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All Journal Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Penelitian Pendidikan IPA (JPPIPA) Cetta: Jurnal Ilmu Pendidikan Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal EDUTECH Undiksha Aulad : Journal on Early Childhood Thinking Skills and Creativity Journal Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) Jurnal Paedagogy Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Indonesian Journal of Educational Development (IJED) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Suluh Pendidikan: Jurnal Ilmu-ilmu Pendidikan Jurnal Penelitian Ilmu Pendidikan Indonesia
I Gde Wawan Sudatha
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Effectiveness of Integrating Scientific Nutrition Education into Physical Education on Nutrition Knowledge and Healthy Behavior Intentions among Junior High School Students Zhao Shuai; Ni Nyoman Parwati; I Gde Wawan Sudatha
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19240

Abstract

This study aims to analyze the effectiveness of an experimental approach integrating scientific nutrition education into physical education learning in improving nutrition knowledge and healthy behavior intentions among junior high school students. The study used a quasi-experimental design with a pretest–posttest control group model, involving 40 seventh-grade students at Beijing No. 3 Middle School (Xicheng District, Beijing, China) who were divided into an experimental group and a control group through class-based randomization. The experimental group followed an integrated "physical training + scientific nutrition" curriculum for 10 weeks, while the control group received conventional physical education. The research instruments included nutrition knowledge tests and healthy behavior intention questionnaires that met the criteria for validity and reliability. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) as the main analysis, followed by univariate ANCOVA, to control for differences in students' initial abilities. The results of the multivariate analysis of covariance (MANCOVA) indicated a significant multivariate effect of the teaching mode on students’ nutrition knowledge and healthy behavior intention after controlling for pretest scores (Wilks’ Λ = 0.338, F = 34.21, p < 0.001). This finding provides quantitative evidence that the integrated physical training and scientific nutrition learning approach significantly improved students’ learning outcomes compared to the conventional physical education model. These findings indicate that integrating scientific nutrition concepts into authentic physical training experiences can build strong links between cognitive understanding, physical experience, and health behavior reflection. This study concludes that the integration of scientific nutrition education based on educational technology is an effective and strategic approach to improving health literacy and encouraging sustainable healthy behavior change among junior high school students.
PENGEMBANGAN MOBILE LEARNING “RUANG PERSEGI” BERORIENTASI PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA Kadek Teguh Wahyu Dewantara; Ketut Agustini; I Gde Wawan Sudatha; I Komang Sudarma; I Wayan Sukra Warpala
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 23 No. 1 (2026): Edisi Januari 2026
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jptk-undiksha.v23i1.111460

Abstract

Inovasi dalam media pembelajaran didorong oleh pesatnya perkembangan teknologi digital. Media ini diharapkan dapat mendukung proses belajar yang lebih aktif, fleksibel, dan sesuai dengan kebutuhan peserta didik. Namun, implementasi media pembelajaran berbasis mobile learning untuk mata pelajaran Informatika di jenjang SMP belum berjalan optimal, terutama dalam hal menunjang kemampuan pemecahan masalah siswa. Penelitian ini bertujuan menghasilkan media mobile learning Ruang Persegi yang memenuhi kriteria valid, praktis, dan efektif untuk meningkatkan kemampuan tersebut. Metode penelitian yang dipilih adalah Research and Development (R&D) dengan mengadopsi model 4D (Define, Design, Develop, Disseminate). Partisipan penelitian meliputi ahli materi, ahli media dan desain pembelajaran, guru informatika, serta siswa SMP. Data dikumpulkan melalui angket validasi ahli, angket respons pengguna (User Experience Questionnaire/UEQ), dan tes (pre-test dan post-test). Hasil analisis menunjukkan bahwa media Ruang Persegi memperoleh penilaian sangat baik dari ahli, dinyatakan praktis berdasarkan tanggapan guru dan siswa, serta terbukti efektif meningkatkan kemampuan pemecahan masalah hal ini dibuktikan dengan peningkatan rata-rata hasil pre-test sebesar 63,80 dan rata-rata post-test sebesar 78,31 yang menunjukan peningkatan dan sudah berada diatas KKTP yaitu 76. Temuan ini diharapkan dapat menjadi acuan bagi pendidik untuk menggunakan media Ruang Persegi sebagai penunjang penerapan Problem Based Learning (PBL) dalam pembelajaran Informatika.
Pemanfaatan Virtual Reality Sebagai Media Pembelajaran Informatika SMP Untuk Mendukung Motivasi dan Berpikir Kritis I Nyoman Haryantara; Ketut Agustini; I Gde Wawan Sudatha; I Kadek Suartama
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5662

Abstract

Virtual Reality (VR) is increasingly used in education to represent abstract, procedural, and dynamic concepts, yet evidence concerning its relevance to junior high school Informatics remains fragmented across subjects, learner levels, devices, research designs, and instruments. This study aimed to synthesize the potential contribution of VR to learning motivation and critical thinking, identify pedagogical and implementation factors, and map research gaps for Informatics learning. A Systematic Literature Review following PRISMA 2020 examined Google Scholar, ERIC, Scopus, and IEEE Xplore on 5–10 May 2026. Twenty-five peer-reviewed journal articles published in 2014–2025 met the criteria and were analyzed through thematic coding. Categories could overlap because one article addressed several themes. Sixteen articles examined motivation-related constructs, five directly addressed critical thinking, eight discussed related constructs such as problem solving, inquiry, metacognition, or computational thinking, fifteen emphasized pedagogical design, eleven reported implementation factors, and only three were directly related to computer science or computational thinking. The evidence indicates a tendency that VR may support motivation through presence, interactivity, challenge, feedback, and contextual visualization; however, outcomes varied according to population, duration, device, and measurement. Evidence for critical thinking was more limited and suggested potential facilitation only when VR was combined with meaningful problems, scaffolding, reflection, discussion, and appropriate assessment. Technical readiness, teacher competence, curriculum alignment, digital literacy, and cybersickness also influenced implementation. In conclusion, VR shows educational potential for junior high school Informatics, but current evidence is heterogeneous and mostly indirect. Further classroom-based, longitudinal studies using validated motivation and critical-thinking instruments are required in Indonesia.
Co-Authors A. A. Gede Agung Adrianus I Wayan Ilia Yuda Sukmana Alexander Hamonangan Simamora Anak Agung Adi Wiryya Putra Aprida Singta Chaeruman, Uwes Anis Desak Putu Parmiti Dessy Ariantini Dewa Gede Hendra Divayana, Dewa Gede Hendra Edwin Fifi Fitriana Sari Fifi Lesley F. Pogoh Gede Cris Smaramanik Dwiqi Hamisah I Gde Wawan Sudatha I Gede Juli Suwirtana Putra I Gusti Agung Ayu Wulandari I Kadek Suartama I Ketut Lokasanti I Ketut Lokasanti I Ketut Tresna Pradnya Yudana I Komang Budiasa I Komang Sudarma I Made Edy Bangkit Saputra I Made Tegeh I N. Widya Artha I Nyoman Adi putra I Nyoman Haryantara I Nyoman Jampel I Wayan Santyasa I Wayan Sukra Warpala Ida Ayu Intan Nandini Ignatius I Wayan Suwatra Inna Nur Khasanah Kadek Teguh Wahyu Dewantara Ketut Agustini Made Hery Santosa Made Hery Santoso Mohamad Syarief Abdullah Ni Ketut Erawati Ni Ketut Suci Artiniasih Ni Luh Putu Andika Ni Luh Putu Suaniasih Ni Made Ayu Suryaningsih Ni Nyoman Parwati Ni Nyoman Serma Adi Ni Wayan Eka Widiastini Ni Wayan Ulandari Putu Evik Merliani Rizky Aryawan SAIFUL RAHMAN Santi Maudiarti Suwarno Zhao Shuai