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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Priviet Social Sciences Journal
Nanda Veruna Enun Kharisma
Universitas Negeri Surabaya
Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Exploring critical literacy of elementary school teacher education students through semantic studies Nanda Veruna Enun Kharisma; Yunita Miftahul Jannah
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.
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 (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.
Co-Authors Dhesta Youlandi Rahayu Sulistiyawati Yunita Miftahul Jannah