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All Journal Jurnal Pendidikan dan Pengajaran Mimbar PGSD Undiksha Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Cetta: Jurnal Ilmu Pendidikan Journal of Education Action Research International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Ilmiah Pendidikan Profesi Guru Jurnal Sekolah Dasar (JSD) Jurnal Pedagogi dan Pembelajaran Jurnal Syntax Transformation Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan AURA (Anak Usia Raudhatul Atfhal) Journal for Lesson and Learning Studies Mimbar Pendidikan Indonesia
Putu Nanci Riastini
Universitas Pendidikan Ganesha
Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Bahan Ajar Interaktif CAPU Bali Berorientasi Budaya Untuk Keterampilan Membaca Permulaan Siswa Kelas I Arsita Novelia; Desak Putu Parmiti; Putu Nanci Riastini
Journal of Education Action Reseach Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v9i1.91692

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan membaca permulaan siswa kelas I SD, serta pemanfaatan budaya pada kegiatan pembelajaran yang belum optimal. Penelitian ini bertujuan untuk menganalisis validitas media, respon praktisi dan siswa terhadap kepraktisan bahan ajar interaktif CAPU BALI. Penelitian ini menggunakan model pengembangan ADDIE. Subjek uji coba untuk penelitian ini adalah 2 orang ahli isi, 2 orang ahli media, 1 orang guru, dan 9 orang siswa. Metode pengumpulan data, yaitu wawancara, observasi, dan angket/kuesioner. Instrumen yang dipergunakan untuk mengumpulkan data, yaitu pedoman wawancara dan rating scale. Jenis data yang digunakan pada penelitian ini menerapkan dua jenis data yag terdiri dari data kualitatif dan kuantitatif. Hasil penelitian menunjukan bahwa bahan ajar interaktif CAPU BALI yang telah dihasilkan memperoleh indeks validitas isi materi sebesar 0,96 dengan predikat sangat valid. Bahan ajar interaktif CAPU BALI yang telah dihasilkan memperoleh indeks validitas isi media sebesar 0,91 dengan predikat sangat valid. Tingkat pencapaian respon guru terhadap bahan ajar interaktif CAPU BALI adalah sebesar 100% dengan predikat sangat baik, dan Tingkat pencapaian respon siswa adalah sebesar 94% dengan predikat sangat baik. Disimpulkan bahwa bahan ajar interaktif CAPU Bali berorientasi budaya layak untuk digunakan dalam proses pembelajaran. Implikasi penelitian ini yakni diharapkan mampu menjadi bahan bacaan dan inspirasi dalam mengembangkan bahan ajar interaktif bagi siswa kelas 1 sekolah dasar, khususnya untuk menstimulus kemampuan membaca.
Elementary School Teacher Problems in Facing the Independent Curriculum as Seen from Driving Schools Ni Made Wedhani Yulia Putri; Putu Nanci Riastini
Jurnal Ilmiah Sekolah Dasar Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v7i4.64646

Abstract

An independent curriculum is a curriculum that is developed as a more flexible curriculum, focuses on essential material, and is one of the curriculum concepts that demands student independence. The implementation of the independent curriculum is, of course, related to teachers at school; the role of teachers is very much needed in implementing the independent curriculum when learning takes place. This research aims to analyze the problems experienced by elementary school teachers in dealing with the independent curriculum in driving schools. The type of research carried out is descriptive research. The research subjects were class I and IV teachers at the driving school, totalling 26 teachers. Data collection used the Likert scale questionnaire method. Data analysis uses percentages. The findings of this research show that 3 aspects could be improved for driving school teachers in facing the independent curriculum, namely developing overall learning outcomes, learning through projects, and developing student character. Factors that cause problems for school teachers driving curriculum changes are teachers' need for more understanding of the curriculum, lack of socialization process for the new curriculum, lack of teacher awareness, and low teacher motivation. This research can overcome the problems of teachers in dealing with the independent curriculum for elementary school students to improve education implementation throughout Indonesia.
American Sign Language for Science Terminology in Fourth Grade Elementary School Ni Wayan Astri Antari; Putu Nanci Riastini; Dewa Gede Firstia Wirabrata
Jurnal Ilmiah Sekolah Dasar Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i1.92197

Abstract

The limitations of Kata Kolok sign language for science terminology require an equivalent of American Sign Language (ASL). Therefore, this research aims to investigate the number of science terminology for grade IV elementary school and explore the availability of American Sign Laguange (ASL) for science terminology for grade IV elementary school. This type of research is descriptive research. The subject of this research is science terminology for grade IV elementary school. Then, the object of this research is the availability of science terminology for grade IV elementary school and American Sign Language (ASL). The data collection used is in the form of a check-list sheet. The data analysis method uses descriptive statistical analysis with Mean and Percentage calculations. The results of this research were that 101 word terms and 106 science phrase terms for grade IV elementary school were successfully identified and were appropriate to the science context. Furthermore, the results obtained were 89 word terms and 15 phrase terms available in the ASL dictionary. The percentage of word terminology available in the ASL dictionary is 88% in the very high category, while for phrase terminology it is 14% in the very low category. Recommendations from the results of this research can be documented in database form and developed into sign language-based products, so as to realize inclusive learning.
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.
Investigation of Science Terminology for Grade IV Elementary School Students with Hearing Impairments: A First Step Towards Inclusive Science Education Suparmi, Made; Putu Nanci Riastini; Dewa Gede Firstia Wirabrata
International Journal of Elementary Education Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i4.91789

Abstract

Science learning in elementary schools is not equal for the deaf, especially in inclusive schools because there are many science terminologies that do not have sign language. This causes deaf students to have difficulty understanding science terminology, and abstract concepts that are conveyed verbally in the classroom. This study aims to investigate science terminologies that appear in science material for grade IV elementary school and describe the percentage of the appearance of science terminologies in all science material for grade IV elementary school. This type of research is descriptive research. The subjects of this study used 120 sources of science material for grade IV elementary school. Data collection in this study used document study and structured observation methods. The data analysis technique used the corpus analysis method through Voyant Tools. The results of this study indicate that the terminologies that often appear in science material for grade IV elementary school are 506 terms (338 words and 168 phrases). These terminologies include the words "Water", "Leaf", "Energy", "Photosynthesis", "Force", "Electricity", and "Substance". In phrases including, “Plant Roots”, “Eyelids”, “Living Things”, “Changes in the Form of Objects”, “Bone Frame”, “Energy Source”, and “Liquid”. For general word terminology, the percentage range of occurrence ranges from 0.01% to 1.03%. For general phrase terminology, the percentage range of occurrence ranges from 0.01% to 1.84%. All terminology findings have been validated by science lecturers and have collaborated with GPK and grade IV teachers to identify frequently used terminology. Based on the research results, research on science terminology in sign language needs to be followed up with further relevant research to realize inclusive science education.
Growth Mindset Profiles of Elementary School Teachers with Inclusive Students: An Analysis by Professional Status, Age, and Gender Wida Wati, Ni Luh Sri; Putu Nanci Riastini; Basilius Redan Werang
Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i2.91366

Abstract

Many inclusive elementary school teachers still have a fixed mindset, which can hinder the development of students with special needs. This mindset results in low expectations of students’ abilities and the implementation of less flexible teaching methods. Teachers with a growth mindset are more capable of creating a supportive learning environment that fosters students' potential. This study aims to identify the growth mindset profile of elementary school teachers based on professional status, age, and gender. A descriptive quantitative method was used, involving 51 teachers as respondents. Data were collected using a Likert-scale questionnaire adapted from Carol Dweck’s Mindset Quiz and analysed using descriptive statistics. Results showed that 72.55% of teachers had a growth mindset with some fixed ideas, 17.65% had a strong growth mindset, and 9.80% exhibited a fixed mindset. Certified teachers and those aged 36–45 tended to have a stronger growth mindset, while younger teachers were more likely to have a fixed mindset. This study highlights the need for training and mentoring programs to strengthen teachers’ growth mindsets in supporting more effective inclusive education.
Science Terminology for Grade IV Elementary School in SIBI to Realize Inclusive Learning for Deaf Students Puspita Sari, Ni Kadek Gina; Putu Nanci Riastini; Dewa Gede Firstia Wirabrata
Journal for Lesson and Learning Studies Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i1.91367

Abstract

Problems occur in learning for deaf that not inclusive because lot of science terminology that not available in SIBI. The research aims to investigate Grade Four Elementary School science terminology found in SIBI and investigate number of Grade four Elementary School science terminology found in SIBI. Method used is mixed exploratory methods. Data collection techniques carried out qualitatively through document studies, interviews and observations and quantitatively through checklist sheets. The qualitative data analysis technique uses Miles and Huberman's theory, while quantitative data is carried out using percentage formula. In SIBI there is general terminology such as "water" and "rainwater", while specific terminology such as "energy" and "gravity" is not found. Based on calculations, science terminology words contained in SIBI are 77 words with percentage of 76% and in high category. Meanwhile, there are 43 phrases with percentage of 41% and in sufficient category. It concluded that SIBI covers science terminology in general context. However, terminology phrases in SIBI still limited. Results of the investigation are used as basis for teaching science learning materials that suit needs of deaf.
Co-Authors Alexander Hamonangan Simamora Arsita Novelia Basilius Redan Werang Bestari Laia Desak Putu Parmiti Dewa Nyoman Sudana Dhea Puri Amanda Gede Nugraha Sudarsana Gusti Ayu Putu Sukma Trisna I Gede Adi Suteja Utama I Gede Dharma Putra I Gede Marguna Yasa I Gede Margunayasa I Gede Suprawata I Gede Suprawata I Gusti Ngurah Japa I Ketut Gading I Komang Wahyu Aditya Putra I Made Ardika Yasa I Made Citra Wibawa I PUTU PASEK SURYAWAN I. A. G. Sri Udayanti Imam Subayil Kadek Yudiana Ketut Cindy Pratini Krisna, I Made Krisna Dwi Payana Luh Gede Ria Andika Putri Luh Lista Santi Widiani Made Vina Arie Paramita Muzakkir Walad Ni Kadek Dwi Martini Ni Komang Ayu Wulan Maharani Ni Komang Sarini Ni Luh Ika Windayani Ni Luh Made Mita Oktaviani Ni Luh Merta Juniasih Ni Luh Putu Libriana Lisna Dewara Ni Luh Santikawati Ni Made Wedhani Yulia Putri Ni Made Winda Lestari Ni Putu Sillvia Sari Dewi Ni Wayan Ari Wahyuni Ni Wayan Astri Antari Ni Wayan Ayu Utari Sri Maharani Ni Wayan Rati Ni Wayan Risna Dewi Nice Maylani Asril Puspita Sari, Ni Kadek Gina Putu Kerti Nitiasih Putu Kerti Nitiasih Putu Puji Kanti Laksani Rauldatul Husni Siki.A. Novinda Putri Suparmi, Made Triana Putri, Ni Nyoman Wida Wati, Ni Luh Sri Wirabrata, Dewa Gede Firstia