TRANSFORMATIVE LEARNING AND INTEGRATION AXIOLOGY FOUND IN SELECTED EDUCATIONAL FILMS: A PEDAGOGICAL FRAMEWORK

Safnidar Siahaan: Transformative Learning And Integration Axiology Found in Selected Educational Films: A Pedagogical Framework
Promotor: Prof. Akhsanul In’am, Ph.D., Assc. Prof. Dr. Masduki, M.Pd., Assc. Prof. Dr. Suryo Hartanto, S.T., M.Pd.T.
This study examines the portrayal of transformative learning and axiological values in three educational films—Dead Poets Society, Freedom Writers, and The Miracle Worker—and develops a pedagogical framework based on the narrative material. Although these films were not initially intended to be teaching resources, their plots provide rich depictions of personal development, ethical reasoning, and educational reform. Using Mezirow's Transformative Learning Theory and axiological perspectives on moral, aesthetic, intellectual, and social values, this study examines how cinematic tales work as autonomous texts that reflect processes of transformation and value development. Using a qualitative content analysis approach, the study investigates cinema language, character development, and narrative events to discover transformational learning components: disorienting dilemmas, critical reflection, reflective discourse, integration of meaning perspectives, and lifelong learning.
The findings show that all three films represent change as a dynamic interplay between emotional involvement, intellectual challenge, and social connection. Characters face difficulties that shake current preconceptions, engage in critical and ethical thinking, engage in value-laden discussions, and finally rebuild their worldviews. The examination of axiological values reveals that the films regularly incorporate moral and ethical principles, aesthetic sensibility, cognitive and intellectual growth, value transmission through mentorship, and strong connections between education and larger societal realities. These axiological elements emphasize the films' ability to promote empathy, justice, resilience, and societal awareness.
Based on these findings, the research develops a film-based pedagogical framework that includes five fundamental principles: accommodating varied learning styles, integrating technology, using effective assessment methodologies, continuously improving learning processes, and promoting student achievement. Each concept is supported by narrative evidence demonstrating how characters learn, adapt, and interact within their educational surroundings. The resultant paradigm provides useful insights for educators looking to use narrative media into teaching practices that promote ethical, reflective, and value-centered learning. This study adds to the growing discussion about transformative education and media literacy by demonstrating that educational films can be used not only as engaging narratives, but also as powerful instructional resources for shaping values, deepening critical reflection, and enriching pedagogical design.