Personalised Learning through the Screen: Examine Sailor Moon TV Series as Stem-Based Anime

Shahrul Affendi Ishak, Nur Saadah Annuar, Rosseni Din


Sailor Moon is a popular anime TV series that has dominated entertainment culture for over 20 years. Despite providing children with fictional and informational content, this anime TV series also indirectly create a personalised learning environment for children. Even though most of the anime produced has been inspired by the STEM element, the indicator to classify the respective TV series as STEM-based anime is still undiscovered. This study uses a qualitative approach through content analysis. Thirty-two episodes and two feature movies from the reboot version of Pretty Guardian Sailor Moon Crystal have been watched for research analysis. Content analysis has been conducted by extracting any observable data in a form of textual. Later, the textual data were coded into their respective themes for triangulation and interpretation. The result shows that Sailor Moon can be classified as STEM-based anime based on the three discovered indicators. The three indicators strongly portray the astrology of the planetary solar system as a STEM element, STEM visual design and representation, and potential STEM learning outcomes. This paper will provide the fundamental discussion for scholars, media TV producers or maybe teachers to look at the specific criteria to examine and classify any media entertainment, particularly anime series as “STEM-based anime”.


Sailor Moon, STEM-based anime, STEM education, Personalised learning, Children's entertainment

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