Strategi Dosen dalam Membina Kreativitas Mahasiswa Menulis Cerita Pendek tentang Kearifan Lokal
Abstract
Penelitian ini bertujuan untuk menyelidiki proses pembelajaran Nulis Sastra dan proses kreatif mahasiswa dalam menulis cerita pendek berbahasa Jawa dengan tema kearifan lokal. Penelitian ini merupakan penelitian kualitatif. Data dikumpulkan dengan metode etnografis kemudian dipaparkannya dalam bentuk naratif etnografis. Sumber data dalam penelitian ini ialah mahasiswa semester 5 yang mengambil mata kuliah Nulis Sastra pada tahun akademik 2024/2025 semester gasal. Pengumpulan data dilakukan melalui penerapan dua teknik, yaitu observasi partisipatif dan dokumen. Dalam membina kreativitas mahasiswa, diadopsi argumen Elbow yakni mengajak mahasiswa untuk kreatif dan berpikir kritis. Proses pembelajaran Nulis Sastra meliputi enam kegiatan, yaitu: penyampaian materi menulis kreatif; penceritakan kembali cerita pendek yang dibaca; menulis cerita sederhana; menulis cerita pendek; peninjauan hasil menulis cerita pendek; dan merevisi cerita pendek. Adapun proses kreatif mahasiswa dalam menulis meliputi membaca dan mengidentifikasi unsur intrinsik cerita pendek; menulis cerita dengan pola ATM (amati, tiru, modifikasi); dan mengeksplorasi lingkungan tempat tinggal. Melalui praktik menulis cerita pendek ini berhasil terhimpun 26 judul cerita. Nilai-nilai kearifan lokal disampaikan dengan lebih menarik dan menghibur. Cerita pendek tentang kearifan lokal ini dapat menjadi media yang efektif untuk menyampaikan nilai-nilai budaya kepada masyarakat pembaca.
This study aims to investigate the learning process in the Nulis Sastra course and the creative process of students in writing short stories in Javanese with the theme of local wisdom. This qualitative research employs an ethnographic method, presented in a narrative ethnographic form. The data source consists of fifth-semester students enrolled in the Nulis Sastra course during the 2024/2025 academic year. Data were collected through participatory observation and document analysis. In fostering students’ creativity, Elbow’s argument is adopted, encouraging students to be both creative and critical thinkers. The Nulis Sastra learning process includes six activities: (1) delivering material on creative writing, (2) retelling short stories that have been read, (3) writing simple stories, (4) writing short stories, (5) reviewing writing results, and (6) revising the stories. Students’ creative process involves reading and identifying intrinsic elements of short stories, writing using the ATM (observe, imitate, modify) model, and exploring their living environments. Through this practice, 26 short stories were produced, each presenting local wisdom values in a more engaging and entertaining way. These short stories serve as an effective medium for conveying cultural values to readers.
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DOI: https://doi.org/10.17509/jlb.v16i2.89218
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