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All Journal HAYATI Journal of Biosciences Jurnal Pendidikan dan Pengajaran Mimbar PGSD Undiksha Jurnal Pendidikan Kimia Undiksha Prosiding Seminar Nasional MIPA Jurnal Pendidikan Kimia Indonesia Wahana Matematika dan Sains Jurnal Sains dan Teknologi Jurnal Penelitian dan Evaluasi pendidikan Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Kimia Mulawarman Ngayah: Majalah Aplikasi IPTEKS Jurnal Penelitian Pendidikan IPA (JPPIPA) Desimal: Jurnal Matematika Journal of Educational Research and Evaluation International Journal of Community Service Learning WIDYA LAKSANA Journal of Education Technology International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala JURNAL PENDIDIKAN MIPA Jurnal Filsafat Indonesia JOURNAL SCIENTIFIC OF MANDALIKA (JSM) Hydrogen: Jurnal Kependidikan Kimia Bioscientist : Jurnal Ilmiah Biologi Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Empiricism Journal Indo-MathEdu Intellectuals Journal Indonesian Journal of Chemistry and Environment Indonesian Journal of Educational Development (IJED) Al-MIKRAJ: Jurnal studi Islam dan Humaniora Education and Counseling Journal Indonesian Journal of Instruction Emasains : Jurnal Edukasi Matematika dan Sains SENTRI: Jurnal Riset Ilmiah Reflection Journal Jurnal Farmasetis Asian Journal of Applied Education Gudang Jurnal Multidisiplin Ilmu PPSDP International Journal of Education GEMBIRA (Pengabdian Kepada Masyarakat) Journal of Educational Technology and Learning Creativity Journal of Authentic Research EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
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Validity of Sinergi Learning Model (Science Process Skills Integration with Local Wisdom and Technology) Fitriani, Herdiyana; Tika, I Nyoman; Artawan, Putu; Arnyana, Ida Bagus Putu; Adnyana, Putu Budi; Citrawathi, Desak Made
Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 2 (2025): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v13i2.14343

Abstract

This study aims to validate the SINERGI (Science Process Skills Integration with Local Wisdom and Technology) learning model, which is designed to improve students' Science Process Skills (SPS) through the integration of local wisdom and technology. Validation was carried out by involving five education experts to assess the validity of the content and construct of the model. Content validity covers six main aspects, namely supporting theory, syntax, social system, reaction principle, support system, and model implementation, while construct validity covers seven aspects, including components of the learning model. The validation results show that the SINERGI learning model has a high level of validity with most indicators in the very valid category and reliability above 85% based on the Percentage of the Agreement method. This finding confirms that the SINERGI learning model is feasible to be applied in 21st-century science learning, although minor improvements are needed in the reaction principle aspect.
Analisis Instrumen Validasi Model Pembelajaran FLIP-LOCAL untuk Meningkatkan Kreativitas dan Kemandirian Siswa Sabat, Dian Ristiani; Tika, I Nyoman; Artawan, I Putu
Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 1 (2025): March
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v13i1.14350

Abstract

This study aims to develop and analyze the validity of the FLIP-LOCAL learning model in enhancing students' creativity and independence. The research employs a quantitative descriptive method, specifically a Research and Development (R&D) approach, focusing on content validity and construct validity, involving two education experts. The model was validated by experts to assess the clarity of its syntax, social system, reaction principles, and effectiveness in learning. The validation results indicate that the FLIP-LOCAL syntax consists of five main stages: preparation, exploration, elaboration, presentation, and evaluation, which are considered systematic and supportive of local potential-based learning. The social system of this model promotes active interaction between teachers and students, while the reaction principles emphasize reflective feedback, despite differences in perception among the validators. The analysis was conducted using Aiken’s V formula and Lawshe’s Content Validity Ratio (CVR), and overall, the model was rated as valid/highly valid with a total score of 58. The FLIP-LOCAL model integrates the flipped classroom approach and Project-Based Learning (PjBL) to enhance student engagement in more independent and creative learning.
PENERAPAN FILSAFAT TRI HITA KARANA PADA PENDIDIKAN ANAK USIA DINI SURYANINGSIH, NI MADE AYU; SUASTRA, I WAYAN; ATMAJA, ANANTA WIKRAMA TUNGGA; TIKA, I NYOMAN
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v4i4.3785

Abstract

Early childhood education serves as a crucial foundation for individual development, during which rapid physical, cognitive, social, and emotional growth occurs. The integration of the Tri Hita Karana philosophy emphasizing harmony among humans, God (Parahyangan), other people (Pawongan), and the environment (Palemahan)—in Early childhood education curricula aims to foster character development and positive social values. This philosophy supports the P5 (Strengthening the Pancasila Student Profile) initiative by nurturing religious and spiritual awareness, social empathy, and sustainable living practices. The research aims to evaluate the effectiveness of incorporating Tri Hita Karana in ECE to promote holistic development. The study employs a qualitative method, including observation, interviews, and analysis of relevant documents. The findings highlight that Tri Hita Karana contributes to balanced child development and prepares them to face future challenges with empathy and environmental awareness. ABSTRAKPendidikan Anak Usia Dini (PAUD) merupakan fondasi penting dalam perkembangan individu. Pendekatan pendidikan holistik dibutuhkan untuk mendukung perkembangan fisik, kognitif, sosial, dan emosional anak secara seimbang. Salah satu pendekatan efektif adalah penerapan filosofi Tri Hita Karana (THK) dari Bali, yang menekankan keharmonisan hubungan dengan Tuhan (Parahyangan), sesama manusia (Pawongan), dan lingkungan (Palemahan). Penelitian ini bertujuan mengeksplorasi dampak penerapan THK dalam kurikulum PAUD terhadap pengembangan karakter dan keterampilan sosial anak, serta integrasinya dengan Proyek Penguatan Profil Pelajar Pancasila (P5). Metode penelitian yang digunakan adalah studi kualitatif deskriptif melalui observasi, wawancara mendalam, dan analisis dokumen. Hasil menunjukkan bahwa penerapan THK memperkuat karakter dan keterampilan sosial anak, sejalan dengan tujuan P5, membentuk generasi yang berkarakter, peduli lingkungan, dan peka sosial.
Pengembangan E-Modul Pembelajaran IPA Berbasis Mind Mapping Terintegrasi Konteks Budaya Lokal untuk Meningkatkan Hasil Belajar Peserta Didik Putu Agus Putra Dwipayana; I Nyoman Suardana; I Nyoman Tika
JURNAL PENDIDIKAN MIPA Vol. 14 No. 1 (2024): 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.v14i1.1466

Abstract

Riset ini tujuannya menghasilkan E-modul IPA SMP kelas VII berbasis mind mapping terintegrasi konteks budaya lokal yang valid, praktis, dan efektif guna meningkatkan hasil belajar siswa. Riset ini ialah riset pengembangan yang mengintegrasikan model ADDIE (Analyse, Design, Development, Implementation, and Evaluate). Data yang dihimpun yakni data kualitatif dan kuantitatif seperti kuisioner validitas ahli, kepraktisan guru dan siswa, serta tes hasil belajar siswa. Uji efektivitas dilaksanakan melalui rancangan pre-experimental one group pre-test-post-test design. Perolehan riset yang didapat, yakni (1) E-modul dikemas melalui mind mapping terintegrasi konteks budaya lokal yang dilengkapi ilustrasi fenomena alam sekitar, budaya Bali, audio, video serta kuis interaktif. (2) E-modul IPA sangat valid melalui segi materi serta koefesien validasi Gregory 1,00, sangat valid melalui segi media berdasarkan perolehan rerata 95,00, sangat valid melalui segi bahasa lewat nilai rerata 99,20. (4) E-modul sangat praktis oleh guru dan peserta didik melalui nilai rerata berturut-turut 94,61 dan 91,89. (5) E-modul dinyatakan efektif meningkatkan hasil belajar siswa berdasarkan perolehan <gain score> 0,53 kualifikasi sedang. Berlandaskan perolehan riset, bisa disimpulkan bahwasanya E-modul IPA berbasis mind mapping terintegrasi konteks budaya lokal dinyatakan valid, efektif dan praktis meningkatkan hasil belajar siswa.
IMPLEMENTASI FILSAFAT PENDIDIKAN MODERN DAN FILSAFAT PENDIDIKAN KI HADJAR DEWANTARA DALAM PEMBELAJARAN KIMIA WIJAYA, I KOMANG WISNU BUDI; ATMADJA, ANANTAWIKRAMA TUNGGA; SUASTRA, I WAYAN; TIKA, I NYOMAN
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i4.3531

Abstract

Educational philosophy has always been the basis for formulating educational policies. Currently, educational philosophy has developed modern philosophical schools including progressivism, essentialism and perennialism. Apart from that, the Indonesian people also have the educational philosophy of Ki Hadjar Dewantara. This research aims to analyze the implementation of modern educational philosophy and Ki Hadjar Dewantara's philosophy in chemistry learning. This research is included in library research. Library sources come from books, journals and other literature related to chemistry learning, modern educational philosophy and Ki Hadjar Dewantara. Data were analyzed using content analysis techniques. The research results show that the implementation of modern educational philosophy can be carried out with student-centered learning, 21st century learning, local wisdom-based learning, character education and learning that touches cognitive, affective and psychomotor aspects. ABSTRAKFilsafat pendidikan selalu menjadi dasar dalam merumuskan kebijakan pendidikan. Saat ini filsafat pendidikan sudah berkembang aliran filsafat modern meliputi progresivisme, esensialisme dan perenialisme. Selain itu bangsa Indonesia juga memiliki aliran filsafat pendidikan Ki Hadjar Dewantara. Penelitian ini bertujuan menganalisis implementasi filsafat pendidikan modern dan filsafat Ki Hadjar Dewantara dalam pembelajaran kimia. Penelitian ini termasuk dalam penelitian kepustakaan. Sumber pustaka berasal dari buku, jurnal dan pustaka lain yang berkaitan dengan pembelajaran kimia, filsafat pendidikan modern dan Ki Hadjar Dewantara. Data dianalisi dengan teknik analisis isi. Hasil penelitian menyebutkan bahwa implementasi filsafat pendidikan modern dapat dilakukan dengan pembelajaran berpusat siswa, pembelajaran abad ke-21, pembelajaran berbasis kearifan lokal, pendidikan karakter serta pembelajaran yang menyentuh aspek kognitif, afektif dan psikomotor.
Implementation of Nggahi Rawi Pahu Philosophy Through in Chemistry Learning Based on Social Cognitive Theory for Student Character Strengthening Annafi, Nurfidianty; Admyana, Putu Budi; Suastra, I Wayan; Sutajaya, I Made; Tika, I Nyoman; Wesnawa, I Gede Astra
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 6 (2024): December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i6.13492

Abstract

Social cognitive theory developed by Albert Bandura is the most influential approach to learning. This theory emphasizes that a person's behavior can be learned through observation of social models in the surrounding environment, be it teachers, parents, or peers. This theory is known as observational learning or modeling. This research aims to explore the process of observational learning in an effort to strengthen the value of the Nggahi Rawi Pahu philosophy. The research method used is descriptive qualitative.  The sample in this study were fourth semester students of the Chemistry Education Study Program. Data collection techniques were carried out by means of observation, administration of questionnaires and documentation. In this study, observational learning was carried out through 4 stages of cognition in the learning process, namely attention, retention, motor reproduction and motivation. 7 out of 10 students showed a positive response to the relevance, involvement and benefits of observational learning in an effort to strengthen the philosophy of Nggahi Rawi Pahu. This shows that through observational learning the value of the Nggahi Rawi Pahu philosophy can be improved.
Filsafat dalam Pemecahan Masalah Pendidikan Ajito, Timoteus; Atmaja, Ananta Wikrama Tungga; Suastra, Wayan; Tika, I Nyoman
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2190

Abstract

Philosophy and education have a very close relationship where education and philosophy cannot be separated from each other because both are interdependent. Education without a philosophical foundation is just a concept without providing practical impact through education. Thus, this symbiotic relationship is very important to develop a comprehensive, meaningful, and impactful education system. Therefore, the importance of integration between education and philosophy. To ensure that educational efforts and educational processes run effectively, a philosophical and scientific foundation is needed as a principle and normative guideline for implementing training. This paper aims to describe the philosophical view in solving educational problems. This research method uses a literature review by collecting literature from various sources related to the philosophical view of education. The data analysis technique used is narrative analysis. The study results show that, for education to run effectively, an intellectual and scientific foundation is needed as a principle and normative guideline for implementing training. This means that, overall, an understanding of the philosophy of education is crucial for an educator. It helps them understand the goals of education, choose the right teaching methods, and understand their roles and responsibilities as quality educators
Peran Konstruktivisme Dalam Mengembangkan Pemahaman Konseptual Matematika: Perspektif Filsafat Ilmu Ni Ketut, Erawati; Ni Ketut, Wayan Suastra; Ni Ketut, Ananta Wikrama Tungga Atmaja; I Nyoman Tika
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 14 No. 1 (2025): Maret 2025
Publisher : Program Studi Pendidikan Matematika dan Pendidikan Biologi Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/emasains.v14i1.4328

Abstract

Matematika merupakan salah satu mata pelajaran yang memiliki peran dalam membentuk kemampuan problem solving, berpikir analitis, dan logis. Fakta di lapangan memaparkan bahwa beberapa dari peserta didik mengalami kesulitan dalam memahami beberapa konsep yang tersajikan dalam pembelajaran matematika. Faktor yang dapat menyebabkan timbulnya kendala tersebut ialah penggunaan pendekatan pembelajaran yang tidak memperhatikan pada kegiatan mengkonstruksi pola pikir peserta didik. Adapun penelitian ini bertujuan dalam menganalisis peran konstruktivisme dalam mengembangkan pemahaman konseptual matematika ditinjau dari perspektif filsafat ilmu. Metode penulisan yang digunakan dalam penulisan jurnal ini ialah menggunakan jenis kualitatif. Hasil dan kesimpulan yang diambil ialah cara konstruktivisme berperan dalam mengembangkan pemahaman konseptual matematika diantaranya adalah melalui pembelajaran berdasarkan pengalaman, keterlibatan siswa dalam proses pemecahan masalah, interaksi sosial dalam pembelajaran, kontekstualisasi dan relevansi, refleksi dan pembelajaran mandiri, konstruksi makna secara personal, dan peranan guru sebagai fasilitator dalam pembelajaran. Melalui pemaparan tersebut diketahui bahwa filsafat konstruktivisme memiliki peran krusial pada pengembangan pemahaman konseptual matematika. Kegiatan pembelajaran yang dilakukan melalui relevansi dunia nyata, interaksi sosial, serta mengutamakan pembelajaran aktif akan memiliki peluang bagi pebelajar tidak hanya menghafal prosedur ataupun rumus, namun memberikan pemahaman konsep terkait dengan konsep matematika.
URGENSI PENDIDIKAN ANAK USIA DINI DITINJAU DARI PERSPEKTIF FILSAFAT PENDIDIKAN POERWATI, CHRISTIANI ENDAH; SUASTRA, I WAYAN; ATMAJA, ANANTA WIKRAMA TUNGGA; TIKA, I NYOMAN
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v4i4.4085

Abstract

Early Childhood Education (ECE) is an educational foundation for children aged 0-6 years that is important for their growth and development to succeed in subsequent educational learning. ECE serves as a center for providing an environment that supports and stimulates the physical, social, emotional, and cognitive development of children. By fostering a love for learning and building foundational skills, early childhood education prepares children for lifelong success. Early childhood education is important to organize in order to shape a quality future generation. Philosophy as the foundation of early childhood education provides direction and purpose for achieving the comprehensive development of children. Child education must be oriented towards holistic development and involve all relevant parties. Pragmatism provides a child-centered approach in early childhood education. The foundation of early childhood education practices based on philosophy and educational theory will be able to provide education that accommodates efforts to optimally enhance children's growth and development achievements. It is the duty and responsibility of education to optimally stimulate through conducive interactions for children to develop holistically. ABSTRAKPendidikan Anak Usia Dini (PAUD) merupakan pendidikan sebagai peletakan dasar bagi anak usia 0-6 tahun yang penting bagi tumbuh kembangnya agar berhasil dalam pembelajaran pendidikan selanjutnya. PAUD menjadi pusat bagi penyediaan lingkungan yang mendukung dan merangsang bagi perkembangan fisik, sosial, emosional, dan kognitif anak. Dengan menumbuhkan kecintaan terhadap belajar dan membangun keterampilan dasar, pendidikan anak usia dini menyiapkan anak-anak menuju kesuksesan seumur hidup. Pendidikan anak usia dini penting diselenggarakan dalam rangka membentuk generasi masa depan yang berkualitas. Filsafat sebagai landasan pendidikan anak usia dini memberi arah dan tujuan bagi tercapainya perkembangan anak secara menyeluruh. Pendidikan anak harus berorientasi pada pengembangan holistik dan melibatkan semua pihak terkait. Pragmatisme memberikan pendekatan yang berpusat pada anak dalam pendidikan usia dini. Landasan praktek pendidikan pada anak usia dini yang berlandaskan pada filsafat dan teori pendidikan akan mampu menghadirkan pendidikan yang mengakomodasi upaya meningkatkan capaian tumbuh kembang anak secara optimal. Menjadi tugas dan tanggung jawab pendidikan untuk menstimulasi secara optimal melalui sentuhan-sentuhan yang kondusif bagi anak agar berkembang secara holistik.
Model Konseptual Pendidikan Multikultural Trasnformasional Bali: Revitalisasi Nilai Tri Parartha sebagai Penguatan Sosial and Emotional Learning (SEL) Siswa di Era Pluralitas Budaya Hignasari, L.Virginayoga; Tika, I Nyoman; Atmaja, Ananta Wikrama Tungga; Suastra, I Wayan
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/qze6jf17

Abstract

Penelitian ini mengembangkan model Pendidikan Multikultural Transformasional Bali berbasis nilai kearifan lokal Tri Parartha (Asih, Punia, Bhakti) untuk memperkuat Social and Emotional Learning (SEL). Metode yang digunakan adalah studi literatur deskriptif kritis dengan menganalisis buku, artikel ilmiah, laporan kebijakan, dan penelitian terkait pendidikan multikultural, kearifan lokal, serta SEL. Kebaruan penelitian terletak pada integrasi nilai Tri Parartha sebagai basis etika sosial dengan kerangka SEL, menghasilkan model yang relevan secara kultural dan operasional. Hasil kajian menunjukkan implementasi pendidikan multikultural di Bali masih bersifat normatif, dengan nilai Tri Parartha diajarkan simbolik tanpa transformasi signifikan dalam karakter atau kompetensi SEL siswa. Revitalisasi Tri Parartha terbukti efektif memperkuat dimensi pendidikan multikultural dan kompetensi SEL, seperti empati, kesadaran sosial, keterampilan relasi, pengelolaan diri, dan pengambilan keputusan bertanggung jawab. Model konseptual yang dihasilkan mencakup input, proses pembelajaran, output, outcome, serta mekanisme penguatan dan evaluasi. Temuan penelitian menegaskan bahwa integrasi Tri Parartha dalam kurikulum dan budaya sekolah dapat meningkatkan toleransi, empati, dan harmoni sosial siswa, meski masih memerlukan uji coba empiris untuk menilai efektivitasnya. This study develops a Transformational Multicultural Education model for Bali based on the local wisdom values of Tri Parartha (Asih, Punia, Bhakti) to strengthen Social and Emotional Learning (SEL). The method used is a critical descriptive literature review, analyzing books, scholarly articles, policy reports, and research related to multicultural education, local wisdom, and SEL. The novelty of this research lies in the integration of Tri Parartha values as a basis for social ethics with the SEL framework, resulting in a culturally relevant and operational model. The findings show that the implementation of multicultural education in Bali remains normative, with Tri Parartha values being taught symbolically without significant transformation in students' character or SEL competencies. The revitalization of Tri Parartha proves effective in strengthening multicultural education dimensions and SEL competencies such as empathy, social awareness, relational skills, self-management, and responsible decision-making. The conceptual model developed includes input, learning processes, output, outcomes, and mechanisms for reinforcement and evaluation. The research findings emphasize that integrating Tri Parartha into the curriculum and school culture can enhance tolerance, empathy, and social harmony among students, although empirical testing is still needed to assess its effectiveness.
Co-Authors Abidah, Firry Admyana, Putu Budi Adrianus I Wayan Ilia Yuda Sukmana AGUNG MADHI PRAYOGA . Agus Wijaksono Agustiana, I. G. A. T. agustina dewi Agustina Dewi Agustinasari Agustinasari Ahzan, Sukainil Ajito, Timoteus Anak Agung Istri Brahmani Prita Dewi Anak Agung Sagung Krisna Darmawati Ananda Wikrama Tungga Atmaja Ananta Wikrama Tungga Atmaja Anantawikrama Tungga Atmadja Artawan, I Putu Arwan Arwan Atmaja, Anantawikrama Tungga Ayu Sri Wahyuni Azra Fauzi Desak Made Citrawathi Desak Putu Parmiti DEWI SARTIKA Dian Ristiani Sabat, Dian Ristiani Dr. Ni Made Pujani,M.Si . Drs. I Wayan Darsana,M.Ed . Dwipa, Ida Bagus Made Asmara Eka C.G. Kerihi Eky, Vicky Enggy Clovidea Indra Fifi Fitriana Sari, Fifi Fitriana Firry Abidah Fitriani, Herdiyana Frieda Nurlita Gede Agus Beni Widana Handayani, Baiq Vina Hasbi Heni Kumalasari Heron Hignasari, L.Virginayoga Holyness Nurdin Singadimedja I D Raka Rasana I DEWA GEDE ANOM . I G. A. A. Dyah Armayanti I Gede Astawan I Gede Astra Wesnawa I Gusti Agung Komang Diafari Djuni Hartawan I Gusti Ayu Tri Agustiana I Gusti Ayu Triagusiana I Kadek Arisujarnata I Kadek Sukarsa . I Ketut Supir I Made Citra Wibawa I Made Sudarsa I Made Sutajaya I Nyoman Suardana I Putu Parwata I Putu Wisna Ariawan I W. Karyasa I W. Muderawan I Wayan Jaya Antara . I Wayan Karyasa I Wayan Lasmawan I Wayan Muderawan I Wayan Redhana I Wayan Sadia I Wayan Suastra I Wayan Subagia I Wayan Suja I.M. Adi Kurniarta IB. Siwa . Ibrahim, Musimin Ida Bagus Alit Arta Wiguna Ida Bagus Jelantik Swasta Ida Bagus Made Asmara Dwipa Ida Bagus Putu Arnyana Indi Syifa Maulidati IVANA NITA MONDOLU ., IVANA NITA MONDOLU Iwan Abdy Iwan Suswandi Jayadiningrat, Made Gautama KADEK AYU SRI WAHYUNI . Kadek Leni Widiartini Kadek Wimardiyanti Laksmi, Putu Putri Dena laxmi zahara LINA SURAYYA . Luh Gede Sutaryani Luh Putu Budi Yasmini Luh Putu Desy Puspaningrat Luh Putu Sathya Dewi Luh Putu Yeni Andriyani Luhur Bayuaji, Luhur Made Intan Pradnyamita Made Kartika Sari Maria Angelica Ayu Gloria Jagga Wali Minanti, Ni Nengah Astri Misrahayu, Yuni Musimin Ibrahim N. M. Y. Anita N. Ramadiyanti Ni Ketut Heri Kusumaningsih Ni Ketut, Ananta Wikrama Tungga Atmaja Ni Ketut, Erawati Ni Ketut, Wayan Suastra Ni Luh Gede Karang Widiastuti NI LUH SUDEWI . Ni Made Ary Suparwati Ni Made Ayu Suryaningsih Ni Made Raningsih NI MADE SUPATNI ., NI MADE SUPATNI Ni Made Wiratini Ni Nengah Astri Minanti Ni Putu Dwi Sucita Dartini Ni Putu Giyan Adnya Antari . NI PUTU MARHENI . NI PUTU MERRY YUNITHASARI . Ni Putu Wahyu Dewi Arningsih Ni Putu Winni Widiastuti Ni Putu Wulan Romianingsih Ni Putu Yuliani Ni Wayan Martiningsih NI WAYAN NITA ULANTARI . NI WAYAN SUNARTHI ., NI WAYAN SUNARTHI NI WAYAN YULITA AMANDA . Nikmatur Rohmaya NUR RAMADIYANTI . Nurfidianty Annafi, Nurfidianty Nurlita, Frieda Nyoman Dantes Pahmi, Samsul Paramita, Shanti Poerwati, Christiani Endah Pradnyamita, Made Intan PROF. I WAYAN SUBAGIA, M.App.Sc.,Ph.D . Puspaningrat, Luh Putu Desy Putri Sarini Putu Agus Putra Dwipayana Putu Agus Putra Dwipayana PUTU ARIMBAWA S. . Putu Artawan Putu Budi Adnyana PUTU PREMA SWARI . Qonita Awliya Hanif Rai Putri Diantari Ramadiyanti, N. Rasana, I D Raka Romianingsih, Ni Putu Wulan Rosmita, I Gusti Ayu Agung Mas Rudiana Agustini Rusdiana Yusuf Sang Nyoman Putra Darma Serma Adi, Ni Nyoman Siti Maryam Suandayani, Dewa Ayu Sukroyanti, Baiq Azmi Syarifuddin Syarifuddin Tjokorda Gde Putra Wirama Triagusiana, I Gusti Ayu Tungga Atmaja, Ananta Wikrama Vicky Enggy Clovidea Indra Eky Wayan Karyasa Wayan Suastra Wewe, Melkior Wibawa, Made Citra Witraguna, Kadek Yudista Witraguna Yuliani, Ni Putu Yuliati, Ni Komang Dwi Eka Yundari, Yundari