Konflik Batin Tokoh Utama dalam Novel Anak-Anak Cahaya Karya Ramaditya Adikara Tinjauan Psikologi Sastra dan Relevansinya sebagai Bahan Ajar Sastra Indonesia di SMA

Hapsari, Putri and , Prof. Dr. Ali Imron Al-Ma'ruf, M.Hum. (2025) Konflik Batin Tokoh Utama dalam Novel Anak-Anak Cahaya Karya Ramaditya Adikara Tinjauan Psikologi Sastra dan Relevansinya sebagai Bahan Ajar Sastra Indonesia di SMA. Skripsi thesis, Universitas Muhammadiyah Surakarta.

Abstract

This study aims to describe (1) the socio-historical background of Eko Ramaditya Adikara as the author of the novel Anak–Anak Cahaya; (2) the structure of the novel Anak–Anak Cahaya; (3) the inner conflict of the main character in the novel Anak–Anak Cahaya; and (4) the relevance of the research findings to the novel Anak–Anak Cahaya as teaching material for Indonesian literature in senior high school. This research employs a qualitative descriptive method, with the research object being the inner conflict of the main character in the novel Anak–Anak Cahaya. The data in this study consist of words. The primary data source is the novel Anak–Anak Cahaya by Ramaditya Adikara, while the secondary data source is the biography of Eko Ramaditya Adikara obtained from the internet through the website (https://arsjet.wordpress.com/2010/04/12/biografi-eko-ramaditya-adikara/). Data collection was carried out using observation and note-taking techniques. Data validity was ensured through theoretical triangulation. Data analysis techniques involved heuristic and hermeneutic methods. The findings of this study are as follows: (1) Rama is a blind individual born in Semarang on February 3, 1981. Ramaditya Adikara’s published works include an autobiographical book titled Blind Power: Berdamai dengan Kegelapan, as well as the novels Mata Kedua (2013) and Anak–Anak Cahaya (2022). (2) The structure of the novel Anak–Anak Cahaya consists of: (a) The novel’s theme revolves around the struggle for life and hope amid limitations. (b) The story’s elements include: the main character, Rama; the setting in Jatiwaringin Asri complex (Bekasi), a mosque, a park, Mekar Indah school, and the ceremony field; the time setting between 1998–1991; and the atmosphere depicted through emotions of sadness, joy, and fear. (3) The inner conflicts of the main character in Anak–Anak Cahaya are classified into three types: approach-approach conflict, avoidance-avoidance conflict, and approach-avoidance conflict. (4) The novel is relevant to high school learning in Competency Standard (KD) 3.6 which involves analyzing intrinsic and extrinsic elements in literary works, including novels, and in KD 4.6 which focuses on producing creative or critical works based on an understanding of novels.

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