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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Social, Humanities, and Educational Studies (SHEs): Conference Series
Sukmaratri, Wiganingtyas
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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KESALAHAN PENGGUNAAN AWALAN DI- DAN KE- DALAM PEMBELAJARAN BAHASA INDONESIA DI KELAS I SEKOLAH DASAR Sukmaratri, Wiganingtyas
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24490

Abstract

This study aims to analyze the errors in the use of the prefixes di- and ke- that are often made by grade I Elementary School (SD) students in learning Indonesian. Mastery of these prefixes is important in the formation of passive verbs (di-) and direction or place indicators (ke-). This qualitative descriptive study analyzed the work documents of 40 grade I students from four elementary schools in the Ki Hajar Dewantoro Cluster, Wonogiri. The results of the study showed several types of errors, including the inability to distinguish di- as a prefix and preposition, as well as confusion in the use of di- and ke- as prepositions. Mistakes in the use of di- in active verbs and inappropriate use of ke- were also found. These errors are caused by students' lack of understanding of the function of prefixes and prepositions. The implication of this study is the need for a more contextual and effective learning strategy to improve the understanding and mastery of the prefixes di- and ke- in grade I elementary school students.
Sustainable Professional Development and Learning Quality of Elementary School Teachers Sukmaratri, Wiganingtyas; Murwaningsih, Tri; Yulisetiani, Septi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117872

Abstract

This study aims to analyze the relationship between Continuous Professional Development (CPD) and the quality of elementary school teaching in the Ki Hajar Dewantoro Cluster, Wonogiri. CPD focuses on training programs and Teacher Working Groups (KKG). A quantitative method with a cross-sectional correlational design was employed. The sample consisted of 58 teachers from six schools selected through total sampling. Instruments included questionnaires on training participation, KKG engagement, and teaching quality adapted from standardized measures. Data were analyzed using Pearson correlation. The results indicate a significant positive correlation between training participation and teaching quality (r = 0.42; p < 0.01), while KKG engagement shows a stronger correlation (r = 0.58; p < 0.01). These findings highlight the importance of strengthening training programs and KKG activities as key strategies to improve the quality of elementary school teaching.
Co-Authors Tri Murwaningsih, Tri Yulisetiani, Septi