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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Pendidikan Anak Usia Dini Undiksha Mimbar PGSD Undiksha Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Indonesia Jurnal Penelitian dan Evaluasi pendidikan Pedagogia: Jurnal Pendidikan IJoLE: International Journal of Language Education Jurnal Ilmiah Pendidikan dan Pembelajaran International Journal of Community Service Learning International Journal of Language and Literature WIDYA LAKSANA Journal of Education Action Research Journal of Education Technology International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal EDUTECH Undiksha Jurnal Golden Age Journal on Education Global Conference Index Psychology, Evaluation, and Technology in Educational Research Jurnal EDUCATIO: Jurnal Pendidikan Indonesia JURNAL PENDIDIKAN MIPA Thinking Skills and Creativity Journal Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal Paedagogy Jurnal Pedagogi dan Pembelajaran Indonesian Values and Character Education Journal Jurnal Filsafat Indonesia Didaktika: Jurnal Kependidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal for Lesson and Learning Studies Journal of Basic Education Research Journal of Educational Study Padma Sari: Jurnal Ilmu Pendidikan Mimbar Pendidikan Indonesia Jurnal Media dan Teknologi Pendidikan Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review Curve Elasticity: Jurnal Pendidikan Ekonomi Jurnal Penelitian Ilmu Pendidikan Indonesia SocioEdu: Sociological Education Jurnal Administrasi Pendidikan Indonesia Kelola: Jurnal Manajemen Pendidikan Journal of Innovation and Learning Journal of Innovative Technology and Sustainability Education
I Nyoman Jampel
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Learning Video Based on a Contextual Approach to Improve Metacognitive Skills in Grade III Elementary School English Steffie Grace Lumbantobing; I Nyoman Jampel; Alexander Hamonangan Simamora
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 2 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i2.100530

Abstract

Learning in elementary schools needs to emphasize metacognitive skills because these skills serve as a crucial foundation for shaping students' reflective and independent thinking. Metacognition involves the ability to understand and manage one's own thinking processes, such as planning, monitoring, and evaluating how one learns. However, in practice, the metacognitive skills of third-grade elementary students in English learning are still relatively low. This study aims to develop contextual-based instructional videos to improve the metacognitive skills of third-grade students in English subjects. This research is a type of Research and Development (R&D) using the Hannafin and Peck model, which consists of three stages: needs analysis, design, and development-implementation. The individual trial involved 3 students, the small group trial involved 9 students, and the field trial was conducted on a full class consisting of 30 students. The product was developed in the form of a learning video on the topic "My Classroom is Clean" in MP4 format, complemented with text, narration, animation, and real-life contexts. The results showed that the average pretest score was 64.4, while the average posttest score increased to 87.2. Therefore, the developed instructional video proved effective in improving students’ metacognitive skills. In conclusion, the use of contextual-based instructional videos is effective in enhancing the metacognitive skills of third-grade elementary students in English learning. The implication is that contextual video media can serve as an alternative learning tool to foster students’ higher-order thinking skills from an early age.
Transforming Balinese Folk Tales into E-books : Creative Solutions to Improve Reading Literacy and Speaking Skills Sastra Dewi, Komang Ayu Tantri; Ardana, I Made; Jampel, I Nyoman
Jurnal Paedagogy Vol. 12 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i2.14981

Abstract

The purpose of this research is to develop valid, practical, and effective Balinese Folk Tales e-book to improve reading literacy and speaking skills of elementary school students. This research method uses research and development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of this study were fifth grade students of Saraswati 4 Elementary School, Denpasar , Bali . Validity data were obtained through tests with reading literacy and speaking skills material experts, language experts, and learning media experts collected using a questionnaire instrument. Effectiveness test data were obtained through a quasi-experiment with a Non-equivalent control group design conducted on an experimental group of 32 students and a control group of 30 fifth grade elementary school students using a descriptive test instrument for reading literacy and a performance test for speaking skills. The data analysis used was one-way multivariate analysis of variance (Manova). The results of the study showed that the Balinese folklore E-book media for fifth grade elementary school students were stated to (1) Have characteristics that can refer to reading literacy and speaking skills indicators; (2) Very valid in terms of material, language, and learning media; (3) Very practical as studied from the perspective of students and practitioners; (4) Effective for improving students' reading literacy and speaking skills.
Pembelajaran Ilmu Pengetahuan Alam (IPA) di Sekolah Dasar Berbasis Hakekat Sains untuk Peningkatan Literasi Sains Siswa I Komang Wisnu Budi Wijaya; I Made Candiasa; I Nyoman Jampel; Ketut Suma
JURNAL PENDIDIKAN MIPA Vol. 15 No. 2 (2025): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v15i2.2909

Abstract

Rendahnya literasi sains siswa Indonesia salah satunya disebabkan oleh proses pembelajaran IPA yang masih konvensional. Oleh karena itu pembelajaran IPA khususnya di sekolah dasar (SD) harus dilakukan perbaikan. Salah satu rekomendasi perbaikan adalah pembelajaran IPA berorientasi hakekat sains. Penelitian ini bertujuan untuk mendeskripsikan penerapan hakekat sains dalam pembelajaran IPA di sekolah dasar. Penelitian ini merupakan penelitian kajian literatur. Data bersumber dari berbagai literatur yang berkaitan dengan proses pembelajaran IPA di sekolah dasar. Tahapan penelitian ini mencakup pengumpulan literatur, telaah literatur, seleksi literatur berdasarkan tujuan penelitian, analisis data yang terkumpul dengan teknik analisis isi dan penarikan kesimpulan. Sumber data diperoleh dari berbagai literatur berupa jurnal, buku dan prosiding dan literatur lain yang berkaitan dengan literasi sains dan hakekat sains. Data dianalisis dengan teknik analisis isi. Hasil penelitian ini menyatakan bahwa pembelajaran IPA di sekolah dasar dapat dilakukan dengan pola ; 1) Produk-Proses-Aplikasi-Sikap yaitu dimulai dengan menjelaskan konsep IPA lalu dilakukan kegiatan ilmiah untik verifikasi konsep dan dilanjutkan dengan penerapan konsep dalam kehidupan sehari-hari dan pengenalan sikap ilmiah ; 2) Proses-Sikap-Produk-Aplikasi yaitu dimulai dengan kegiatan ilmiah dan disertai pengembangan sikap ilmiah dan kemudian didapatkan produk sains dan kemudian dilanjutkan dengan aplikasi produk sains dalam kehidupan sehari-hari dan 3) Aplikasi-Produk-Sikap-Proses dimulai dengan menjelaskan sebuah peristiwa aplikasi sains dan lalu identifikasi konsep sains yang ada dengan berpedoman pada sikap ilmiah dan lalu dilakukan kegiatan ilmiah untik verifikasi konsep.
MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN KOLABORASI DAN HASIL BELAJAR IPA PADA SISWA KELAS V SD GUGUS VI ABIANSEMAL Artini, Ni Nyoman; Jampel, I Nyoman; Suma, Ketut
Jurnal Administrasi Pendidikan Indonesia Vol. 16 No. 1 (2025)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v16i1.5888

Abstract

Conventional learning models that are often used in elementary schools tend to be teacher-centric and provide less opportunities for students to collaborate and learn actively. This results in low collaboration skills and student learning outcomes, especially in science subjects. This study aims to test the effectiveness of the Teams Games Tournament (TGT) learning model in improving students' collaboration skills and science learning outcomes. The subject of this study is grade V students of SD Group VI, Abiansemal District, which consists of an experimental group taught using the TGT model and a control group taught using a conventional learning model. The research method used is a quasi-experiment with a non-equivalent control group design, involving quantitative data analysis through normality, homogeneity, ANOVA, and MANOVA tests to test hypotheses. The results showed that there was a significant difference in collaboration skills and science learning outcomes between the group of students taught with the TGT model and the group of students taught with the conventional model. The average score of collaboration ability and science learning outcomes of students in the TGT group is in the very high category, while the conventional group is in the high category. The TGT model has been proven to be able to create a learning environment that supports social interaction, increases student motivation, and provides a fun and meaningful learning experience. The implications of this study show that the TGT model can be used as an effective learning alternative to improve the quality of education, especially in developing 21st century skills such as collaboration and critical thinking, so it is recommended to be widely implemented in elementary schools and further developed at different levels of education.
MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP MOTIVASI BELAJAR DAN PRESTASI BELAJAR IPA KELAS IV Indradewi, Ni Nyoman Adi; Jampel, I Nyoman; Suastra, I Wayan
Jurnal Administrasi Pendidikan Indonesia Vol. 16 No. 1 (2025)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v16i1.6049

Abstract

The problem in this study departs from the low motivation and learning achievement of students in Natural Sciences (IPA) subjects at the elementary school level, which is caused by the use of conventional learning models that are still teacher-centered. This study aims to analyze the influence of the Problem Based Learning (PBL) model on the learning motivation and learning achievement of science students in grade IV of elementary school. The research subjects consisted of two groups, namely the experimental class that used the PBL model and the control class that used conventional learning methods. This study uses a quantitative approach with a quasi-experiment design in the form of a posttest-only control group design. The data collection technique is carried out through a learning motivation questionnaire and a science learning achievement test that has been validated by experts. Data were analyzed using descriptive and inferential statistical techniques, including analysis prerequisite tests (normality, homogeneity, and collinearity tests) and hypothesis testing with Variance Analysis (ANOVA) and Multivariate Analysis (MANOVA) using the help of SPSS 26.0 for Windows software. The results showed that there was a significant difference in learning motivation and science learning achievement between students who were taught with the Problem Based Learning model and students who were taught with the conventional learning model. The application of PBL has been proven to be able to increase student learning motivation through student-centered contextual learning, as well as improve science learning achievement through critical thinking processes, problem-solving, and group collaboration. Thus, the Problem Based Learning model can be recommended as an alternative to an effective learning strategy in improving the quality of science learning in elementary schools
Faith, Reason, and Character: A Systematic Review of Christian Educational Philosophy Sadeva, Tia Aulia Putri; Parmiti, Desak Putu; Jampel, I Nyoman; Sanjaya, Dewa Bagus
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2272

Abstract

Purpose of the study: This study analyzes the development of educational philosophy, focusing on the role of Christian philosophy of education in shaping a holistic, character-based educational paradigm compared to general educational philosophy. Methodology: The study uses a systematic literature review (SLR) method following the PRISMA 2020 protocol. Data were collected from Scopus, ERIC, Crossref, and Google Scholar, with publications from 2015 to 2025. The screening process yielded 22 eligible articles, which were analyzed using content analysis. Main Findings: General educational philosophy emphasizes rationality, empirical evidence, and humanism, fostering critical, adaptive learners. Christian philosophy integrates faith and reason, moral formation, and the teacher’s role as a spiritual and moral exemplar. Both share a holistic approach but differ in epistemological and axiological foundations, offering a balanced educational paradigm. Novelty/Originality of this study: This study provides a unique contribution by integrating Christian philosophy of education with general educational philosophy, promoting a balanced paradigm that nurtures both intellectual competence and spiritual, moral, and ethical development. It advances contemporary educational discourse by addressing the interplay between rationality and spirituality.
The Theories of Principles in Deep Learning Approach: Teori-Teori dalam Prinsip-Prinsip Pendekatan Pembelajaran Mendalam Rosyidah, Ferdiana; Parmiti, Desak Putu; Sanjaya, Dewa Bagus; Jampel, I Nyoman
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2098

Abstract

Deep learning is an approach that launched by the Ministry of Primary and Secondary Education with an academic manuscript that can be viewed freely on its page. It has three main principles, that are mindful, meaningful, and joyful that should be implemented simultaneously during the learning process. This article discussess the theories of these three main principles from various figures such as Langer, Ausubel, and Dewey by using the literature study from various articles and books. The discussion of this article is designed to help educators more understand about the core of the approach accompanied by practical examples, enabling them to align the learning process with national policies. The principles in deep learning are aligned with constructivism theory, which made students as active subjects in the learning process. Students are aware of the leraning objectives and fully engaged in learning activities  which the content is connected to real-life experiences, enabling them for constructing the conceptual knowledge. This article focuses solely on constructivism theory despite the existence of other theories that also support educational innovation. Highlights: Three interconnected principles frame a holistic student-centered approach grounded in awareness, cognitive integration, and experiential engagement. The framework positions learners as active knowledge constructors through contextual instruction and structured conceptual organization. Practical classroom strategies include initial assessment, project-based activities, and reflective interaction aligned with national curriculum policy. Keywords: Deep Learning, Mindful, Meaningful, Joyful
The Effect of Integrated STEM Quantum Learning on Mathematical Reasoning and Conceptual Understanding as Viewed from Gender Nurus Suhliyatin; I Nyoman Jampel; I Gede Ratnaya
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2580

Abstract

This study investigates the effect of the Quantum Learning model integrated with STEM Education on students' mathematical reasoning and conceptual understanding, with a focus on gender differences. The research employed a quasi-experimental design with Randomized Block Design involving 50 students of MTs SA Nurul Qona'ah in the academic year 2023/2024, divided into experimental and control groups. The experimental group received instruction through Quantum Learning integrated with STEM, while the control group followed conventional teaching methods. Data were collected using validated essay-type tests measuring higher-order thinking skills. The results showed that students taught with the integrated model achieved significantly higher scores in both mathematical reasoning and conceptual understanding compared to those taught conventionally. Furthermore, male students outperformed female students in mathematical reasoning, while no significant gender difference was found in conceptual understanding. The model also proved effective for both male and female students individually, with male students generally showing greater gains in reasoning and female students demonstrating better conceptual understanding in conventional settings. These findings suggest that integrating Quantum Learning with STEM creates a meaningful and equitable learning environment that supports higher-order thinking and addresses gender-specific learning needs. The implications of this research highlight the importance of adaptive, student-centered instruction supported by schools, and the need for continued teacher innovation in implementing interdisciplinary, project-based mathematics education.
Assessing the Equity of Educational Access in the Prabowo Administration Era: Policy Analysis and Alternative Solutions Toward Inclusive Education in Indonesia Dwi Pangga; Ketut Suma; I Nyoman Jampel; Made Candiasa; Muhammad Rey Dafa Ahmadi
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.2.75

Abstract

Objective: Equitable access to education is a fundamental prerequisite for human capital development and social justice in Indonesia. This study aims to evaluate the effectiveness of education equity policies under the administration of President Prabowo Subianto, focusing on programs such as Sekolah Rakyat, the Indonesia Smart Program (PIP), and the Frontline Teacher and School Initiatives (GGD/SGD). Method: Employing a qualitative approach through library research, the study systematically reviews secondary data from scholarly literature published in the last five years, government policy documents, and reports from national and international institutions, including UNICEF and UNESCO. The analysis was conducted through thematic coding, synthesis of findings, and evaluative assessment using an input–output–outcome framework. Results: The findings reveal that affirmative programs have significantly expanded access to education, particularly in frontier, outermost, and underdeveloped (3T) regions, as well as for marginalized groups. However, persistent challenges remain in the uneven distribution and quality of teachers, inadequate physical and digital infrastructure, limited digital literacy, and policy approaches that are still largely top-down and insufficiently responsive to local contexts. These issues hinder the achievement of truly inclusive and high-quality education. Novelty: The key contribution of this study lies in its integrative perspective that combines structural (infrastructure), technological (digital platforms), human resource (teachers), and normative (human rights-based) dimensions. By advancing adaptive, evidence-based, and participatory strategies, this study provides a comprehensive framework for reshaping education policy in Indonesia toward greater inclusivity and equity.
Instructional Leadership Practices of School Principals in Remote Areas: A Multi-Site Study in South Central Timor Regency Arifin; I Nyoman Jampel; Dewa Bagus Sanjaya; I Wayan Widiana
SocioEdu: Sociological Education Vol. 7 No. 1 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i1.3155

Abstract

Principal learning leadership is an important factor in improving the quality of education, but its implementation in remote areas still faces various structural and resource limitations. This study aims to describe the learning leadership practices of school principals in schools in remote areas of South Central Timor Regency, analyze adaptive strategies applied in managing learning in the midst of limitations, and formulate its conceptual contribution to the development of educational leadership theory. This study uses a qualitative approach with a multi-case study design in three schools. Data were collected through in-depth interviews with principals and teachers, observations, and documentation, then analyzed thematically to identify patterns of practice and leadership strategies. The results of the study show that learning leadership practices run in diverse and contextual forms. School principals continue to carry out the functions of supervision and management of learning, but their intensity and quality are influenced by personal capacity, structural support such as infrastructure and access to training, and government policies. Adaptive strategies that emerge include strengthening internal solidarity, self-training, and orientation to the sustainability of educational services in the midst of limitations. This study concludes that learning leadership in remote areas is adaptive and contextual, so its development needs to consider geographical, social, and structural factors to be in harmony with the reality of the field.
Co-Authors ., Densa Nurtiyas a ., DIOLIA BOANGMANALU ., I Gde Wawan Sudatha, S.Pd., S.T., M.Pd. ., I Gede Ari Murti ., I Gede Balik Sutama Gama ., I Kadek Darmayasa ., I Made Gusnadi ., I Nyoman Adi Putra ., I Putu Andi Budi Arsana ., I Wayan Indra Isnawan ., Ida Ayu Rina Yuliastia ., Kadek Suartini ., Komang Tri Pradnya Utama Giri ., Luh Putu Mina Kusuma Dewi ., Luh Rika Sukayanti ., Luh Sugianti ., MADE DWI ARISADEWI ., Mas Agus Asta Muhamad ., Mia Ismawati ., Ngurah Redy Arta Wibawa ., Ni Kadek Dian Pusparini ., Ni Kadek Seri Ayu Wiryaningsih ., Ni Made Desy Ratnayanti ., Ni Made Sri Laksmi ., Ni Made Windhi Prastika Dewi ., Ni Md. Malini Mas Udayani Rangkan ., Nur Muhammad ., Nyoman Dewi Septiani ., Pt Jerry Radita p ., Sri Wida Wahyuningsih ., Trisna Kurniasih 134 PENGEMBANGAN BLENDED LEARNING TIPE F Sukayanti Abas Oya Adi Saputra, I Putu Agus Ahmad Walela Alexander Hamonangan Simamora Alexander Hamonangan Simamora Anak Agung Gde Agung Dwi Angga Nirarta Anak Agung Gede Agung Anak Agung Gede Agung Anak Agung Gede Agung Anak Agung Gede Agung Dalem Anak Agung Gede Agung, Anak Agung Gede Anak Agung Gede Sugianthara ANAK AGUNG KERESNAWATI ., ANAK AGUNG KERESNAWATI Antara, I Gede Wahyu Suwela Aprilia Dinda Permata . APRILIYANA DEWI, NI LUH PUTU Ariani, Komang Arifin Arnindya Navitri Ainullah Artini, Ni Nyoman Aryanata, I Wayan Yoga Basilius Redan Werang Bayu, Gd Wira Boangmanalu, diolia Darmayasa, I Kadek Desak Nyoman Ari Astuti . DESAK NYOMAN NITI ADNYANI ., DESAK NYOMAN NITI ADNYANI Desak Putu Budiartini . Desak Putu Parmiti Desak Putu Parmiti Dessy Daniel Devi, I Gusti Ayu Fitria Dewa Ayu Candra Dwi Evayani Dewa Bagus Sanjaya Dewa Nyoman Sudana Dewi Meylani Dewi Sartika Dewi, Luh Gede Santhika Diana, Feny Aries Diliya Putri, Putu Mutiara Vista diolia Boangmanalu Drs. I Nyoman Murda,M.Pd. . Drs. Ndara Tanggu Renda . Drs. Nyoman Wirya . Drs. Syahruddin,S.Pd,M.Pd. . Eka Ardi Wrisca Febriyanti . Erayani, Luh Gede Nunung Gama, I Gede Balik Sutama Gd Wira Bayu Gede Wira Bayu Ginting, Dezan Pratama Gst. Ayu Mahayukti Gunada, I Wayan Agus GUSTI AYU NYOMAN DEWI SATRIANI ., GUSTI AYU NYOMAN DEWI SATRIANI Habibi, Baiq Azmi Sukroyanti, Lovy Herayanti, Wirawan Putrayadi, dan Bq. Rina Amalia Safitri I Dewa Kade Tastra I Gde Wawan Sudatha I Gde Wawan Sudatha I Gde Wawan Sudatha I Gede Agus Setiawan . I Gede Ardi Suryadharma I Gede Arya Wiradnyana . I Gede Astawan I Gede Balik Sutama Gama I Gede Balik Sutama Gama . I Gede Eka Saputra I Gede Ratnaya I Gede Wahyu Suwela Antara I Gst Lanang Agung Parwata I Gusti Ayu Priyanitha Prawini I Gusti Ayu Utami Dewi . I Gusti Ngurah Japa I Gusti Ngurah Puger I Gusti Ngurah Pujawan I Gusti Ngurah Putu Mei Wartama . I Gusti Ngurah Putu Mei Wartama ., I Gusti Ngurah Putu Mei Wartama I Kadek Ardyawan Putra I Kadek Aris Prayoga I Kadek Darmayasa I Kadek Saputra I Kadek Suartama I Ketut Juni Wismawan . I Komang Sudarma I Komang Sudarma I Komang Wisnu Budi Wijaya I Made Anindya Mardawa . I Made Anindya Mardawa ., I Made Anindya Mardawa I Made Ardana I Made Budihariawan . I Made Candiasa I Made Chandra Adhipertama I Made Citra Wibawa I Made Dedi Setiawan I Made Dwi Artawan . I MADE DWI WIDNYANA, I MADE DWI I Made Gusnadi . I Made Tegeh I Made Tegeh I Made Umbara I Nengah Mariana ., I Nengah Mariana I Nyoman Adi putra I Nyoman Adi Putra I Nyoman Candiasa I Nyoman Laba Jayanta I Putu Ada I Putu Agus Adi Saputra I Putu Fredy Andi Wiraputra I Putu Gde Caesar Renddy Wicaksana I Putu Gede Parma I Wayan Dresti Yasa I Wayan Indra Isnawan I Wayan Lasmawan I Wayan Suastra I Wayan Sukra Warpala I Wayan Widiana Ignatius I Wayan Suwatra Indradewi, Ni Nyoman Adi Ismawati, Mia Isnawan, I Wayan Indra Iztiqa Mud'haz Pratiwi Jamilah . Juliantari, Made Yeni Juliantini, Luh Seri Kade Sathya Gita Rismawan . Kadek Adrian Surya Indra Wirawan Kadek Ashadi Putra ., Kadek Ashadi Putra Kadek Astri Widya Natalia . Kadek Dwi Kusumawati . Kadek Eny Trisnayanthi Kadek Rihendra Dantes Kadek Rini Dona Yanti Kadek Wirya Apriana . Kamaliah . Ketut Anggun Cahyani ., Ketut Anggun Cahyani Ketut Doni Ariawan ., Ketut Doni Ariawan Ketut Pudjawan Ketut Sedana Arta Ketut Suma Ketut Suma Ketut Suma Khutum Bafaqih . Khutum Bafaqih ., Khutum Bafaqih Komang Joni Sukriantana . Komang Setemen Komang Sujendra Diputra Komang Tri Pradnya Utama Giri . Kusuma, Md Wahyu Kurniadhi Lalu Alvin Maulana Sajili Lissia Andayani, Made Susi Luh Amay Suwiantini Luh Ayu Tirtayani Luh Inten Cahya Wulan . Luh Nik Armini Luh Putu Mina Kusuma Dewi . Luh Putu Putrini Mahadewi Luh Putu Putrini Mahadewi, S.Pd . Luh Putu Putrini Mahadewi, S.Pd., M.S. . Luh Simpiani Luh Srinadi . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . M.Pd. S.Pd. Putu Nanci Riastini . M.S. ., Luh Putu Putrini Mahadewi, S.Pd., M.S. Mada Oka Mahendra . MADE ADI ANANTHA ., MADE ADI ANANTHA Made Candisa Made Hady Priyadi . Made Widiari . Made Wisnu Adi Pramana Made Yeni Juliantari Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Maharani Ayu Ningrum Marheni, Ni Ketut Md Wahyu Kurniadhi Kusuma Mia Ismawati Muhammad Alwan Nursuhaida Muhammad Rey Dafa Ahmadi Muliani, Putu Lia Mutiara Magta Ngakan Putu Sindu Wija Putra ., Ngakan Putu Sindu Wija Putra Ni Gusti Agung Ayu Arna Susanti . Ni Kadek Dwi Adnyani . Ni Kadek Resiani . Ni Kadek Resiani ., Ni Kadek Resiani Ni Kadek Ria Anggriani Dewi . Ni Kadek Ria Anggriani Dewi ., Ni Kadek Ria Anggriani Dewi Ni Ketut Suarni Ni Ketut Widiartini Ni Komang Ayu Sri Andini . Ni Komang Marantika Dewi . Ni Komang Sri Wartini ., Ni Komang Sri Wartini Ni Luh Mira Wintari ., Ni Luh Mira Wintari Ni Luh Putu Ekawati . Ni Luh Rista Ni Luh Sumyadewi . Ni Made Diantari Pratiyaksi Ni Made Mas Yoni Pradesa . Ni Made Sintya Novita Dewi ., Ni Made Sintya Novita Dewi Ni Made Sri Artini Ni Made Supriani Ni Made Wiwin Rositawati . NI MADE YUDASMINI ., NI MADE YUDASMINI Ni Nyoman Ayu Sukarini . Ni Nyoman Kusmariyatni Ni Nyoman Parwati NI NYOMAN SRI SEPTIARI ., NI NYOMAN SRI SEPTIARI Ni Putu Ayu Rusdiani . Ni Putu Hery Sri Sumaliwati ., Ni Putu Hery Sri Sumaliwati Ni Putu Jati Dinar Wulan Ni Putu Sri Wahyuni . Ni Putu Stya Prahita . Ni Putu Sudayanti Ni Putu Wulan Pratami Dewi Ni Putu, Dewi Fitriyanti Ni Wayan Mei Ananda Putri . Ni Wayan Nataliani . Ni Wayan Rati Nice Maylani Asril Nirarta, Anak Agung Gde Agung Dwi Angga Nurus Suhliyatin Nyoman Ayu Aryani . Nyoman Dantes Nyoman Maesha Bramanda Nyoman Nopi Purnama Yanti . Philipus Be Naisau Pinem, Nima Klarisa Ponza, Putu Jerry Radita Pramana, Made Wisnu Adi Pranata, I Putu Wirya PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A. . Prof. Dr. Anak Agung Gede Agung,M.Pd . Purnama, Luh Anggralia Puspita, Kadek Riza Puspita, Kadek Riza Putra, Agung Kusuma Putra, Agung Kusuma Putu Aditya Antara Putu Gede Subhaktiyasa Putu Jerry Radita Ponza Putu Rahayu Ujianti Putu, Karisma Pebriyanti Rianti, Ni Luh Winda Rosyidah, Ferdiana S.Pd Luh Putu Putrini Mahadewi . Sadeva, Tia Aulia Putri Saputra, Made Darma Sastra Dewi, Komang Ayu Tantri Setiawan, I Made Dedi Sherina Surya Sahayu Sigumonrong, Silver Yevwiner Silver Yevwiner Sigumonrong Soraya, Dian Steffie Grace Lumbantobing Sudjana, I Wayan Sukayanti, 134 PENGEMBANGAN BLENDED LEARNING TIPE F Surya Sahayu, Sherina Susilawati, Aay Suwiantini, Luh Amay Syamsiar, Syamsiar Syarifuddin Syarifuddin Tu Ayu Rini Puspitasari Utariasih, Luh Juli Utariasih, Luh Juli Vera Rika Gusti Dewi Wardani, Ni Komang Novi Wati, Cindy Aprillia Yunita Wayan Alit Jeliana ., Wayan Alit Jeliana Wicaksana, I Putu Gde Caesar Renddy Widadari, Putu Windy Widianingsih, Komang Tri Wiraputra, I Putu Fredy Andi Wirayanti Nona Alor Usman Wulan, Ni Putu Jati Dinar Yani, Ni Made Indhi Yanti, Ni Kadek Diah Kusuma YONATAN FOEH ., YONATAN FOEH Yuniari, Ni Putu Anik Zhaoqiong W. U.