Kritik Sastra Siswa terhadap Cerpen Filosofi Kopi Karya Dewi Lestari dalam Pembelajaran Bahasa Indonesia di SMP Unismuh Makassar

Abstract

Literature learning in junior high school can provide opportunities for students to understand, interpret, and respond critically to literary works. One such activity is written literary criticism, which connects interpretation with textual evidence and relevant reasoning. This study aimed to describe the characteristics of students’ literary criticism of Dewi Lestari’s short story Filosofi Kopi (2006) in Indonesian language learning at SMP Unismuh Makassar. The study employed a qualitative descriptive approach. The participants were 30 eighth-grade students selected through purposive sampling. The primary data consisted of 30 students’ written literary criticism, while classroom observation, interviews, and documentation were used as supporting data. The data were analyzed using the interactive model of Miles, Huberman, and Saldana through data condensation, data display, and conclusion drawing and verification. The findings show that the students’ written criticism was distributed across the very good, good, fair, and poor categories, with 12 students (40.0%) classified as good and 8 students (26.7%) as very good. The aspects most frequently criticized were theme (93.3%), social values (90.0%), characterization (86.7%), and moral values (86.7%), whereas language was the least frequently criticized aspect (56.7%). In terms of argumentation, all students (100.0%) were able to express opinions or interpretations, 80.0% provided logical reasons, 73.3% included textual evidence, and 70.0% drew conclusions. These findings indicate that students’ written criticism demonstrated interpretive and argumentative responses to Filosofi Kopi, although the use of textual evidence, attention to linguistic aspects, and construction of conclusions were not yet consistent across the students’ writings.