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Media Pembelajaran Berbasis Problem Based Learnig Menggunakan VideoScribe untuk Meningkatkan Hasil Belajar IPS Siswa Kelas V Rohaima Saragi; I Made Tegeh
Jurnal Edutech Undiksha Vol. 10 No. 1 (2022): June
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v10i1.41538

Abstract

Rendahnya peran aktif siswa dalam proses pembelajaran IPS berdampak pada rendahnya hasil belajar. Hal tersebut juga disebabkan oleh kegiatan pembelajaran guru masih menggunakan metode konvensional. Oleh karean itu, perlu adanya inovasi pembelajaran yang dapat merangsang siswa agar dapat meningkatkan motivasi dan hasil belajar. Penelitian ini bertujuan untuk  meningkatkan hasil belajar IPS melalui pengembangan  video pembelajaran berbasis problem based learning dengan menggunakan videoscribe. Penelitian ini termasuk kedalam penelitian pengembangan yang dikembangkan dengan menggunakan model ADDIE. Subjek yang terlibat dalam penelitian ini yakni ahli isi pembelajaran, ahli desain pembelajaran, ahli media pembelajaran, dan 9 orang siswa kelas V. Pengumpulan data dalam penelitian ini dilakukan dengan metode kuesioner. Data yang diperoleh dalam penelitian kemudian dianalisis dengan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa  validitas produk dikatakan valid dengan masing-masing penilain yakni review ahli isi pembelajaran dengan persentase 86% dengan kategori baik;  hasil review ahli desain pembelajaran dengan persentase 90% dengan kategori sangat baik;  hasil review ahli media pembelajaran dengan persentase 82% dengan kategori baik; hasil review uji coba perorangan dengan presentase 95,93% dengan kategori sangat baik; hasil review uji coba kelompok kecil dengan persentase 99,75% dengan kategori sangat baik. Berdasarkan hal tersebut, video pembelajaran IPS ini dapat meningkatkan motivasi serta hasil belajar siswa dalam proses pembelajaran.
Leaders’ Communication Ethics in The Innovation Diffusion Process at School System: Investigated from Balinese Philosophy of Life Luh Putu Putrini Mahadewi; Suyitno Muslim; I Made Tegeh; Ida Bagus Made Astawa
Jurnal Edutech Undiksha Vol. 9 No. 2 (2021): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v9i2.42050

Abstract

Elemen penting difusi inovasi salah satunya adalah saluran komunikasi. Setiap saluran komunikasi memiliki etika dan strategi komunikasinya masing-masing dalam upaya memengaruhi anggota suatu sistem sosial tertentu dalam mengadopsi tidaknya suatu inovasi. Penelitian ini bertujuan untuk menganalisis urgensi peran etika berkomunikasi pimpinan dalam proses difusi inovasi pembelajaran digital dilihat dari filosofi hidup anggota sistem sosial tempat difusi inovasi terjadi. Metode penelitian yang digunakan adalah metode penelitian deskriptif (cross-sectional study) dengan menggunakan metode survey. Hasil analisis menunjukkan bahwa peran etika berkomunikasi dalam proses difusi inovasi pembelajaran digital pada sistem persekolahan sangat urgen pada aspek-aspek: pihak yang wenang mengkomunikasikan, komunikasi interpersonal para pimpinan yang simetris, dan penghargaan terhadap lingkungan dan masyarakat melalui pendekatan konflik kepentingan, dan tanggung jawab sosial. Dapat disimpulkan bahwa ditinjau dari filosofi hidup masyarakat Bali, etika komunikasi pimpinan dalam proses difusi inovasi pada sistem persekolahan sangat nampak pada aspek penghargaan terhadap lingkungan yakni pendekatan konflik kepentingan difusi inovasi. Tulisan awal ini masih perlu disempurnakan dengan data empiris lebih lanjut di lapangan, sehingga dapat memberikan gambaran menyeluruh keterkaitan difusi inovasi dengan faktor-faktor yang potensial memengaruhi diadopsi tidaknya inovasi pada satu atau lebih sistem sosial persekolahan lainnya.
Pengaruh Model Problem Based Flipped Learning Terhadap Motivasi dan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran IPA SMP Ni Luh Putu Bagiani; I Kadek Suartama; I Made Tegeh
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i2.5391

Abstract

The development of technology has driven a transformation in education, particularly in mastering 21st-century skills. However, students' learning motivation and critical thinking skills remain relatively low, largely due to the persistent use of teacher-centered conventional learning and the suboptimal integration of technology in the learning process. This study aims to determine the effect of the Problem-Based Flipped Learning (PBFL) model on students’ learning motivation and critical thinking skills in science, both simultaneously and partially. A quasi-experimental method was employed using a pretest–posttest nonequivalent control group design. The sample consisted of 80 students selected through group random sampling from a population of 404 seventh-grade students at SMP Santo Yoseph Denpasar.The data were collected using a learning motivation questionnaire and an essay-based critical thinking skills test, both of which were previously tested for validity and reliability. The data were then analyzed using Multivariate Analysis of Covariance (MANCOVA).The results revealed that the significance value was less than 0.05, indicating a significant difference between the PBFL model and the conventional learning model. The PBFL model demonstrated a substantial simultaneous effect on learning motivation and critical thinking skills (p = 0.001; ηp² = 0.355), and partially improved learning motivation (p = 0.001; ηp² = 0.349) and critical thinking skills (p = 0.001; ηp² = 0.145). In conclusion, the PBFL model is effective in improving students’ learning motivation and critical thinking skills in junior high school science education.
Profesionalisme Reflektif Situasional Guru Vokasi Pada Kelas Heterogen: Studi Etnografi Sekolah Pariwisata I Gusti Kadek Surya Adnyana; I Wayan Santyasa; I Made Tegeh
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i2.5433

Abstract

Research on vocational teachers’ professional competence has generally positioned professionalism as pedagogical ability and mastery of subject matter that are administrative and normative in nature, while the reflective and situational dimensions of teaching in heterogeneous classrooms remain underexplored, particularly from the perspective of educational ethnography. This study aims to analyze teachers’ professional practices in actualizing vocational learning competencies within heterogeneous classrooms at SMKS Pariwisata Triatma Jaya Singaraja. The study employed a qualitative approach using an educational ethnography design. Data were collected through participant observation, in-depth interviews, and documentation involving five vocational teachers, the principal, and thirty students. Data analysis was conducted interactively through data condensation, data display, verification, and conclusion drawing, which were further deepened through domain, taxonomic, componential, and cultural theme analyses. The findings reveal that teachers’ professional competence develops adaptively through teaching experience, pedagogical improvisation, and situational reflection in responding to the dynamics of heterogeneous classrooms. However, the learning process remains dominated by teacher-centered approaches, the integration of theory and practice is still sequential, and differentiated instruction has not been systematically designed. Teachers’ reflective practices also tend to occur in the form of spontaneous reflection-in-action rather than structured reflection-on-action. This study constructs the concept of “situational reflective professionalism” as a form of teacher professionalism that develops through pedagogical adaptability, contextual reflection, and responsive decision-making within dynamic learning situations. Theoretically, this study contributes to the development of vocational teacher professionalism studies grounded in reflective practice and contextual learning, while practically emphasizing the importance of reflective culture, differentiated instruction, and strengthening teachers’ adaptive capacities in transforming twenty-first century vocational education.
Pengembangan Media Interaktif Materi Tilawati Al-Qur'an Berbasis Masalah Untuk Mengukur Religiusitas Dan Hasil Belajar Siswa SMP Ryan Ardiansyah Putra; I Wayan Santyasa; I Made Tegeh
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i2.5453

Abstract

This study was motivated by real-world issues identified in eighth-grade Qur'an instruction at SMP Islamic School Harapan Mulia in Denpasar, namely students' low cognitive mastery of the Tajwid rules in the Tilawati series (particularly Volume 5) and the suboptimal development of the affective domain in the form of daily religious attitudes. This gap is caused by the limited availability of effective digital teaching media, where the learning process still relies on one-way delivery of material without problem-solving scenarios. Consequently, students struggle with self-regulated learning and tend to be passive when encountering errors in reciting verses. This study aims to develop and test the feasibility, practicality, and effectiveness of an online interactive media based on Problem-Based Learning (PBL) for the study of Tilawati Al-Qur’an Volume 5 in improving the cognitive learning achievement and religious attitudes of eighth-grade students at SMP Islamic School Harapan Mulia Denpasar. The novelty of this study lies in the integration of the PBL model into a digital platform to simultaneously enhance students’ cognitive (academic achievement) and affective (religious attitudes) aspects—an approach that remains under-explored in Qur’anic education. The research design employed is a research and development (R&D) study using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were eighth-grade students at Harapan Mulia Islamic Junior High School in Denpasar. The data collection instruments included an expert validation sheet, a response questionnaire, and test instruments in the form of pre-tests and post-tests, which were analyzed using the N-Gain Score technique. The research results indicate that the developed instructional media was rated as “Highly Appropriate” by both content experts and media experts. The implementation of the media proved effective in significantly improving students’ academic achievement, with an average score increase from 54 to 90.5 (N-Gain Score 0.79; High category), and was also effective in enhancing students’ religious attitudes, with an average score of 77%. Student responses to the use of the media also indicated a very good rating, with a percentage of 91.2% in the individual test and 87.1% in the field test. This study concludes that PBL-based interactive media is feasible and effective as an innovation in modern Qur’an education.
Pengembangan E-Modul Fisika Berbasis Problem-Based Collaborative Learning Untuk Meningkatkan Sikap Ilmiah dan Prestasi Belajar Siswa I N. Widya Artha; I Gde Wawan Sudatha; I Kadek Suartama; I Made Tegeh; I Wayan Sukra Warpala
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.v9i3.5519

Abstract

This study aimed to develop a PBCL-based CoLearn Physics E-Module integrated with PhET simulation on Projectile Motion and to evaluate its validity, practicality, and effectiveness in improving students’ scientific attitudes and learning achievement. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The participants included two subject matter experts, two instructional media experts, two instructional design experts, two physics teachers, and 36 eleventh-grade students of SMAK Harapan. Data were collected using validation sheets, practicality questionnaires, scientific attitude questionnaires, and learning achievement tests. Product effectiveness was examined using a one-group pretest-posttest design and analyzed through paired sample t-test, N-gain, and Cohen’s d. The results indicated that the developed E-Module achieved a very good category based on expert validation, with scores of 81% from subject matter experts, 92% from instructional media experts, and 94% from instructional design experts. The practicality test showed that the E-Module was categorized as highly practical based on teacher assessment (90.00%), individual trials (86.00%), small-group trials (87.80%), and large-group trials (88.72%). The paired sample t-test revealed significant differences between pretest and posttest scores in scientific attitudes (t(35) = -18.260; p < 0.001) and learning achievement (t(35) = -10.051; p < 0.001). The N-gain values were in the moderate category for scientific attitudes (0.33) and learning achievement (0.51), while Cohen’s d indicated large effect sizes for scientific attitudes (1.15) and learning achievement (2.46). Therefore, the PBCL-based CoLearn Physics E-Module integrated with PhET simulation is considered valid, highly practical, and effective for supporting physics learning on Projectile Motion.
KONTRIBUSI NILAI-NILAI HINDU TERHADAP PENGEMBANGAN SOCIAL-EMOTIONAL WELL-BEING SISWA I Wayan Rudiarta; Nyoman Dantes; I Made Tegeh; Ni Made Ayu Dwi Oktaviani
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.3885

Abstract

The well-being and mental health of students are becoming a global issue receiving increasing attention in education, as students face greater academic, social, and emotional demands. This research aims to conduct a critical exploration and analysis of the contribution of Hindu values to students' social-emotional well-being. This study uses a qualitative approach, grounded in a literature review, analyzing primary sources such as Hindu scriptures namely the Bhagavad Gita and the Sarasamuccaya, books, scientific articles, and other references relevant to education, mental health, and social-emotional learning. The results of the study show that Hindu values, especially Tri Kaya Parisudha, Tat Tvam Asi, Tri Guna, and Tri Hita Karana, align closely with the five core competencies of SEL according to CASEL: self-awareness, emotional control, social awareness, relational skills, and responsible decision-making. Furthermore, Hindu values not only support students' psychosocial development but also enrich the SEL framework with spiritual, ethical, and cultural dimensions that play an important role in building students' emotional regulation, empathy, mental balance, and harmony in their social relations. The implementation of Hindu values in Hindu Religious Education through a reflective, contextual, and experiential approach has the potential to strengthen students' social-emotional well-being holistically and sustainably. This research emphasizes the importance of integrating local religious and cultural values in the development of mental health-oriented education and character formation of 21st-century students.
Pengaruh Problem-Based Flipped Learning Terhadap Berpikir Kritis dan Kreatif Siswa Dalam Pembelajaran PAI Mohamad Irsan Hadi; I Komang Sudarma; I Kadek Suartama; Ni Nyoman Parwati; I Made Tegeh
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.v9i3.5543

Abstract

The 21st century demands students to develop critical and creative thinking skills, yet Islamic Religious Education (PAI) learning in schools still tends to be teacher-centered. This quasi-experimental research with a pretest-posttest non-equivalent control group design aimed to examine the simultaneous and partial effects of the Problem-Based Flipped Learning(PBFL) model on students' critical and creative thinking skills compared to the Direct Instruction model. The study involved 64 eighth-grade students at SMP IT Al Hasaniyah NW Jenggik, selected through group random sampling. Data were collected using valid essay tests and analyzed using Multivariate Analysis of Covariance (MANCOVA) by controlling for students' initial abilities (pretest). The multivariate results indicated that the PBFL model had a significant simultaneous effect on students' critical and creative thinking skills (p < 0.001). The partial eta squared effect size fell into the very large category, proving the model's dominant practical effectiveness. Partially, the PBFL model also exerted a significant and strong effect on both critical thinking (p < 0.001) and creative thinking skills (p < 0.001). This superiority was evident in students' sharp analysis from elementary clarification to strategic levels, alongside fluency in designing original theological solutions. In conclusion, integrating technology-assisted pre-class self-directed learning and authentic problem-solving within the PBFL model successfully accelerates students' higher-order thinking skills (HOTS) in PAI subjects.
Developing Critical Thinking in Pancasila Education: The Impact of Animation-Based Video Media on Elementary Students Made Eka Sari; I Made Tegeh; Ni Wayan Eka Widiastini
Thinking Skills and Creativity Journal Vol. 7 No. 2 (2024): Oktober
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v7i2.91793

Abstract

The teaching of Pancasila Education in elementary schools still predominantly relies on conventional methods, such as lectures and textbooks, which result in low student participation and limited critical thinking and communication skills. The dominance of conventional teaching methods tends to restrict student interaction, thereby hindering the effective development of their critical reasoning and communication abilities.This study aims to develop and evaluate the effectiveness of animation-based video learning media in enhancing students' critical thinking and communication skills. The research employs a development research approach using the Research and Development (R&D) design. The study subjects consist of elementary school students who participated in Pancasila Education lessons using animation video media, with a sample size of 83 students.Data were analyzed using quantitative descriptive analysis and inferential statistical tests. The findings indicate that the use of animation-based video media enhances student engagement in learning and deepens their understanding of the subject matter. Additionally, students’ critical thinking skills showed significant improvement, as evidenced by their enhanced ability to identify, analyze, and evaluate information more effectively.
The effectiveness of artificial intelligence-based personalized feedback in teaching English as a foreign language Guo Xiojing; I Made Tegeh; I Wayan Santyasa
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5649

Abstract

This study is important because students' low writing skills indicate the need for faster, more accurate, and personalized feedback. This study used a quasi-experimental mixed-methods design involving 35 tenth-grade students selected through purposive sampling. Data were collected through analytical writing tests, questionnaires on learning interest and independence, observations, and interviews, using rubrics and standardized instruments. Quantitative results show that AI feedback has a significant positive impact (large effect size). After receiving AI feedback, students' writing performance scores increased by an average of 6.63 points (9.2%), interest in writing increased by an average of 20.1%, and independent learning skills increased by 15.8%. AI feedback is significantly superior to traditional teacher feedback in overall teaching effectiveness. Qualitative findings indicate that students appreciate the AI system's real-time responses, personalization features, and non-judgmental approach. This study concludes that personalized AI feedback is an effective pathway to transform writing instruction from teacher-centered to student-centered, and suggests adopting a human-machine collaborative model in teaching practice.
Co-Authors ., ADE KARTIKA ., AYU GDE CHRISNA UDAYANIE ., Erma Widiastuti ., Eva Paramita ., Gama Sugiyo Prayoga ., Gede Ardiasa ., Gede Supartayasa ., I Gede Ogi Adnyana ., I Gusti Ngurah Parama Kusuma Yudha ., I KADEK AGUS DARMAJA GIRI ., I Kadek Oka Mahendra Jaya Pg ., I Made Budhiarta Dharmasastra ., I Made Juni Antara ., I Ngh Wira Astawa ., I Putu Andi Pramana ., I Putu Ari Pradana Kusuma ., I Putu Dede Juliana ., I Wayan Adi Gunawan ., Indriana Pratiwi ., Kadek Krisna Nanda ., Kadek Martina ., Kadek Mas Anggi Dwi Yasari ., Kadek Nila Ambarwati ., Ketut Andi Prahasta ., LUH NELI ANTARI ., Luh Putu Ayu Nandari Putri Wibawa ., M. Restu Fajar ., MADE ARDY KUSUMA WARDANA ., Made Ayu Desy Anandani ., Made Rita Dwi Pramayanti ., Made Sutrisna ., Mia Ismawati ., Muhammad Fais Alfafa ., Nancy Maria Cicilia Pusung ., Ni Kade Yuni Ratnasari ., NI KETUT UTAMI HANDAYANI ., NI LUH PUTU SRIE EKA MELANI ., Ni Luh Yuni Astari ., Ni Made Deny Novia Damayanti ., Ni Made Dwi Wisma Yanthi ., Ni Nyoman Ayu Widya Santhi ., Ni Putu Dessy Rumilasari ., Ni Putu Widiantari ., Ni Wayan Citrasmi ., Ni Wayan Selamet ., Nur Fatimah ., Nurul Qoyyimah ., Nyoman Rohmaniah ., Pande Made Hendra Kesuma ., Pebri Damaryanti Ni Putu ., PROF. DR. I WAYAN SANTYASA, M.Si. ., Prof. Dr. I Wayan Santyasa, M.Si. ., Putu Andi Saputra ., Putu Ari Dharmayanti, S.Pd.,M.Pd. ., Putu Ayu Rima Chrismayanti ., Putu Ayu Riska Candrayani ., Putu Ayu Sri Setiawati ., Rudi Kurniawan ., Sasmita Sindy Intan Mawarni Amkas ., SYAMSUHARI ., Tri Gatari Ernawati ., Tria Rossyta Dewi A. A. Gde. Ekayana A. A. Gede Agung A.A. Gede Agung A.A. Gede Agung Adrianus I Wayan Ilia Yuda Sukmana Agung, A. A. Gede Agung, Anak Agung Gde Agustini, Tini Alexander Hamonangan Simamora Alexander Hamonangan Simamora Alfafa, Muhammad Fais Anak Agung Gede Agung Anak Agung Gede Agung Anak Agung Gede Agung, Anak Agung Gede ANAK AGUNG ISTRI RAI MARTA DEWI . Anandani, Made Ayu Desy Andriani, Ni Made Andriyani, P. I. Anggraeni, Gusti Ayu Putri Aniek Suryanti Kusuma Anjelina Putri, Ayu Ade Antara, I Made Juni Aprilia Agata APRILIYANA DEWI, NI LUH PUTU Ardiasa, Gede Ariantini, Dessy Arini, Ni Kadek Merna Ariyantini, Komang Yuni Artanayasa, Wayan Aryani, Wayan Astiti, Putu Juli Ayu Ade Anjelina Putri Ayu, Kintan B.Lanang Darma Wigunanta ., B.Lanang Darma Wigunanta Bawanti, Ni Made Dewi Cintya Budiartini, Ni Komang Sri Cahyani, Gita Restu Candradewi, W M V Cahyanti Chow Teng Poh Cyntia, Anastasia Ade Desak Made Giliwati Desak Putu Parmiti Dessy Ariantini Dewa Ayu Puteri Handayani Dewa Ayu Ratih Purnama Sari Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewa Kade Tastra Dewa Nyoman Sudana Dewi, Anak Agung Sri Dharsana, I Ketut Dharsana, I Ketut Dharwisesa, Made Wruh Didith Pramunditya Ambara Dr. Ida Bagus Nyoman Sudria,M.Sc . Drs. I Nyoman Murda,M.Pd. . Drs. I Wayan Romi Sudhita,M.Pd. . Drs. Ndara Tanggu Renda . Drs. Nyoman Wirya . Drs. Syahruddin,S.Pd,M.Pd. . Dwipayana, Kadek Erlin Erlin Fikri, Mu'tasim Firdaus, Mohammad Hendra Fredi, Yosep Gama Sugiyo Prayoga . Gede Agus Febrianto . Gede Agus Febrianto ., Gede Agus Febrianto Gede Ardiasa Gede Eva Ariska Putra ., Gede Eva Ariska Putra Gede Saindra Santyadiputra, Gede Saindra Gede Supartayasa Gede Tamba Arya Wargaya . Gede Weda Rukmana Gede Wira Bayu Guo Xiojing Gusti Ayu Putu Pramitha Sari Gusti Ayu Putu Sukma Trisna Gusti Ngurah Satria Nugraha Hajizah, Nurul Handayani Putri, Made Selly I Dewa Ayu Nyoman Artanti, I Dewa Ayu Nyoman Artanti I DEWA GEDE ALIT RAI BAWA . I Dewa Kade Tastra I Gde Wawan Sudatha I Gde Wawan Sudatha I Gede Margunayasa I Gede Nurjaya I Gede Putu Ekadani Apriana . I Gede Rudiksa Wiradnyana . I Gede Suriantara I Gst Lanang Agung Parwata I Gusti Agung Ayu Novia Cahyani . I Gusti Agung Ayu Novia Cahyani ., I Gusti Agung Ayu Novia Cahyani I Gusti Ayu Agung Manik Wulandari I Gusti Ayu Arry Diah Triutami . I Gusti Kadek Surya Adnyana I Gusti Ngurah Agung Wiratemaja . I Gusti Ngurah Japa I Gusti Ngurah Parama Kusuma Yudha I Gusti Putu Suharta I Kadek Oka Mahendra Jaya Pg . I Kadek Suartama I KETUT AGUS ARTHA . I Ketut Dharsana I Komang Sudarma I Komang Sudarma I Made Andreano Deny Putra . I Made Andreano Deny Putra ., I Made Andreano Deny Putra I Made Candiasa I Made Citra Wibawa I Made Indrawan I Made Juni Antara I Made Kirna I Made Kirna I Made Kirna I Made Medi Sastrawan Giri . I MADE SOMA . I Made Suarjana I Made Sukerata . I Made Yudi Premana I N. Widya Artha I Ngh Wira Astawa . I Nyoman Jampel I Nyoman Laba Jayanta I Nyoman Laba Layanta I NYOMAN SUDIARTA . I Nyoman Tri Esaputra I Nyoman Wirya I Putu Andi Pramana . I Putu Dalbo Manik Krishna ., I Putu Dalbo Manik Krishna I Putu Dede Juliana . I Wayan Kertih I Wayan Romi Sudhita I Wayan Rudiarta I Wayan Santyasa I Wayan Santyasa I Wayan Sudiarta I Wayan Sukra Warpala I Wayan Suwatra I Wayan Widiana I Wayan Yudiarta . Ida Bagus Made Astawa Ida I Dewa Ayu Ratih Widnyani ., Ida I Dewa Ayu Ratih Widnyani Ign. Wayan Swatra Ignatius I Wayan Suwatra Indriana Pratiwi . Irwan Febryan Irwan Kurniawan . Ismawati, Mia Ita Fitriati Jannah, Siti Miftahul Juliangkary, Eliska Kadek Ade Puspitarini ., Kadek Ade Puspitarini Kadek Dwipayana Kadek Krisna Nanda kadek martina Ketut Agustini Ketut Andi Prahasta Ketut Andi Prahasta, Ketut Andi Ketut Pudjawan Khaerunnisa Khaerunnisa Khaerunnisa Khaerunnisa, Khaerunnisa Kholifah, Isna Nur Kiti Nada Puspita Gea Komang Damayasa . Komang Damayasa ., Komang Damayasa Komang Mega Wedayanti . Komang Yuli Setiani . Laksana, Made Arya Dharma Larasantika, Ni Komang Luh Anggreyoni . Luh Ayu Tirtayani Luh Dera Adnyani Luh Dera Adnyani Luh Made Ayu Tresnawati Luh Made Sariasih ., Luh Made Sariasih Luh Putu Ayu Febriani . Luh Putu Ayu Febriani ., Luh Putu Ayu Febriani Luh Putu Eva Novita Luh Putu Putrini Mahadewi M.Ed. M.Pd Prof. Dr. Sukadi . M.Hum Dra. Ni Nyoman Garminah . M.Pd Drs. I Ketut Dibia,S.Pd . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . M.S. ., Luh Putu Putrini Mahadewi, S.Pd., M.S. M.Si Drs. Gede Raga . Made Ayu Desy Anandani Made Delina Rusnawati Made Eka Sari Made Juniantari, Made Made Rasmiadi . Made Setio Artayana Made Sumantri Made Vina Arie Paramita Made Wruh Dharwisesa Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Maharani, Kadek Dwik Prasetya martina, kadek Martiningsih, Ni Made Sri Maulani, Ani Mia Ismawati Mohamad Irsan Hadi Muhammad Fais Alfafa Muslim, Suyitno Mutiara Magta Nabila Sindy Pratiwi Nancy Maria Cicilia Pusung . Nanda, Kadek Krisna Naswan Suharsono Ni Kade Yuni Ratnasari Ni Kade Yuni Ratnasari . Ni Kadek Ary Noviyani Ni Kadek Ayu Noverayanti . Ni Kadek Dwi Purnamayanti Ni Kadek Epa Listiana NI KADEK YUNITA SARI Ni Ketut Suarni Ni Komang Widiarti Ni Luh Ariesti Pratiwi Ni Luh Putu Bagiani Ni Luh Putu Jesi Agustini . Ni Luh Putu Kamela Tristiana Dewi . Ni Luh Putu Kamela Tristiana Dewi ., Ni Luh Putu Kamela Tristiana Dewi Ni Luh Sumer Utami Ni Made Ayu Dwi Oktaviani Ni Made Dwitayani Ni Made Nia Widiya Paramita Ni Made Penawati . Ni Made Penawati ., Ni Made Penawati Ni Made Wiardi . Ni Nyoman Parwati Ni Putu Ari Wulan Dwi Pertami Ni Putu Ayu Samiasih . Ni Putu Ayu Samiasih ., Ni Putu Ayu Samiasih Ni Putu Diah Rahayu Ningtyas Ni Putu Dian Sri Widiartini . Ni Putu Eka Ariesta Wati . Ni Putu Lia Ariati . Ni Wayan Arini Ni Wayan Eka Widiastini Nice Maylani Asril Ningtyas, Ni Putu Diah Rahayu Nisa, Fitriyan Niya Selfiana Panggabean Novita, Luh Putu Eva Nugraha, Gusti Ngurah Satria Nur Fatimah . Nyoman Dantes Nyoman Jampel Nyoman Nopi Purnama Yanti . Ostavianei, Bernadeth Grace Ostaviani, Bernadeth Grace P. WAYAN ARTA SUYASA Paramita, Ni Made Nia Widiya Paramita, Ni Putu Priska Pasaribu, Grace Melly Pertami, Ni Putu Ari Wulan Dwi Praekanata, I Wayan Indra Pratia Sucita, Ni Putu Ayu Jusita Pratiwi, Ni Luh Ariesti Prof. Dr. Anak Agung Gede Agung,M.Pd . Prof. Dr. I Wayan Santyasa,M.Si . Purnamayanti, Ni Kadek Dwi Putra, Gede Wahyu Pratama Putra, Putu Arik Fernanda Putri Ningrat, Sayu Putu Aditya Antara Putu Agus Dikantara Putra . Putu Agus Dikantara Putra ., Putu Agus Dikantara Putra Putu Desi Apriani Putu Edi Sastrawan . Putu Priska Putra Pratama . Putu Rahayu Ujianti Putu Yogi Santosa . Ratnasari, Ni Kade Yuni Ratu Ayu Astri Desiani . Ratu Ayu Astri Desiani ., Ratu Ayu Astri Desiani Rediarpi, Ni Made Riana, Ni Komang Ida Rohaima Saragi Rudi Kurniawan Rudi Kurniawan Rusnawati, Made Delina Ryan Ardiansyah Putra S.Pd. ., Putu Ari Dharmayanti, S.Pd. Sang Putu Supradnyana . Saputra, Putu Eka Bayu Sari, Dewa Ayu Ratih Purnama Sari, Gusti Ayu Putu Pramitha Sari, Kadek Yunita Sari, Made Nirmala Karunika Savitri, I Gusti Ayu Putu Sayu Putri Ningrat Setyatmoko, Kristina Madalena Sitanggang, Riccy Riandi Situmorang, Cindy Fruth Novi Srijaya, Gede Edi Subakti, Ketut Priadnyana Subakti SUBARONO PRI HARTOYO . Sukiana, I Made Sulastri, Indrayani Ari Sulistianti, Mei Lia Sundria, Ida Bagus Nyoman Supartayasa, Gede Supuwiningsih, Ni Nyoman Suwatra, I W. Suyitno Muslim Swatra, Ign. Wayan Tastra, Dewa Kade Teresiya, Henny Wanda Tini Agustini Verawati, Ni Komang Rai Virianingsih, Perima Virnayanthi, Ni Putu Erna Surim Warphala, I Wayan Sukra Wedaswari, Ni Made Natalia Widiartha, Komang Kurniawan Widiarti, Ni Komang Widiastini, Ni Wayan Eka Wulandari, I Gusti Ayu Agung Manik Wulandari, Ketut Yuli Ayu Yani, Ari Novi Yoga, I Dewa Gede Agus Kusuma Yohanes, I Nyoman Yudha, I Gusti Ngurah Parama Kusuma Zainul Arifin