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All Journal Cetta: Jurnal Ilmu Pendidikan Jurnal Paedagogy Metta : Jurnal Ilmu Multidisiplin
Ni Luh Made Ari Krisna Yanti
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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Analisis Implementasi Standar Proses Pembelajaran pada SD Negeri 6 Kediri Ni Luh Made Ari Krisna Yanti; A.A. Sagung Dewi Cahya Ningrat; Ni Wayan Ratih
Metta : Jurnal Ilmu Multidisiplin Vol. 6 No. 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/metta.v6i2.5509

Abstract

The implementation of learning process standards is an essential aspect of improving the quality of primary education in accordance with the National Education Standards. This study aims to analyze the implementation of learning process standards at SD Negeri 6 Kediri, covering the aspects of lesson planning, instructional implementation, assessment, and learning supervision. The study employed a qualitative approach with a descriptive research design. Data were collected through observations, interviews, and document analysis involving the principal, classroom teachers, and educational staff. Data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal that the implementation of learning process standards at SD Negeri 6 Kediri has generally been carried out effectively in accordance with the applicable curriculum. Teachers have developed instructional plans that accommodate students’ characteristics and have implemented active, interactive, and student-centered learning practices. Assessment has been conducted through both formative and summative assessments, while learning supervision has been carried out through regular academic supervision by the principal. Nevertheless, several aspects still require improvement, particularly the utilization of assessment results as a basis for instructional follow-up, the implementation of reflective evaluation practices, teachers’ digital competencies, and the availability of digital learning facilities. This study contributes to the understanding that the successful implementation of learning process standards is determined not only by effective planning and instructional delivery but also by the optimization of assessment follow-up, the strengthening of reflective evaluation practices, and adequate digital resources in primary schools.
Peran PKn Dalam Membentuk Kompetensi Demokrasi Digital Pada Siswa Sekolah Dasar di Era Digital: Sebuah Model Konseptual Terintegrasi Ni Luh Made Ari Krisna Yanti; Dewa Bagus Sanjaya; I Nengah Suastika
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5500

Abstract

The development of digital technology has transformed social interaction patterns and character formation among elementary school students, posing serious challenges to instilling democratic values such as tolerance, communication ethics, and social responsibility. This study aims to analyze the role of Civic Education (PKn) in fostering a democratic spirit, identify implementation challenges, and develop a conceptual model as the research novelty. This research employed a qualitative descriptive method through systematic literature review and in-depth interviews with teachers at SD Negeri 2 Tabanan. The findings reveal that the main challenges lie not only in students' digital literacy but also in the gap in teachers' digital competence, the absence of evaluation instruments for democratic behavior in digital spaces, and the weak school-family-community tripartite collaboration. The novelty of this research is the Integrated Conceptual Model (ICM) , which connects four main components: digital democracy pedagogy, digital literacy for teachers and students, tripartite collaboration, and digital behavior evaluation instruments. This model serves as the article's original contribution to holistically integrating democratic education, character education, and digital literacy at the elementary school level. In conclusion, the successful formation of a democratic spirit in the digital era can only be achieved through the implementation of the ICM that combines participatory learning, critical use of technology, and digital behavior-based evaluation.
Leading with Local Wisdom: Exploring The Integration of Tri Hita Karana Values in School Leadership for Teacher Well-Being and School Effectiveness Ni Luh Made Ari Krisna Yanti; Ketut Suma; Ida Bagus Putu Arnyana
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.21851

Abstract

This study aims to explore how Tri Hita Karana values are integrated into school leadership and how principals and teachers perceive their contribution to teacher well-being and school effectiveness. A qualitative multiple-case study was conducted in four elementary schools in Bali Province, anonymized as SD A, SD B, SD C, and SD D. The participants comprised four principals and twelve teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis, complemented by within-case and cross-case analyses. Trustworthiness was enhanced through source triangulation, member checking, peer debriefing, and the maintenance of an audit trail. The findings revealed that Tri Hita Karana-based leadership was enacted through three interconnected dimensions. Parhyangan strengthened ethical leadership, professional meaning, and emotional calm; Pawongan supported respectful communication, teacher participation, collegial trust, recognition, and fair treatment; while Palemahan promoted physical comfort, environmental responsibility, and orderly working conditions. Among these dimensions, Pawongan was perceived as having the most direct contribution to teachers’ everyday well-being. Teacher well-being was also perceived to support school effectiveness by fostering stronger commitment, collaboration, responsibility, and program continuity. However, implementation was constrained by uneven workload distribution, limited teacher participation, inadequate facilities, and a tendency to interpret Tri Hita Karana primarily as a ceremonial concept. The study suggests that Tri Hita Karana can serve as a culturally grounded leadership framework when its values are consistently translated into school policies, organizational practices, and everyday leadership behaviors.
Co-Authors A.A. Sagung Dewi Cahya Ningrat Dewa Bagus Sanjaya I Nengah Suastika Ida Bagus Putu Arnyana Ketut Suma Ni Wayan Ratih