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All Journal Journal of Regional and City Planning Jurnal Penjaminan Mutu Purwadita : Jurnal Agama dan Budaya Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Jurnal Ilmiah Pendidikan Citra Bakti Lampuhyang Widyacarya : Jurnal Pendidikan, Agama, dan Budaya Widyanatya: Jurnal Pendidikan Agama dan Seni Jurnal Agama Buddha dan Ilmu Pengetahuan Maha Widya Duta : Jurnal Penerangan Agama, Pariwisata Budaya, dan Ilmu Komunikasi Edukasi: Jurnal Pendidikan Dasar Jurnal Penjaminan Mutu Guna Widya : Jurnal Pendidikan Hindu

Suardipa, Putu

Dharma Acarya Department, STAHN Mpu Kuturan Singaraja, Bali, Indonesia

Author-ID : 1994673

Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Transportation Other

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Peningkatan kemampuan Literasi Kebudayaan Kewargaan dan sikap multikultur Siswa melalui Model Pembelajaran Creative Problem Solving berbasis LMS Putu Suardipa; I Nengah Suastika; I Komang Sesara Ariyana
Widyacarya: Jurnal Pendidikan, Agama dan Budaya Vol 6, No 1 (2022)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyacarya.v6i1.1989

The aim of the study was to find out the significant influence of LMS-based Creative Problem Solving learning models on students on the ability of Cultural Literacy of Citizenship and multicultural attitudes. Experimental research is a non-equivalent post-test only control group design. The population in this study was 197 elementary students in Singaraja City and and the study sample amounted to 60 students with the specifications of students of grade IV Of State Elementary School 1 Banjar Tegal which amounted to 30 students as an experimental class and grade IV Elementary School 1 Great Package which amounted to 30 students as a control class. Simple random sampling is used as a sample determination for experiments and control groups. The data is analyzed using MANOVA. The results showed: 1) Based on the data of the analysis on hypothesis 1 obtained F values of 11.331, df = 1, and Sig = 0.001, This means that significance smaller than 0.05 can be concluded that there is a significant difference in state cultural literacy between students studying with lms-based Creative Problem Solving Learning Model with conventional learning model; 2) Based on the data of the analysis on hypothesis 1 obtained F values of 22.749, df = 1, and sig = 0.000, This means sig values smaller than 0.05 can be concluded that there is a significant difference in multicultural attitudes between students who follow the LMS-based Creative Problem Solving Learning Model and students who follow conventional learning models, 3) Manova analysis results show that the calculated F price for Pillae Trace, Wilk Lambda, Hotelling's Trace, Roy's Largest Root from the implementation of lms-based Creative Problem Solving Learning Model is smaller than 0.05. Thus, there is an influence on the application of LMS-based Creative Problem Solving Learning Model on state cultural literacy and multicultural attitude simultaneously in students.Keywords: Citizenship Cultural Literacy, Multicultural Attitudes, Creative Problem Solving Learning Model, LMS.

KORELASI PEMBELAJARAN FLIPPED CLASSROOM DENGAN TAKSONOMI BLOOM I Putu Suardipa; I Made Sedana
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 5, No 1 (2022)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v5i1.2057

Flipped classroom is recommended learning when the teacher is preparing to carry out synchronous and asynchronous learning activities because of its effectiveness. This effectiveness is obtained because the flipped classroom is supported by four pillars of innovative learning: flexible environment, learning culture, intentional content, and professional educator, based on a constructivist learning approach and the design involved can activate and develop thinking skills in the realm of Bloom's taxonomy. The correlation that appears in the study above gives place to the Flipped classroom by assigning students to know and understand the content of lessons outside the classroom by using higher order thinking skills (HOTs) in Bloom's Taxonomy as a guardian of activities. Bloom's Taxonomy content in the Flipped Classroom model has a reverse direction, in the Flipped Classroom model step by emphasizing on students to create a product first, then students reconstruct understanding by trying to criticize to be evaluated (evaluating) in the application, then look at the details the strengths and weaknesses of the resulting product (analyzing) so that students apply the best working strategy (applying) by gaining new understanding (understanding) and being able to remember all previous learning. After students have "capital" understanding of the content, learning moves to face-to-face classes with activities aimed at clarifying, strengthening and deepening understanding as well as developing the skills acquired.Keywords: Flipped Classroom, Bloom Taxonomy

PENINGKATAN LITERASI DIGITAL DAN MODERASI BERAGAMA MELALUI LEARNING MANAGEMENT SYSTEM BERBASIS TRIKAYA PARISUDHA PADA SISWA SD GUGUS BANYUNING Ni Nyoman Lisna Handayani; I Putu Suardipa
LAMPUHYANG Vol 13 No 2 (2022)
Publisher : Lembaga Penjaminan Mutu STKIP Agama Hindu Amlapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47730/jurnallampuhyang.v13i2.314

Penelitian ini bertujuan untuk mengetahui perbedaan literasi digital dan moderasi beragama antara siswa yang belajar dengan learning management system berbasis trikaya parisudha dengan siswa yang mengikuti model pembelajaran konvensional. Penelitian ini merupakan penelitian eksperimen dengan rancangan Pretest-Posttest Control Group Design. Populasi penelitian ini adalah siswa kelas V SD Gugus Banyuning. Sampel diambil dengan cara random sampling. Data literasi digital dan moderasi beragama diukur dengan menggunakan kuesioner. Data yang terkumpul dianalisis dengan Manova. Hasil penelitian menunjukkan: 1) Terdapat perbedaan literasi digital antara siswa yang dibelajarkan melalui Learning Management System berbasis trikaya parisudha dengan siswa yang mengikuti pembelajaran konvensional pada siswa kelas V SD Gugus Banyuning, F = 21,708 P<0,05; 2) Terdapat perbedaan moderasi beragama antara siswa yang dibelajarkan melalui Learning Management System berbasis trikaya parisudha dengan siswa yang mengikuti pembelajaran konvensional pada siswa kelas V SD Gugus Banyuning, F = 5,071 P<0,05; 3) Terdapat perbedaan literasi digital dan moderasi beragama secara simultan antara siswa yang dibelajarkan melalui Learning Management System berbasis trikaya parisudha dengan siswa yang mengikuti pembelajaran konvensional pada siswa kelas V SD Gugus Banyuning, F = 15,516 P<0,05.

Pengembangan Model Pendidikan Agama Hindu Berbasis Glokalisasi untuk Peningkatan Mutu Siswa SD Kabupaten Buleleng Ni Nyoman Lisna Handayani; I Putu Suardipa; Ni Ketut Erna Muliastrini
Jurnal Penjaminan Mutu Vol 7 No 02 (2021)
Publisher : UHN IGB Sugriwa Denpasar

Secara umum tujuan penelitian ini adalah dihasilkannya model pendidikan agama hindu berbasis glokalisasi untuk peningkatan mutu siswa SD Kabupaten Buleleng. Penelitian ini menggunakan pendekatan penelitian pengembangan tipe â€œPrototipycal Studies. Data dalam penelitian ini akan dikumpulkan dengan: (1) pedoman observasi, (2) pedoman wawancara, (3) kuisioner, (4) pedoman studi dokumen, (5) fokus groups discussion, dan (6) interrater validity. Hasil penelitian menunjukkan: Pertama, Nilai- nilai karakter global yang visibel dan relevan untuk diintegrasikan dalam pendidikan karakter berdasarkan spektrum teori rekonstruksi sosial Vygotsky dalam pembelajaran pendidikan agama hindu bagi siswa sekolah dasar kelas V, yaitu: kejujuran, tanggung jawab, disiplin, kerja keras, kreatif, mandiri, demokrasi, objektivitas, multikultur, berpikir terbuka, kepedulian sosial, opened culture, pendidikan seks, anti rasisme, anti pelecehan, kesetaraan gender, kepemimpinan, kehormatan diri, kehormatan bangsa dan negara, peduli lingkungan, hak azazi manusia, morality dignity, dan penghargaan pada minoritas. Kedua, rekonstruksi struktur muatan kurikulum pendidikan agama hindu Sekolah Dasar kelas V yaitu:Â mantram dainika upasana, ahimsa, satya dan tat tvam asi, moksha sebagai tujuan akhir, keharmonisan hidup melalui tri hita karana, catur guru, melihat dan mengenal tempat suci dalam agama hindu, kitab suci veda.

DETERMINASI MODEL RESOLUSI KONFLIK TERHADAP PRESTASI BELAJAR AGAMA HINDU DENGAN KOVARIABEL SIKAP MULTIKULTUR DAN EFIKASI DIRI PADA MAHASISWA PGSD STAHN MPU KUTURAN SINGARAJA Ni Nyoman Lisna Handayani; Ni Ketut Erna Muliastrini; I Putu Suardipa
Guna Widya: Jurnal Pendidikan Hindu Vol 8 No 2 (2021): Jurnal Guna Widya Volume 8 Nomor 2 September 2021
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

This research aims to examine the influence of conflict resolution teaching model towards Hindu Religious’s academic achievement with multicultural attitude and self-efficacy covariable. This quantitative research study was conducted to students of PGSD department in Ganesha University of education using experiment method with Single Factor independent groups design with use of covariate and involved 67 students. Data were analyzed with covariance analysis (ANACOVA). The result this research study shows: 1) there are differences in Hindu Religious’s academic achievement between students who involved in conflict resolution model learning with students who involved in conventional learning. 2) There are differences in Hindu Religious’s academic achievement between students who involved in conflict resolution model learning with students who involved in conventional learning by controlling multicultural attitude. 3) There are differences in Hindu Religious’s academic achievement between students who involved in conflict resolution model learning with students who involved in conventional learning by controlling self-efficacy. 4) There are differences in Hindu Religious’s academic achievement between students who involved in conflict resolution model learning with students who involved in conventional learning by controlling multicultural attitude and self-efficacy simultaneously.

PENGARUH MODEL SAVI (SOMATIC, AUDITORY, VISUALIZATION, INTELLECTUALY) BERORIENTASI PERMAINAN KOTAK POS TERHADAP MOTIVASI BELAJAR SISWA I Putu Suardipa
Widyacarya: Jurnal Pendidikan, Agama dan Budaya Vol 7, No 2 (2023)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyacarya.v7i2.3017

This study aims to determine: the significant effect of the SAVI model oriented towards the post box game on the learning motivation of class IV Pancasila education. This study uses a quasi-experimental research type. In this study, the population was 110 students, the sample size was 38 students, which was further divided into two, there were 19 students in the experimental class and 19 students in the normal class. Based on the hypothesis that has been tested, the data assessment uses a paired sample t-test, showing the number of respondents for the experimental class is Based on the results of data analysis using an independent t-test, it is known that the tcount = 7.881 with df = 36 at a significant level of 5%, the ttable value is 1.688. From the results of these calculations it is known that tcount> ttable is 4.603> 1.688 and the value of Sig. (2-tailed) < 0.05 (0.001 < 0.05), this indicates that there is a significant difference in effect between students who take part in the SAVI Learning Model oriented towards the Post Box Game in class IV SD Negeri 3 Tamblang and students who take part in the learning with the Conventional Learning Model in class IV SD Negeri 5 Tamblang. In this case, it shows a significant difference in the influence of learning motivation between students who study with the SAVI Learning Model oriented towards the Post Box Game and the Conventional Learning Model for class IV Cluster V, Kubutambahan District.

Co-Authors ., Ni Ketut Erna Muliastrini I Ketut Widiara I Komang Sesara Ariyana I Komang Wahyu Wiguna I Made Ariyasa Giri I Made Indrawati I Made Sedana I Nengah Suastika Ida Bagus Putrayasa Ni Made Indrawati Ni Nyoman Lisna Handayani Nyoman Lisna Handayani,

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