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All Journal Mimbar PGSD Undiksha Journal of Education Technology Jurnal Pendidikan Multikultural Indonesia
Gusti Ayu Putu Sukma Trisna
Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Religion Humanities Computer Science & IT Education Social Sciences

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Tri Kaya Parisudha–Based Interactive Learning Media for Promoting Global Diversity in Elementary Education I Komang Adi Wiyanta; I Gede Astawan; Gusti Ayu Putu Sukma Trisna
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.92381

Abstract

Global diversity in elementary education is essential to be strengthened in order to develop students’ understanding of intercultural tolerance. This study aims to develop interactive learning media based on the local wisdom of Tri Kaya Parisudha. The development process employed the ADDIE model. Data were collected using a non-test method in the form of questionnaires. Data analysis was conducted using qualitative and quantitative descriptive techniques. Based on the validity assessment, the interactive learning media were evaluated by two subject-matter experts and two learning media experts. The subject-matter experts obtained an average score of 3.8, categorized as very high validity, while the learning media experts obtained an average score of 3.9, also categorized as very high validity. The interactive learning media that had passed the validity stage were then tested for practicality by practitioners or teachers, obtaining an average score of 3.9, categorized as high practicality, while student responses were tested in Class IV A consisting of nine students, with an average score of 3.8, categorized as high practicality. The effectiveness of the media was examined using a one-group pretest–posttest design with 15 student respondents. The correlated t-test results showed a significant value (Sig. 2-tailed) of 0.000, indicating a significance level lower than 0.05 (Sig. < 0.05). Therefore, the interactive learning media based on Tri Kaya Parisudha are considered valid, practical, and effective in improving elementary school students’ understanding of global diversity.
A Poetry Learning Module Based on the Local Wisdom of Buleleng Traditions for Grade IV Students Ni Wayan Juniasih; Gusti Ayu Putu Sukma Trisna; Luh Sri Surya Wisma Jayanti
Jurnal Pendidikan Multikultural Indonesia Vol. 8 No. 2 (2025): September
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpmu.v8i2.93469

Abstract

The use of learning media in elementary schools has not been optimal because it tends to be monotonous, resulting in low student interest and enthusiasm for learning. In poetry learning, the learning process should provide meaningful and contextual experiences for students, however this has not been implemented optimally. This study aims to develop a poetry learning module based on the local wisdom of the Buleleng tradition for fourth-grade elementary school students. This research uses the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consist of 2 experts, 2 teachers, and 10 students. The data collection methods use observation, interviews, and questionnaires with a rating scale instrument. The data obtained in this study are qualitative and quantitative data. The results of the study show that the average validity according to subject matter experts is 4.86 with a very valid qualification, and the average validity according to media experts is 4.86 with a very valid qualification. The percentage of practicality based on teacher responses reaches 100% with a very practical qualification, and student responses reach 100% with a very practical qualification. Thus, the poetry learning module based on the local wisdom of the Buleleng tradition is declared valid and practical to be used in poetry learning in fourth-grade elementary school. The implications of this study are expected to encourage students' independent learning and help achieve learning objectives in a more meaningful and contextual manner.
Microlearning Video with Kata Kolok Sign Language Translation for Elementary Science Terminology: Matter and Its Changes Ni Kadek Dwi Martini; Putu Nanci Riastini; Gusti Ayu Putu Sukma Trisna
MIMBAR PGSD Undiksha Vol. 12 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v12i3.92201

Abstract

Science learning often uses scientific terms that are unfamiliar to students, causing misconceptions about students' understanding. This is also experienced by deaf students, due to the limitations of students communicating verbally. This development research aims to produce learning media in the form of microlearning videos, sign language translations, kolok words for elementary school science terminology, the topic of substance forms and their changes. Microlearning is selected according to the characteristics of inclusion students. This study uses the ADDIE Model. The subjects of this research trial consisted of 2 material and media experts. The results of this study were then analyzed using quantitative and qualitative descriptive techniques. The results of the validity test obtained a very high category, from material experts a score of 0.88 and a validity test by learning media experts obtained a score of 0.95. The feasibility of the media was also assessed from the response of teachers who obtained a score of 99% with very good qualifications and the student response test obtained a score of 89% with very good qualifications. Based on these results, it was stated that the media developed was feasible and practical to be used in science learning in inclusion classes. The implication of this study is that video microlearning can be used as an additional learning resource in science learning in inclusive classes on an ongoing basis.
Co-Authors I Gede Astawan I Komang Adi Wiyanta Luh Sri Surya Wisma Jayanti Ni Kadek Dwi Martini Ni Wayan Juniasih Putu Nanci Riastini