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All Journal IJoLE: International Journal of Language Education Studies in Learning and Teaching Priviet Social Sciences Journal
Kharisma, Nanda Veruna Enun
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Exploring critical literacy of elementary school teacher education students through semantic studies Kharisma, Nanda Veruna Enun; Jannah, Yunita Miftahul
Priviet Social Sciences Journal Vol. 5 No. 9 (2025): September 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i9.644

Abstract

Developing critical literacy is crucial for elementary school teacher education students to understand texts beyond their literal meanings. This study aimed to describe students' critical literacy skills in interpreting texts from a semantic perspective. Using a descriptive qualitative approach, data were collected from text analysis assignments and class presentations of 30 students and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that students performed well in identifying denotative meanings, demonstrated moderate ability in interpreting connotative meanings and synonymy/antonymy relationships, but struggled with hyponymy/polysemy relationships and ideological or contextual reflection. These results suggest that students are more adept at understanding literal meanings than at interpreting implicit or contextual meanings. This study highlights the importance of explicitly integrating semantic studies into teacher education programs to strengthen prospective teachers' critical literacy, particularly in analyzing complex meaning relationships and the ideological dimensions of texts.
Optimizing Ethnopedagogy-Based Teaching Skills of Prospective Elementary School Teachers: A Study on the Implementation of the SMILE Model Hendratno, H; Istiqfaroh, Nurul; Kharisma, Nanda Veruna Enun; Fakhrudin, Ali; Jehyeh, Nureeman
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.663

Abstract

This study aims to examine the effectiveness of the SMILE model (Sustainable, Multicultural, Inclusive Learning Evaluation) in optimizing ethnopedagogy-based teaching skills among prospective elementary school teachers. The main issue addressed in this research is the limited integration of local values and cultural wisdom in the teaching practices of teacher candidates, which may hinder the development of students' cultural identity. The study was conducted at a public university in Indonesia, involving 180 students from the Elementary Teacher Education Program. A quasi-experimental method with a quantitative approach was employed. Research instruments included an observation sheet for teaching skills and an ethnopedagogical perception questionnaire, both of which had been tested for validity (r > 0.70) and reliability (α = 0.89). Data were analyzed using paired t-tests and ANCOVA to measure the effectiveness of the intervention. The results showed a significant increase in ethnopedagogy-based teaching skill scores (pretest mean = 71.43; posttest mean = 85.62; p < 0.001). The findings conclude that the SMILE model is effective in preparing teacher candidates to integrate local cultural values into the learning process, thereby supporting sustainable education rooted in local identity.
Interactive Communication Strategies to Support the Implementation of Multidimensional Literacy and Language Education in Inclusive Settings for Achieving Sustainable Development Goals (SDGs) Amalia, Eva; Purwanta, Edi; Purbani, Widyastuti; Kharisma, Nanda Veruna Enun; Mufidah, Zulfin Rachma
International Journal of Language Education Vol. 9, No. 3, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.77400

Abstract

This study aimed to investigate how interactive communication strategies facilitate the implementation of multidimensional literacy (encompassing linguistic, cognitive, sociocultural, and developmental aspects) in inclusive classrooms, with a particular emphasis on language education and the achievement of Sustainable Development Goals (SDGs) (i.e., Quality Education). A qualitative case study was conducted in an inclusive elementary school in Yogyakarta, Indonesia. Data were collected through participatory observation, semi-structured interviews with teachers and students, and document analysis. Findings show that teachers applied adaptive strategies such as open-ended questions, paraphrasing, positive feedback, visual cues, and choice-based questioning, enabling both regular and special needs students to participate actively. These strategies enhanced sentence construction, reading comprehension, sociocultural awareness, and self-confidence by fostering meaningful dialogue and adaptive scaffolding. The study highlights that interactive communication is not merely supportive but central to equitable, holistic literacy and language education in inclusive contexts, contributing to inclusive and transformative education practices aligned with SDGs.
Co-Authors Ali Fakhrudin, Ali Edi Purwanta Eva Amalia Hendratno, H Istiqfaroh, Nurul Jannah, Yunita Miftahul Jehyeh, Nureeman Mufidah, Zulfin Rachma Widyastuti Purbani