REKONSTRUKSI NARATIF DALAM EKRANISASI BUMI MANUSIA DAN IMPLIKASINYA TERHADAP PEMBELAJARAN SASTRA DI SMA

Abstract

Literature learning in senior high school needs to develop students’ ability to understand literary works while examining changes in representation when literary texts are transformed into audiovisual media. The ecranisation of Bumi Manusia is important to examine because the transformation from novel to film reconstructs the narrative experience and provides opportunities for comparative and multimodal literature learning. This study aims to analyse the forms and functions of the ecranisation of Pramoedya Ananta Toer’s Bumi Manusia into Hanung Bramantyo’s film adaptation and to examine its implications for literature learning in senior high school. The study employed a qualitative descriptive method with a comparative approach. The data sources were the novel and film Bumi Manusia, while the data consisted of events, dialogue, narration, characters, settings, gestures, sound, and visual arrangements. The research instruments were a data-recording sheet and an ecranisation analysis guide used to identify and classify the data based on Eneste’s theory. Data were collected through repeated reading of the novel and viewing of the film and were analysed through identification, classification, comparison, interpretation, and conclusion drawing. The findings show that reductions mainly occur in internal monologue, ideological discourse, correspondence, genealogical background, and minor characters, making the film’s plot denser while reducing access to Minke’s interiority. Additions occur in romance, physical action, antagonistic gestures, and climactic scenes, while varied modifications transfer internal experience and characterisation into performance, sound, camera work, and mise-en-scène. These transformations affect narrative tempo, setting, focalisation, characterisation, and ideological density. In literature learning, the findings can be utilised to develop comparative reading, representation analysis, and multimodal literacy.

ABSTRAK

Pembelajaran sastra di SMA perlu mengembangkan kemampuan siswa dalam memahami karya sastra sekaligus membaca perubahan representasi ketika karya dialihkan ke media audiovisual. Kajian ekranisasi Bumi Manusia penting dilakukan untuk menjelaskan bagaimana perubahan dari novel ke film membentuk kembali pengalaman naratif dan membuka peluang pembelajaran sastra berbasis perbandingan dan literasi multimodal. Penelitian ini bertujuan menganalisis bentuk dan fungsi ekranisasi novel Bumi Manusia karya Pramoedya Ananta Toer ke film Bumi Manusia garapan Hanung Bramantyo serta menjelaskan implikasinya terhadap pembelajaran sastra di SMA. Penelitian menggunakan metode deskriptif kualitatif dengan pendekatan komparatif. Sumber data berupa novel dan film Bumi Manusia, sedangkan data penelitian mencakup peristiwa, dialog, narasi, tokoh, latar, gestur, suara, dan pengaturan visual. Instrumen penelitian berupa lembar pencatatan dan pedoman analisis ekranisasi yang digunakan untuk mengidentifikasi serta mengklasifikasikan data berdasarkan teori Eneste. Data dikumpulkan melalui pembacaan novel dan penayangan film secara berulang, kemudian dianalisis melalui tahapan identifikasi, klasifikasi, perbandingan, interpretasi, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa penciutan terutama terjadi pada monolog batin, diskursus ideologis, korespondensi, latar genealogis, dan tokoh minor sehingga alur film lebih padat, tetapi akses terhadap interioritas Minke berkurang. Penambahan ditemukan pada romansa, aksi fisik, gestur antagonistik, dan klimaks, sedangkan perubahan bervariasi mengalihkan pengalaman batin dan karakterisasi ke dalam akting, suara, kamera, dan mise-en-scène. Perubahan tersebut memengaruhi tempo alur, konstruksi latar, fokalisasi, penokohan, dan kepadatan ideologis. Dalam pembelajaran sastra, hasil kajian ini dapat dimanfaatkan untuk mengembangkan pembacaan komparatif, analisis representasi, dan literasi multimodal.