education, giftedness, intelligence, representation, film
E. This study analyzes the representation of intelligence and education in the
films Hidden Figures (2016) and Gifted (2017). The research aims to
describe how intelligence is represented, how education is portrayed, and
how both films show similarities and differences in presenting these
concepts. This study applies a descriptive qualitative method using
representation analysis and comparative film analysis. The data are taken
from selected scenes, dialogues, character actions, conflicts, and narrative
situations related to intelligence and education. The findings show that
Hidden Figures represents intelligence as professional, multidimensional,
and shaped by social recognition, especially within racial, gender, and
institutional barriers. Gifted represents intelligence through mathematical
giftedness, emotional development, and the pressure of adult expectations.
Education in Hidden Figures is portrayed as access to knowledge and
social mobility, while education in Gifted is portrayed as suitability,
balance, and holistic support. The study concludes that intelligence should
not be understood only as academic achievement or innate ability, but as a
contextual and human capacity that requires recognition, access, care, and
appropriate educational support.