Analysis Of Misconceptions In The Sasak Language Local Content Subject In Grade V Of SDN 2 Selengen In The 2025/2026 Year
DOI:
https://doi.org/10.58258/nraxee68Keywords:
Misconception, Sasak Language, Local Content, Elementary School.Abstract
This research is motivated by the importance of preserving regional languages and culture through local content subjects, particularly the Sasak Language, and the challenges students face, often leading to misunderstandings or misconceptions. The primary objective of this study is to analyze the occurrence of misconceptions in the local content subject of Sasak Language in Grade V of SDN 2 Selengen. This study employs a qualitative approach with a descriptive type. Data were collected through observation techniques, in-depth interviews, and documentation. The research subjects included the local content teacher, fifth-grade students, and the school principal. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The validity of the data was tested using source and method triangulation. The results showed that there are three main forms of misconceptions experienced by students: (1) misconceptions due to dialect differences between textbooks and students' spoken language, (2) generalization of the meaning of language levels (base alus vs. base kasar), and (3) literal interpretation of figurative words (sesenggak or lelakaq). The causes of misconceptions originate from student factors (incorrect initial concepts, associative thinking, cognitive stage), teacher factors (teaching methods), textbooks (formal and long sentences), and environmental factors (everyday language and peer influence). The teacher's efforts to overcome misconceptions include direct comparison methods, interactive question-and-answer sessions, role-playing, gentle correction, classroom posters, and parental involvement. In conclusion, misconceptions in learning the Sasak Language are caused by a complexity of linguistic, sociocultural, and pedagogical factors. Therefore, adjustments to teaching materials and more contextual and innovative learning methods are needed to enhance student understanding and preserve Sasak cultureReferences
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