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All Journal Cetta: Jurnal Ilmu Pendidikan Literasi: Jurnal Pendidikan Guru Indonesia
I Nyoman Miarta Putra
Institut Agama Hindu Negeri Mpu Kuturan
Education Other

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Internalisasi Nilai Tri Hita Karana Dalam Pendidikan Karakter Bagi Peserta Didik Tunagrahita di SLB Negeri 1 Buleleng Made Widiana; Ni Luh Gede Hadriani; I Nyoman Miarta Putra
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.v9i3.5602

Abstract

Character education is an essential component of special education because it emphasizes not only academic achievement but also the development of students' attitudes, values, and adaptive behaviors. For students with intellectual disabilities, character education requires contextual, adaptive, and culturally responsive approaches. This study aimed to analyze the process of Tri Hita Karana value internalization in character education for students with intellectual disabilities at SLB Negeri 1 Buleleng, Bali, identify the pedagogical strategies implemented, and examine their implications for students' character development. This research employed a qualitative case study design. Data were collected through observations, in-depth interviews, and document analysis involving 15 informants consisting of the principal, teachers, students with intellectual disabilities, and parents. Data were analyzed using an interactive model through data reduction, data display, and conclusion drawing, while trustworthiness was established through source and technique triangulation. The findings indicate that the internalization of Tri Hita Karana values is embedded in school culture through religious habituation, guided social interaction, teacher role modeling, and environmental care activities adapted to students' learning characteristics. The parahyangan dimension nurtures religious discipline and spiritual awareness, pawongan develops empathy, cooperation, and social adaptation through structured guidance, while palemahan strengthens environmental responsibility, independence, and adaptive life skills through routine environmental practices. These findings suggest that, within the context of this case study, Tri Hita Karana represents a meaningful Balinese local wisdom-based framework that contributes to the holistic character development of students with intellectual disabilities.
Discovery Learning Berorientasi Kearifan Lokal Tat Twam Asi: Pengaruh Terhadap Motivasi Belajar dan Keterampilan Berpikir Kritis Luh Putu Suci Aryani; I Made Sedana; I Nyoman Miarta Putra
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5697

Abstract

Discovery Learning provides a structured process through which students construct knowledge by discovery; however, its classroom implementation also requires interactions that support broad student participation. Previous studies have examined Discovery Learning and local-wisdom-based instruction, yet limited research has operationally integrated Tat Twam Asi values throughout all phases of Discovery Learning and simultaneously examined their effects on learning motivation and critical thinking skills. This study examined the effect of Tat Twam Asi-oriented Discovery Learning as an integrated instructional treatment on students’ gains in learning motivation and critical thinking skills. A quasi-experimental pretest-posttest control group design was employed with 72 seventh-grade students at SMP Negeri 3 Singaraja, comprising 36 students in the experimental group and 36 in the control group. Learning motivation was measured using a 24-item Likert questionnaire, while critical thinking skills were assessed using 10 essay items. Gain scores were analyzed using one-way ANOVA and MANOVA after all prerequisite assumptions had been satisfied. The experimental group obtained a higher mean gain score in learning motivation (18.28) than the control group (7.44), F(1, 70) = 169.560, p < .001, η² = .708. The mean gain score in critical thinking skills was also higher in the experimental group (19.58) than in the control group (10.21), F(1, 70) = 50.373, p < .001, η² = .418. The multivariate analysis yielded Pillai’s Trace = .769, F(2, 69) = 114.546, p < .001. The findings indicate that students who participated in Tat Twam Asi-oriented Discovery Learning demonstrated greater gains in learning motivation and critical thinking skills than those who received conventional instruction. These results support the effectiveness of the integrated instructional model as a whole and should not be interpreted as evidence of the independent contribution of Tat Twam Asi.
The Integration of Interactive Storybook Media in Language Learning for Strengthening Literacy Skills Among Elementary School Students Kadek Tisnawati; I Nyoman Miarta Putra; Made Adi Nugraha Tristaningrat
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.3431

Abstract

This study aims to analyze the integration of interactive storybook media in language learning as an effort to strengthen literacy among elementary school students. Low reading interest and students’ literacy skills remain challenges in the language learning process; therefore, learning media capable of increasing student engagement, motivation, and understanding of learning materials are needed. This study employed a mixed-method approach with a descriptive design to obtain an overview of the effectiveness of using interactive storybook media in language learning. The research subjects consisted of elementary school students involved in learning activities using interactive storybook media. Data collection techniques included observation, questionnaires, and documentation. Quantitative data were used to determine improvements in reading interest and student participation, while qualitative data were used to describe students’ responses during the learning process. The results showed that the use of interactive storybooks was able to increase reading interest, reading comprehension skills, and students’ active involvement in learning activities. Interactive storybook media provided a more engaging learning experience through the combination of text, images, audio, animation, and interactive activities, enabling students to understand language learning materials more contextually. In addition, teachers found it easier to deliver materials communicatively and create a more enjoyable learning atmosphere. The integration of interactive storybook media proved to make a positive contribution to strengthening elementary school students’ literacy skills and supporting the creation of effective, innovative, creative, collaborative, adaptive, and student-centered learning. Keywords: interactive storybook, language learning, literacy skills
Co-Authors I Made Sedana Kadek Tisnawati Luh Putu Suci Aryani Made Adi Nugraha Tristaningrat Made Widiana Ni Luh Gede Hadriani