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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran 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 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 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) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Paedagogy Jurnal Pedagogi dan Pembelajaran Indonesian Values and Character Education Journal Ideguru: Jurnal Karya Ilmiah Guru 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 Administrasi Pendidikan Indonesia Kelola: Jurnal Manajemen Pendidikan Journal of Innovation and Learning
I Nyoman Jampel
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities 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 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
Effect of the 5E inquiry learning model with a SETS approach on junior high school students’ science learning outcomes and motivation Pratiyaksi, Ni Made Diantari; Suma, Ketut; Jampel, I Nyoman
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.305

Abstract

This study aimed to examine the effect of the 5E Inquiry learning model integrated with the Science, Environment, Technology, and Society (SETS) approach on junior high school students’ science learning outcomes and learning motivation. A quantitative design with a pretest–posttest non-equivalent control group. The population consisted of all eighth-grade students, and the samples were selected through cluster random sampling. Learning outcomes data were collected using an objective test, while learning motivation data were obtained through a questionnaire. Data were analyzed using one-way MANCOVA after meeting the required assumptions. The results revealed a significant simultaneous difference in science learning outcomes and learning motivation between students taught using the 5E Inquiry model with the SETS approach and those taught through conventional instruction. Partially, the 5E Inquiry model with the SETS approach had a significant positive effect on both science learning outcomes and students’ learning motivation. In conclusion, the 5E Inquiry learning model integrated with the SETS approach is effective in improving the quality of science learning at the junior high school level.
How far the Course Review Horay (CRH) model and flashcard enhance scientific attitude and science literacy in fourth-grade force learning? Supriani, Ni Made; Suma, Ketut; Jampel, I Nyoman
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.307

Abstract

This study aims to analyze the effect of the Course Review Horay (CRH) Model assisted by Flashcards on developing students' Scientific Literacy (SL) and Scientific Attitude (SA) in Grade IV at elementary school Cluster III, Negara, Bali. Focusing on the Force Chapter, aligned with the demands of Merdeka Curriculum's Deep Learning. Employing a Nonequivalent Pre-test Post-test Control Group Design and a Mixed Methods approach, the research involved 90 students. Quantitative results demonstrated a significant effect on both variables, with increases categorized as moderate to high (T-test). Qualitative analysis indicated that the synergy between the CRH syntax and Flashcards effectively overcomes the conceptual difficulties of the abstract Force material. Flashcards functioned as Visual Concretization of Force Causality, accelerating SL comprehension on PISA indicators. Meanwhile, the competitive Horay! aspect effectively cultivated SA, characterized by Accelerated Decision Making and Internalization of Evidence Through Consensus within the group. The conclusion shows that this model is effective and coherent in bridging students' cognitive and affective dimensions, providing a strong pedagogical contribution to primary level natural and social science learning.
Etnoscience-based PBL using Subak Bali to shape elementary students' contextual science understanding Yasa, I Wayan Dresti; Jampel, I Nyoman; Candiasa, I Nyoman
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.308

Abstract

This study explores the implementation and challenges of the Etnoscience-Based Problem Based Learning (PBL) model using the Subak Bali Context in shaping science understanding (Force Material) in fourth-grade students at elementary school. Subak is analyzed as an etnoscience-rich irrigation system, providing an authentic context for Deep Learning according to the Merdeka Curriculum. This qualitative study uses a case study design. Data was collected through observation, interviews, and document analysis, including motivation questionnaire response patterns based on Uno's indicators and C4-C5 tests. Strict credibility procedures especially Source Triangulation and Member Checking were used for validation. The results show Etnoscience PBL is effective as a Deep Learning catalyst, evidenced by the C4-C5 narrative quality integrating the concept of Force. The implementation also fosters intrinsic motivation by fulfilling the students' Sense of Belonging. The main challenges found were cognitive focus management and cultural value sensitivity (Member Checking). Mitigation solutions include the Subak Miniature Model (low-cost) and C5 project revision for sustained motivation and HOTS.
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.
Unraveling the cognitive pathway: how critical thinking mediates the impact of anxiety and self-efficacy on informatics achievement in early adolescence Nursuhaida, Muhammad Alwan; Jampel, I Nyoman; Setemen, Komang; Pujawan, I Gusti Ngurah; Mahayukti, Gst. Ayu
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526656

Abstract

Informatics education in early adolescence demands high-order cognitive skills, yet student performance is frequently impeded by psychological barriers such as anxiety and low self-efficacy. While the direct effects of these factors are known, the specific cognitive mechanisms through which they influence academic achievement remain underexplored. This study investigates the structural pathways connecting anxiety and self-efficacy to informatics learning outcomes, specifically examining the mediating role of critical thinking skills. A predictive correlational design was employed involving 109 seventh-grade students. Data were collected using validated psychological scales and cognitive tests, then analyzed using path analysis to test the mediation hypothesis. The findings demonstrate that anxiety does not merely correlate with lower grades but significantly degrades critical thinking capabilities (cognitive interference). Conversely, self-efficacy acts as a predictor for the activation of these skills (cognitive facilitation). Crucially, critical thinking skills were found to significantly mediate the impact of both psychological factors on learning outcomes. These results suggest that emotional states influence informatics achievement primarily by modulating a student's capacity for algorithmic reasoning. Consequently, effective pedagogy must integrate psychological scaffolding to preserve the cognitive resources required for complex problem-solving.
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 Gede Balik Sutama Gama ., I Kadek Darmayasa ., I Made Gusnadi ., 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 ., Komang Tri Pradnya Utama Giri ., Luh Putu Mina Kusuma Dewi ., 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 Abas Oya Ada, I Putu 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 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 Arnindya Navitri Ainullah Artini, Ni Nyoman Aryanata, I Wayan Yoga Basilius Redan Werang Bayu, Gd Wira Boangmanalu, diolia Boangmanalu, diolia Candiasa, I Nyoman Darmayasa, I Kadek Darmayasa, I Kadek Desak Nyoman Ari Astuti . DESAK NYOMAN NITI ADNYANI ., DESAK NYOMAN NITI ADNYANI Desak Putu Budiartini . Desak Putu Parmiti Devi, I Gusti Ayu Fitria Dewa Ayu Candra Dwi Evayani Dewa Bagus Sanjaya Dewa Nyoman Sudana Dewi Meylani Dewi, Luh Gede Santhika Diana, Feny Aries Diliya Putri, Putu Mutiara Vista 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 Gama, I Gede Balik Sutama Gd Wira Bayu Gede Wira Bayu Ginting, Dezan Pratama Gunada, I Wayan Agus GUSTI AYU NYOMAN DEWI SATRIANI ., GUSTI AYU NYOMAN DEWI SATRIANI Gusti Dewi, Vera Rika I Dewa Kade Tastra 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 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 Pujawan I Gusti Ngurah Putu Mei Wartama ., I Gusti Ngurah Putu Mei Wartama I Kadek Aris Prayoga I Kadek Saputra I Kadek Suartama I Ketut Juni Wismawan . I Ketut Suma I Komang Sudarma I Komang Sudarma I Komang Wisnu Budi Wijaya 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 Dwi Artawan . I MADE DWI WIDNYANA, I MADE DWI I Made Tegeh I Made Umbara I Nengah Mariana ., I Nengah Mariana I Nyoman Adi Putra I Nyoman Laba Jayanta I Putu Agus Adi Saputra I Putu Fredy Andi Wiraputra I Wayan Lasmawan I Wayan Suastra I Wayan Sukra Warpala I Wayan Widiana Ignatius I Wayan Suwatra Indradewi, Ni Nyoman Adi Ismawati, Mia Ismawati, Mia Isnawan, I Wayan Indra Isnawan, I Wayan Indra Iztiqa Mud'haz Pratiwi Jamilah . Juliantari, Made Yeni Juliantini, Luh Seri Kade Sathya Gita Rismawan Kadek Ashadi Putra ., Kadek Ashadi Putra Kadek Astri Widya Natalia . Kadek Dwi Kusumawati . Kadek Eny Trisnayanthi Kadek Rihendra Dantes Kadek Wirya Apriana . Kamaliah . Ketut Anggun Cahyani ., Ketut Anggun Cahyani Ketut Doni Ariawan ., Ketut Doni Ariawan Ketut Pudjawan Ketut Sedana Arta Ketut Suma Khutum Bafaqih ., Khutum Bafaqih Komang Joni Sukriantana . Komang Setemen Komang Sujendra Diputra Kusuma, Md Wahyu Kurniadhi Lissia Andayani, Made Susi Luh Amay Suwiantini Luh Ayu Tirtayani Luh Inten Cahya Wulan . Luh Nik Armini 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 Hady Priyadi . Made Widiari . Made Yeni Juliantari Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Mahayukti, Gst. Ayu Marheni, Ni Ketut Md Wahyu Kurniadhi Kusuma Muliani, Putu Lia Mutiara Magta Naisau, Philipus Be 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 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 Sumyadewi . Ni Made Mas Yoni Pradesa . Ni Made Sintya Novita Dewi ., Ni Made Sintya Novita Dewi Ni Made Sri Artini 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 Feni Sukmawati Ni Putu Hery Sri Sumaliwati ., Ni Putu Hery Sri Sumaliwati Ni Putu Sri Wahyuni . Ni Putu Stya Prahita . 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 Nursuhaida, Muhammad Alwan Nyoman Ayu Aryani . Nyoman Dantes Nyoman Maesha Bramanda Nyoman Nopi Purnama Yanti . Pinem, Nima Klarisa Ponza, Putu Jerry Radita Ponza, Putu Jerry Radita Prabawati, Putu Lely Somya Pramana, Made Wisnu Adi Pranata, I Putu Wirya Pratiyaksi, Ni Made Diantari PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A. . Prof. Dr. Anak Agung Gede Agung,M.Pd . Puger, I Gusti Ngurah Purnama, Luh Anggralia Puspita, Kadek Riza Puspita, Kadek Riza Putra, Agung Kusuma Putra, Agung Kusuma Putra, I Nyoman Adi Putu Aditya Antara Putu Gede Subhaktiyasa Putu Rahayu Ujianti Putu, Karisma Pebriyanti Rianti, Ni Luh Winda S.Pd Luh Putu Putrini Mahadewi . Sadeva, Tia Aulia Putri Saputra, Made Darma Sastra Dewi, Komang Ayu Tantri Setiawan, I Made Dedi 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 Sukayanti, 134 PENGEMBANGAN BLENDED LEARNING TIPE F Supriani, Ni Made Surya Sahayu, Sherina Susilawati, Aay Suwiantini, Luh Amay Syamsiar, Syamsiar Utariasih, Luh Juli Utariasih, Luh Juli 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 Wulan, Ni Putu Jati Dinar Wulan, Ni Putu Jati Dinar Yani, Ni Made Indhi Yanti, Ni Kadek Diah Kusuma Yasa, I Wayan Dresti YONATAN FOEH ., YONATAN FOEH Yuniari, Ni Putu Anik Zhaoqiong W. U.