PEMAHAMAN KONSEPTUAL DALAM PENILAIAN KESIAPAN PEDAGOGIK PENDIDIKAN GURU SEKOLAH DASAR

The pedagogical readiness of students in the Elementary School Teacher Education (PGSD) Study Program is fundamental to their preparation as prospective elementary school teachers. Previous studies generally emphasize the ability to develop instructional materials or conduct teaching practice, while conceptual understanding is often overlooked. This study assessed PGSD students’ pedagogical readiness by incorporating conceptual understanding as an additional dimension. A quantitative descriptive survey was conducted with 44 students at a private university in West Java. Data were collected through a questionnaire and analyzed through editing, scoring, and tabulation. The results showed that assessment readiness was categorized as Ready (2.27%), Quite Ready (43.18%), Not Yet Ready (50.00%), and Not Ready (4.55%). Conceptual understanding was categorized as Understand (13.64%), Quite Understand (61.36%), Not Yet Understand (25.00%), and Not Understand (0.00%). Pedagogical readiness was categorized as Ready (9.09%), Quite Ready (43.18%), Not Yet Ready (47.73%), and Not Ready (0.00%). The main constraints concerned the technical preparation of assessment instruments, limited practical experience, and the use of technology. The findings indicate that PGSD students have a moderate level of readiness but still require practice-based learning, reflection, and technology integration to support improvements in the quality of elementary education in West Java.