The quality of Indonesian language instruction in elementary schools heavily relies on prospective teachers' abilities to integrate subject matter mastery with appropriate instructional strategies. This finding was revealed by Risa Yanuarti Sholihah from Universitas Madani Indonesia in her study examining the manifestation of Pedagogical Content Knowledge (PCK) among Elementary School Teacher Education (PGSD) students through microteaching video analysis. Published in September 2026, this research highlights the importance of utilizing students' language errors as diagnostic starting points to design responsive learning experiences.
The background of this study stems from the persistent prevalence of spelling errors and the neglect of language rules in learning support materials and classroom practices, signaling an urgent need to improve language literacy at the elementary level. Traditionally, language error analysis has often stopped at the classification stage without connecting it to teachers' pedagogical competencies in designing classroom interventions. In contrast, the mastery of PCK—originally introduced by Lee Shulman—demands that teachers not only master subject content (content knowledge), but also transform it so that it can be easily understood by students while anticipating various learning misconceptions.
To examine this, the study employed a qualitative approach with a qualitative content analysis design. Out of 25 microteaching videos produced by PGSD students, 8 videos were purposively selected based on criteria such as the suitability of Indonesian language learning scenarios, the use of authentic error examples, and adequate audiovisual quality. Data collection was conducted via video documentation study using a PCK rubric covering three main components: Knowledge of Content, Knowledge of Students' Understanding, and Knowledge of Instructional Strategies, which were then analyzed through open coding, categorization, and narrative interpretation.
The main findings indicate that all students demonstrated a very good mastery of Knowledge of Content and Knowledge of Instructional Strategies. The student teachers successfully explained morphological concepts, capitalization rules, and affixations systematically, while proposing creative, student-centered strategies such as the "Language Detective" game and the "Capital Letters Hunt". However, abilities regarding Knowledge of Students' Understanding still varied, particularly in deeply diagnosing the root causes of language errors and identifying students' underlying cognitive misconceptions.
The implications of this study emphasize the need for teacher education curricula to direct PCK development toward strengthening prospective teachers' diagnostic competencies. Future educators must not only be academically correct, but also capable of understanding students' thought processes behind the language errors they make. Consequently, elementary Indonesian language learning can be designed more effectively, contextually, and tailored to the actual needs of learners.
Brief Author Profile:
Risa Yanuarti Sholihah, M.Pd. – Academic and researcher at the Elementary School Teacher Education Study Program, Universitas Madani Indonesia, focusing on Indonesian language education and the development of teacher pedagogical competencies.
Research Source:
- Article Title: Manifestation of Pedagogical Content Knowledge of Elementary School Teacher Education Students in the Analysis of Elementary School Students' Language Errors: A Study of Microteaching Video Analysis
- Journal Name: Journal of Language Development and Linguistics (JLDL)
- Publication Year: 2026
- DOI: https://doi.org/10.55927/jldl.v5i2.17079
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