Yusrizal Yusrizal, Wiko Antoni, Khairul Anwar, Baitullah Baitullah, Susilawati Susilawati, Zamdani Zamdani

Appreciative Development of PGSD Students at Universitas Merangin in the Field of Applied Literature in 2025

Introduction

Appreciative development of pgsd students at universitas merangin in the field of applied literature in 2025. Develop PGSD students' applied literature appreciation at Universitas Merangin by 2025. Foster creative teaching methods and humanistic educators through literary integration.

Abstract

This activity aims to provide appreciative development for students of the Primary School Teacher Education (PGSD) Study Program at Universitas Merangin in the field of applied literature in 2025. Applied literature is understood as an educational tool that integrates literary values into learning contexts and character development. Through a practical approach, the development activities are carried out by both lecturers and students. The results of the activity show that appreciative development is implemented through various activities such as literary training, educational drama, and discussions on relevant contemporary literary works. This development not only enhances students’ appreciation of literature but also encourages their ability to adapt literary works into creative and contextual learning methods. These findings affirm the importance of integrating applied literature into the PGSD curriculum to shape future teachers who are humanistic, reflective, and innovative in their teaching.

Review

This paper presents a highly relevant and commendable initiative focused on enhancing the appreciative development of Primary School Teacher Education (PGSD) students through applied literature. The defined aim, to integrate literary values into learning contexts and character development, addresses a critical need in teacher training, fostering future educators who are not only skilled pedagogues but also culturally sensitive and reflective practitioners. The conceptualization of applied literature as an educational tool for character development provides a strong theoretical underpinning for the proposed activities. The abstract outlines a practical approach involving both lecturers and students, executed through varied activities such as literary training, educational drama, and discussions. The reported findings suggest positive outcomes, specifically an enhanced appreciation for literature and an improved ability among students to adapt literary works into creative and contextual learning methods. However, a significant methodological ambiguity arises from the inclusion of "in 2025" in both the title and abstract, while simultaneously describing "results of the activity show" and "These findings affirm" in the past tense. This contradiction raises fundamental questions about the nature of the study: is it a proposal, a preliminary report of ongoing work, or a retrospective analysis of an intervention that somehow concluded in a future year? Clarification on this timeline is essential for the scientific credibility and interpretation of the presented findings. Should the methodological timeline be clarified and the results presented with appropriate empirical detail, this work holds significant implications for the PGSD curriculum. It strongly advocates for the integration of applied literature as a means to cultivate humanistic, reflective, and innovative future teachers. For a complete understanding, a more detailed manuscript would need to elaborate on the specific methodologies used to assess "appreciative development" and the adaptation of literary works. Furthermore, detailing the context and the nature of the "creative and contextual learning methods" would provide valuable insights for other institutions considering similar initiatives. Resolving the temporal inconsistency is paramount to fully appreciate and validate the promising contributions of this study.

Full Text

Comments

You need to be logged in to post a comment.