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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian SUBAKTYA, Unpar Community Service Journal STEAM Journal for Elementary School Education
Dhesta Youlandi Rahayu Sulistiyawati
IKIP PGRI Wates
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Morphological Errors in Everyday Life: A Portrait of Critical Literacy of Elementary School Teacher Candidates to Support Quality Education Nanda Veruna Enun Kharisma; Dhesta Youlandi Rahayu Sulistiyawati
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p69-80

Abstract

This study aims to analyze morphological errors in everyday Indonesian language use and to examine how prospective elementary school teachers employ these errors as a medium for practicing critical literacy skills in alignment with SDG 4 on quality education. Employing a descriptive qualitative design, data were collected from 30 students through 200 everyday texts (e.g., banners, social media posts, and student notes), analytical tasks, and 10 semi-structured interviews. A total of 87 instances of morphological errors were identified and classified into affixation (52%), reduplication (29%), and composition (19%). Critical literacy skills were assessed using a rubric consisting of five indicators: identification, analysis, evaluation, reflection, and transformation. Findings revealed that most students achieved high performance in identification (90%) and analysis (75%), while lower performance was observed in reflection (60%) and transformation (55%). These results indicate that although students are capable of detecting and analyzing morphological errors, they require further pedagogical support to strengthen reflective and transformative practices. The study highlights the pedagogical potential of integrating morphological error analysis into language education as a concrete strategy for developing critical literacy and supporting the objectives of SDG 4.
Needs Analysis of STEAM Based E-LKPD to Enhance Learning Independence of Grade IV Elementary Students Yunita Miftahul Jannah; Ika Febriana Wati; Dhesta Youlandi Rahayu Sulistiyawati; Ilham Fatkhu Romadhon; Rinda Angghita Putri
STEAM Journal For Elementary School Education Vol. 2 No. 01 (2026): STEAM Journal for Elementary School Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/sjese.2.01.2026.5

Abstract

Learning independence is an essential competency in the Merdeka Curriculum. However, in practice, grade IV elementary school students still demonstrate a fairly high dependence on their classroom teachers, particularly in science learning on the topic of changes in the state of matter. This study aims to analyze the need for developing a STEAM based E-LKPD to enhance the learning independence of grade IV students at SDN 1 Wonocoyo. The method used in this study was a preliminary study with a descriptive qualitative and quantitative approach. The research subjects included one grade IV teacher and students at SDN 1 Wonocoyo. Data collection instruments consisted of interview guidelines, student needs questionnaires, learning observation sheets, and documentation studies. The analysis yielded three main findings. First, from the teacher's perspective, the available worksheets were still dominated by memorization questions and had not integrated the five aspects of STEAM. Second, from the student's perspective, 85% of respondents stated that they were more interested in interactive digital media and experienced difficulty understanding the concepts of changes in the state of matter in the absence of visual simulations. Third, from the perspective of learning independence, 78% of students at SDN 1 Wonocoyo were not yet able to manage their own learning strategies because reflection was rarely practiced and they tended to be passive, waiting for teacher instructions. Based on these three findings, it can be concluded that the development of a STEAM based E-LKPD is highly necessary, with key features including interactive simulations on the topic of changes in the state of matter, accompanied by self-reflection rubrics, collaborative project activities, and practical guides for teachers. The results of this needs analysis serve as an important foundation for the subsequent design and development stages of the product at SDN 1 Wonocoyo.
FGD Kolaboratif: Peningkatan Pemahaman dan Praktik Pendidikan Inklusi Bagi Guru Dhesta Youlandi Rahayu Sulistiyawati; Ratri Shinta Wardhani; Novy Trisnani; Siwi Utaminingtyas; Faridil Musyadad; Atika Dwi Evitasari; Endah Rahmawati; Nur Sya'ban Ratri Dwi Mulyani
SUBAKTYA: UNPAR COMMUNITY SERVICE JOURNAL Vol. 3 No. 1 (2026): (JULI 2026) SUBAKTYA: UNPAR Community Service Journal
Publisher : Universitas Katolik Parahyangan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26593/sucsj.v3i1.9925.1-14

Abstract

Pendidikan inklusi menjadi kebutuhan penting di sekolah dasar untuk menjamin terpenuhinya hak belajar seluruh peserta didik tanpa diskriminasi. Namun, pemahaman dan praktik pendidikan inklusi di tingkat sekolah dasar masih menghadapi berbagai tantangan, terutama terkait kompetensi guru. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman dan praktik pendidikan inklusi bagi guru SDN Margosari Kecamatan Pengasih Kabupaten Kulon Progo melalui Focus Group Discussion (FGD) kolaboratif. Metode yang digunakan meliputi diskusi kelompok terarah, pemaparan materi, studi kasus, dan refleksi bersama yang melibatkan guru sebagai subjek aktif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru tentang konsep pendidikan inklusi, karakteristik peserta didik berkebutuhan khusus, serta strategi pembelajaran dan penilaian yang adaptif. Selain itu, guru menunjukkan sikap lebih terbuka dan siap menerapkan prinsip inklusi dalam pembelajaran sehari-hari. Kegiatan ini berkontribusi positif dalam memperkuat praktik pendidikan inklusi di sekolah dasar. Inclusive education has become a crucial need in elementary schools to guarantee that all students' right to learn is fulfilled without discrimination. However, the understanding and practice of inclusive education at the elementary level still face various challenges, particularly concerning teacher competence. This community service initiative aims to elevate the understanding and practice of inclusive education for teachers at SDN Margosari, Pengasih District, Kulon Progo Regency, through collaborative Focus Group Discussions (FGDs). The methods used include focus group discussions, presentations, case studies, and joint reflections, actively engaging teachers throughout the process. The results show progress in teachers' understanding of inclusive education concepts, the characteristics of students with special needs, and adaptive learning and assessment strategies. Additionally, teachers exhibited a more open attitude and readiness to apply inclusive principles in their daily teaching. This activity contributes positively to strengthening the practice of inclusive education in elementary schools.
Co-Authors Atika Dwi Evitasari Endah Rahmawati Faridil Musyadad Ika Febriana Wati Ilham Fatkhu Romadhon Nanda Veruna Enun Kharisma Nur Sya'ban Ratri Dwi Mulyani Rinda Angghita Putri Trisnani, Novy Utaminingtyas, Siwi Wardhani, Ratri Shinta Yunita Miftahul Jannah