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All Journal International Journal of Language and Literature Prima Magistra: Jurnal Ilmiah Kependidikan
Ni Nyoman Kurnia Wati
Institut Agama Hindu Negeri Mpu Kuturan, Singaraja, Indonesia
Languange, Linguistic, Communication & Media Other

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EXPLORING CATUR GURU VALUES IN CLASSROOM INTERACTION: A PEDAGOGICAL DISCOURSE ANALYSIS OF THE SUWINDIA MODEL IN HINDU RELIGIOUS EDUCATION A A Pt Suari; I Gede Suwindia; Ni Nyoman Kurnia Wati; Ni Putu Dian Utami Dewi; I Made Hendra Sukmayasa
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6687

Abstract

Hindu religious education in elementary schools often remains normative, providing limited space for critical dialogue, even though the teachings of Catur Guru contain essential values for shaping students’ character. This study emphasizes a pedagogical discourse analysis of the implementation of the SUWINDIA model, which is integrated with the Hindu epistemology of Catur Pram??a. The research employs a descriptive qualitative approach within Fairclough’s Critical Discourse Analysis framework, encompassing the dimensions of text, discourse practice, and social practice. Data were collected through participatory observation, in-depth interviews, and document analysis of Catur Guru textbooks. The findings reveal that, at the textual dimension, teachers employ religious vocabulary, metaphors, and cohesion to instill spiritual values; at the level of discourse practice, teacher–student interactions recontextualize the values of Catur Guru through discussion, instruction, and reflection; whereas at the level of social practice, learning functions as a medium for the internalization of devotion, discipline, and spiritual awareness. The implementation of SUWINDIA is shown to align with Catur Pram??a, as it encourages students to learn through direct experience, reasoning, analogy, and sacred teachings. This study contributes to the development of Hindu religious education models that are more dialogical, reflective, and applicable in primary education
Multisensory Approach-Oriented Teaching Materials to Improve Elementary School Students' Basic Reading Concepts I Wayan Eka Mahardika; Ni Nyoman Kurnia Wati; I Made Sedana
International Journal of Language and Literature Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i4.112075

Abstract

The low mastery of basic reading concepts among second-grade elementary school students remains a major problem in learning, one of which is the use of teaching materials that do not accommodate differences in student learning styles. Therefore, a study is needed to evaluate the effectiveness of multisensory teaching materials in improving basic reading concepts among second-grade elementary school students. This study aims to analyse the effectiveness of multisensory teaching materials in improving second-grade elementary school students' basic reading concepts. The research subjects were 35 students selected through total sampling. The study used a one–group pretest–posttest design, with data collected via basic reading concept tests administered before and after the implementation of the teaching materials. Analysis was carried out using descriptive statistics and Paired Sample t-Test after the data met the requirements of normality and homogeneity. The results showed that the use of multisensory teaching materials significantly improved second-grade students' basic reading concepts, as indicated by higher posttest scores in the experimental class than in the control class. In conclusion, multisensory-oriented teaching materials are effective in improving basic reading concepts among second-grade elementary school students, thereby addressing the problem of low initial reading abilities. This research implies that the use of learning media that combine visual, audio, and kinesthetic stimulation can be an alternative strategy to support more meaningful reading instruction in elementary schools.
INTEGRATING LOCAL WISDOM ASSISTED BY INTERACTIVE COMICS IN SOCIAL STUDIES LEARNING: ITS EFFECT ON ELEMENTARY SCHOOL STUDENTS' DIGITAL LITERACY AND CONCEPTUAL UNDERSTANDING Ni Nyoman Kurnia Wati; Ni Nyoman Lisna Handayani; Komang Trisna Mahartini
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 3 (2026): Volume 7 Number 3 (July 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i3.5742

Abstract

Interactive comics based on local wisdom are seen as capable of providing a solution because they can deliver an enjoyable learning experience while simultaneously strengthening students' cultural identity. This study aims to analyze the effect of integrating local wisdom assisted by interactive comics in Social Studies (IPS) learning on the digital literacy and conceptual understanding of elementary school students. This study used a quantitative approach with a quasi-experimental design in the form of a non-equivalent control group design. The research population consisted of all fifth-grade elementary school students in Cluster III, Buleleng District, in the even semester of the 2025/2026 academic year. The research sample comprised two classes with a total of 68 students, specifically 35 students in the experimental class and 33 students in the control class. The research instruments consisted of a Social Studies conceptual understanding test, a digital literacy questionnaire, learning activity observation sheets, and documentation. Data analysis was conducted quantitatively using descriptive and inferential statistics. Descriptive statistics were used to determine the mean, percentage, standard deviation, and the improvement in students' conceptual understanding and digital literacy. Hypothesis testing was carried out using Manova analysis with the assistance of SPSS. The results of the study showed that: 1) there is a significant difference in digital literacy, with an obtained F-value of 83.339 and a significance of <0.001; 2) there is a significant difference in conceptual understanding, with an obtained F-value of 140.090 and a significance of <0.001; 3) simultaneously, there is a significant difference in both digital literacy and conceptual understanding, with an obtained F-value of 125.293 and a significance of <0.001. Based on the results of the Manova analysis, it can be concluded that learning that integrates local wisdom assisted by interactive comics in Social Studies learning is proven to effectively improve students' digital literacy and conceptual understanding.
Co-Authors A A Pt Suari I Gede Suwindia I Made Hendra Sukmayasa I Made Sedana I Wayan Eka Mahardika Komang Trisna Mahartini Ni Nyoman Lisna Handayani Ni Putu Dian Utami Dewi