., Deans, C. L., & Fabris, M. A. (2019). “After film club, I actually got better at everything”: School engagement and the impact of an after-school film club. Children and Youth Services Review, 98, 10–16. https://doi.org/10.1016/j.childyouth.2018.11.057 Ciampa, K., & Wolfe, Z. M. (2020). Integrating character education into an elementary common core standards-aligned curriculum: A pilot study. Curriculum Perspectives, 41, 59-69. https://doi.org/10.1007/s41297-020-00116-2 Cui, J., Sun, J., & Bell, R. (2019). The impact of entrepreneurship education on the entrepreneurial mindset of college students in China: The mediating role of inspiration and the role of educational attributes. International Journal of Management Education, 19(1), 1–16. https://doi.org/10.1016/j.ijme.2019.04.001 El-Khoury, J., Bilani, N., Abu-Mohammad, A., Ghazzaoui, R., Kassir, G., Rachid, E., & El Hayek, S. (2019). Drugs and alcohol themes in recent feature films: A content analysis. Journal of Child and Adolescent Substance Abuse, 28(1), 8–14. https://doi.org/10.1080/1067828X.2018.1561575 IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 193 Grumley, J. (2019). The dialectic of enlightenment reconsidered. Critical Horizons, 20(1), 71– 87. https://doi.org/10.1080/14409917.2019.1563998 Guilherme, A. (2019). AI and education: The importance of teacher and student relations. AI and Society, 34(1), 47–54. https://doi.org/10.1007/s00146-017-0693-8 Gupta, N. (2019). The phenomenological film collective: Introducing a cinematic ‐ phenomenological research method for social advocacy filmmaking. Soc Personal Psychol Compass, 13(4), 1–11. https://doi.org/10.1111/spc3.12445 Haider, Z., & Hunter, A. (2020). Orthopedic trainees‟ perceptions of the educational value of daily trauma meetings. Journal of Surgical Education, 77(4), 991-998. https://doi.org/10.1016/j.jsurg.2020.02.017 Halimah, L., Arifin, R. R. M., Yuliariatiningsih, M. S., Abdillah, F., & Sutini, A. (2020). Storytelling through “Wayang Golek” puppet show: Practical ways in incorporating character education in early childhood. Cogent Education, 7(1), 1-12. https://doi.org/10.1080/2331186X.2020.1794495 Hamilton, E. R., Burns, A., Leonard, A. E., & Taylor, L. K. (2019). Three museums and a construction site: A collaborative self-study of learning from teaching in community-based settings. Studying Teacher Education, 16(1), 84–104. https://doi.org/10.1080/17425964.2019.1690986 Han, Q. (2020). Voyage through childhood into the adult world: An overview of Chinese American children and youth in cinema. Social Identities, 27(2), 212–228. https://doi.org/10.1080/13504630.2020.1816458 Hetemi, A. (2020). The political and national character of institutions of higher education and the University of Prishtina in Kosovo (1958–1980). History of Education, 50(2), 199–219. https://doi.org/10.1080/0046760X.2020.1825831 Khoo, G. S., & Ash, E. (2020). Moved to justice: The effects of socially-conscious films on social justice concerns. Mass Communication and Society, 24(1), 106-129. https://doi.org/10.1080/15205436.2020.1779306 Kotsonis, A. (2019). Safeguarding against failure in intellectual character education: The case of the eristic agent. Theory and Research in Education, 17(3), 239–252. https://doi.org/10.1177/1477878519893955 Kotzee, B. (2019). Intellectual perfectionism about schooling. Journal of Applied Philosophy, 36(3), 436–456. https://doi.org/10.1111/japp.12332 Lakomy, M. (2017). Let‟s play a video game: Jihadi propaganda in the world of electronic entertainment. Studies in Conflict & Terrorism, 42(4), 383-406. https://doi.org/10.1080/1057610X.2017.1385903 Lee, M. T., & Raschke, R. L. (2018). Freeing “workplace prisoners” in higher education: Configurations for collective knowledge building and educational value decisions. Journal of Business Research, January, 88, 443–448. https://doi.org/10.1016/j.jbusres.2018.01.022 Lee, T., An, J., Sohn, H., & Yoo, I. T. (2018). An experiment of community-based learning effects on civic participation. Journal of Political Science Education, 15(4), 443–458. https://doi.org/10.1080/15512169.2018.1498793 Liu, L. (2019). The impact of occupational needs for education on education aspirations: A hybrid fixed effects model with lagged endogenous variables. Social Psychology of IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 194 Education, 22(5), 1035–1058. https://doi.org/10.1007/s11218-019-09512-7 Macintyre, T., Chaves, M., Monroy, T., Zethelius, M. O., Villarreal, T., Tassone, V. C., & Wals, A. E. J. (2020). Transgressing boundaries between community learning and higher education: Levers and barriers. Sustainability (Switzerland), 12(7), 1–24. https://doi.org/10.3390/su12072601 Marquis, E., Johnstone, K., & Puri, V. (2019). Just entertainment? Student and faculty responses to the pedagogy of media representations of higher education. Pedagogy, Culture and Society, 28(1), 59–76. https://doi.org/10.1080/14681366.2019.1594346 Martin, C. (2019). Educational justice and the value of knowledge. Journal of Philosophy of Education, 54(1), 164-182 https://doi.org/10.1111/1467-9752.12370 Moll, Y. (2020). The idea of Islamic media: The Qur‟an and the decolonization of mass communication. International Journal of Middle East Studies, 54(4), 623-642. https://doi.org/10.1017/S0020743820000781 Morin, É. (2019). On the importance of the relationship to knowledge in science education. Cultural Studies of Science Education, 14(3), 621–625. https://doi.org/10.1007/s11422-018-9881-1 Moulin-Stożek, D. (2020). Spiritual development as an educational goal. ECNU Review of Education, 3(3), 504–518. https://doi.org/10.1177/2096531120935128 Nieminen, M. (2019). From backyard to light: Urban environment, nature, and children in a Finnish short film from the 1940s. Paedagogica Historica, 57(4) 363–380. Oakden, J., Walton, M., & Foote, J. (2020). Contracting public health and social services: Insights from complexity theory for Aotearoa New Zealand. Kōtuitui: New Zealand Journal of Social Sciences Online, 16(1), 180–195. Pardo, M., & Opazo, M. J. (2019). Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile. Cultura y Educacion, 31(1), 67–92. https://doi.org/10.1080/11356405.2018.1559490 Paul, S. A. S., Hart, P., Augustin, L., Clarke, P. J., & Pike, M. (2020). Parents‟ perspectives on home-based character education activities. Journal of Family Studies,28(3), 1158–1180. https://doi.org/10.1080/13229400.2020.1806097 Peterson, A. (2019). Character education, the individual and the political. Journal of Moral Education, 49(2), 143–157. https://doi.org/10.1080/03057240.2019.1653270 Pookaiyaudom, G., & Tan, N. H. (2020). The Buppaesanniwas phenomenon: „Thainess‟ and national identity as a film tourism motivation. Journal of Tourism and Cultural Change, 18(5), 497–513. https://doi.org/10.1080/14766825.2019.1667365 Real, B. (2020). Private life, public diplomacy: Tibor Hirsch and documentary filmmaking for the Cold War Usia. Historical Journal of Film, Radio and Television, 40(2), 297–324. https://doi.org/10.1080/01439685.2019.1664076 Reigada, C., Martín-Utrilla, S., Pérez-Ros, P., Centeno, C., Sandgren, A., & Gómez-Baceiredo, B. (2019). Understanding illnesses through a film festival: An observational study. In Heliyon, 5(8), 1-8. https://doi.org/10.1016/j.heliyon.2019.e02196 Rima, B., Rodriguez, C. C., & DePaola, T. (2019). Supplementing the „College Experience‟ with program-based learning communities. Community College Journal of Research and Practice, 43(12), 840–853. https://doi.org/10.1080/10668926.2018.1542637 IRJE |Indonesian Research Journal in Education| |Vol. 7| No. 1|June|Year 2023| |E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 195 Schiffeler, N., Stehling, V., Haberstroh, M., & Isenhardt, I. (2018). Fostering social construction of knowledge in hybrid teams by augmented reality. IEEE Global Engineering Education Conference, EDUCON, 1029–1034. https://doi.org/10.1109/EDUCON.2018.8363343 Wagner, C. J. (2019). Connections between reading identities and social status in early childhood. TESOL Quarterly, 53(4), 1060–1082. https://doi.org/10.1002/tesq.529 Walls, W. D., & McKenzie, J. (2020). Black swan models for the entertainment industry with an application to the movie business. Empirical Economics, 59(6), 3019–3032. https://doi.org/10.1007/s00181-019-01753-x Walther, J. B., & Valkenburg, P. M. (2017). Merging mass and interpersonal communication via interactive communication technology: A symposium. Human Communication Research, 43(4), 415–423. https://doi.org/10.1111/hcre.12120 Walton, E., Carrington, S., Saggers, B., Edwards, C., & Kimani, W. (2019). What matters in learning communities for inclusive education: A cross-case analysis. Professional Development in Education, 48(1), 134–148. https://doi.org/10.1080/19415257.2019.1689525 Wekullo, C. S. (2020). Beyond free primary education: Pathways to academic persistence in Kenyan free education system persistence in Kenyan free education system. Education 50(2), 159–170. https://doi.org/10.1080/03004279.2020.1840606 Wessels, J. I. (2020). Cosmopolitanism, activism and Arab documentary film. Middle East Journal of Culture and Communication, 13(2), 210–231. https://doi.org/10.1163/18739865-01302003 Wong, A. E., Dirghangi, S. R., & Butner, J. (2020). Self and identity storied across time: Construction, validation, and relationships of the cinematic self scale. Self and Identity, 20(3), 339–387. https://doi.org/10.1080/15298868.2020.1717593 Yan, Z. (2019). Children‟s geographies grasslands as transitional spaces of play: Mongol children‟s reimagination of the world in cinematic representation. Children’s Geographies,18(1), 69–80. https://doi.org/10.1080/14733285.2019.1598544 Yuan, M., Sude, Wang, T., Zhang, W., Chen, N., Simpson, A., & Dervin, F. (2020). Chinese Minzu education in higher education: An inspiration for „Western‟ diversity education? British Journal of Educational Studies, 68(4), 461–486. https://doi.org/10.1080/00071005.2020.1712323 Yunus, F. W. (2019). Practitioners‟ views on learning using children‟s peer interactions amongst under three year old children in Selangor, Malaysia Farhana. Asian Journal of University Education, 15(3), 54–68. Biographical Notes VANI DIAS ADIPRABOWO is a lecturer at the Communication Science Department, Faculty of Literature, Culture, and Communication, Universitas Ahmad Dahlan, Indonesia, Corresponding author: vani.adiprabowo@comm.uad.ac.id AGUNG WIDODO is a Lecturer at the Sports Science Department, Faculty of Public Health, Universitas Muhammadiyah Semarang, Indonesia. mailto:vani.adiprabowo@comm.uad.ac.id