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All Journal Jurnal Pendidikan dan Pengajaran JIMAT (Jurnal Ilmiah Mahasiswa Akuntansi) Undiksha Jurnal Pendidikan Anak Usia Dini Undiksha Mimbar PGSD Undiksha Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Journal of Education and Learning (EduLearn) IJIET (International Journal of Indonesian Education and Teaching) International Journal of Artificial Intelligence Research Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Tata Kelola dan Akuntabilitas Keuangan Negara Cetta: Jurnal Ilmu Pendidikan Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Basicedu Jurnal Ilmiah Pendidikan dan Pembelajaran International Journal of Community Service Learning Journal of Education Action Research Journal of Education Technology International Journal of Elementary Education Mimbar Ilmu Jurnal Ilmiah Pendidikan Profesi Guru Jurnal EDUTECH Undiksha Aulad : Journal on Early Childhood Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Teknologi Informasi dan Pendidikan Thinking Skills and Creativity Journal Jurnal Pendidikan Multikultural Indonesia EDUTEC : Journal of Education And Technology Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Paedagogy Jurnal Pedagogi dan Pembelajaran Indonesian Values and Character Education Journal Ideguru: Jurnal Karya Ilmiah Guru Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Didaktika: Jurnal Kependidikan Hydrogen: Jurnal Kependidikan Kimia Jurnal Pendidikan dan Teknologi Indonesia Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of English Language and Education SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Dharmas Education Journal (DE_Journal) Journal for Lesson and Learning Studies Indonesian Gender and Society Journal ALACRITY : Journal Of Education Empiricism Journal Journal of Educational Study Indo-MathEdu Intellectuals Journal Indonesian Journal of Innovation Studies Mimbar Pendidikan Indonesia Jurnal Media dan Teknologi Pendidikan Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Jurnal Basicedu Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Jurnal Ilmiah Ilmu Terapan Universitas Jambi Prima Magistra: Jurnal Ilmiah Kependidikan Suluh Pendidikan: Jurnal Ilmu-ilmu Pendidikan Jurnal Penelitian Ilmu Pendidikan Indonesia Guna Widya : Jurnal Pendidikan Hindu Innovative: Journal Of Social Science Research Journal of Innovative and Creativity Jurnal Inovasi dan Teknologi Pendidikan Jurnal Pendidikan MIPA Journal of Educational Studies Journal of Sustainable Educational Technology and Innovation
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Systematic Literature Review: Optimizing the Use of Case Based Learning Models in Augmented Reality Media to Enhance Student Engagement and Critical Thinking Marcel Prastiko Arthana; Ketut Agustini; I Kadek Suartama
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.97606

Abstract

The integration of the Case Based Learning (CBL) model with Augmented Reality (AR) has gained increasing attention as an innovative educational approach; however, its effectiveness in enhancing student engagement and critical thinking remains underexplored. This study aims to analyze the implementation of the combined CBLAR model and evaluate its impact on active engagement and critical thinking across various formal education levels. A systematic literature review using the PRISMA framework was conducted, analyzing 21 relevant journals selected from an initial 150 sources obtained through the Publish or Perish application and Google Scholar. The study examined diverse learning contexts implementing CBL AR integration. Data were analyzed thematically to identify trends, model effectiveness, integration strategies, and their effects on student engagement and critical thinking. Findings indicate that CBL AR integration significantly enhances students’ active participation, promotes critical thinking skills, and strengthens conceptual understanding through immersive and contextual learning experiences. The combination of CBL’s reflective and problem solving structures with AR’s narrative and interactive visualizations supports the development of 21st century skills. The study concludes that the effectiveness of the CBL AR model strongly depends on digital infrastructure readiness and educators’ competencies. Practically, professional development for teachers and institutional investment in technology are strategic priorities to maximize the adoption and effectiveness of this model widely.
CYBER PEDAGOGY, EDUCATIONAL TRANSFORMATION IN THE DIGITAL ERA: SYSTEMATIC LITERATURE REVIEW: Cyber Pedagogy, Transformasi Pendidikan di Era Digital: Systematic Literature Review I DEWA AYU EKA PURBA DHARMA TARI; Made Hery Santosa; I Gde Wawan Sudatha; I Kadek Suartama
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 6 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i6.6169

Abstract

Digital transformation in education, particularly post-COVID-19, has accelerated a major shift towards online learning. While it offers flexibility, this transition has also had significant impacts on students' mental health, including stress, anxiety, and digital burnout due to intense virtual interactions. This study aims to examine the relationship between cyber pedagogy, digital burnout, and students' mental health in the context of online learning. Using a Systematic Literature Review (SLR) approach, this research collected and analyzed 11 articles published between 2015 and 2025 through the Scopus, Web of Science, and Google Scholar databases. The analysis process was conducted following the PRISMA guidelines, focusing on the relationship between cyber pedagogy and its impact on students' mental health. The results show that digital burnout and mental health disorders are significant challenges often overlooked in digital learning design. Cyber pedagogy, with proper management, can help reduce the psychological gap between students and the learning environment, while also improving students' well-being. This study emphasizes the importance of a more responsive and humanistic pedagogical approach in designing digital learning, which not only focuses on technical aspects but also supports students' mental health sustainably.
Design and Optimization of Mobile Learning Resources within the Framework of User Experience Oriented Educational Technology Hou Jing; I Kadek Suartama; Ni Nyoman Parwati
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19415

Abstract

This study aims to examine the effectiveness of designing and optimizing mobile learning resources within a user oriented educational technology framework in enhancing students’ learning engagement in higher education. The study employed a mixed methods approach with an explanatory sequential design. Participants were undergraduate students from Tianjin University of Technology selected through purposive sampling to ensure comparable academic backgrounds. Two intact classes were assigned as the experimental and control groups to maintain ecological validity. The experimental group consisted of 199 students, while the control group consisted of 200 students, resulting in a total sample of 399 participants (N = 399). Quantitative data were collected using validated scales measuring learning support, competence support, emotional support, learning self efficacy, learning engagement, were analyzed using ANCOVA, MANOVA, regression and mediation analysis. Qualitative data were obtained from learning behavior logs, classroom observations, and semi structured interviews and analyzed thematically. The results indicate that all three support dimensions significantly and positively influenced learning engagement, both directly and indirectly through learning self efficacy as a partial mediator. Learning support emerged as the strongest predictor of engagement, followed by competence and emotional support. These findings suggest that effective mobile learning is not determined by technological access alone, but by the quality of user-oriented learning experiences. This study provides empirical evidence that the MOVES framework offers a robust foundation for designing mobile learning resources that foster sustained engagement, self efficacy, and meaningful learning in digitally mediated higher education environments.
A SYSTEMATIC LITERATURE REVIEW: ETHNOMODELLING AS CULTURALLY SITUATED MATHEMATICAL MODELLING Melkior Wewe; I Gde Wawan Sudatha; I Kadek Suartama; Made Hery Santosa
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 3 (2026): Volume 7 Number 3 (July 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i3.8079

Abstract

Ethnomodelling has emerged as a bridge between ethnomathematics and mathematical modelling, yet its conceptual boundaries and methodological applications remain fragmented. This review examines how culturally situated mathematical practices are transformed into mathematical models, learning tasks, digital resources, learning trajectories, and curriculum designs in mathematics education. Guided by PRISMA 2020 principles, this study employed a systematic review and conceptual synthesis. Relevant studies were identified through database searching and citation chasing using multilingual keywords in English, Indonesian, Portuguese, and Spanish. After duplicate removal, title and abstract screening, full-text assessment, and quality appraisal, 26 empirical, design-based, and conceptual studies were included. A hybrid SPIDER/PICo framework guided study selection, data extraction, and thematic-conceptual analysis. The synthesis revealed four major trajectories: theoretical ethnomodelling grounded in emic, etic, and dialogical translation; modelling of cultural artifacts such as architecture, calendars, Indigenous number systems, games, food practices, and symbolic patterns; classroom and digital design through worksheets, GeoGebra, and learning trajectories; and equity-oriented humanization of mathematics through local and Indigenous knowledge. Ethnomodelling should be understood as culturally situated mathematical modelling, not decorative cultural contextualization. Future studies need stronger designs, clearer outcomes, and ethical engagement with the communities from which cultural knowledge is derived.
Meningkatkan Pengetahuan Multiple Intelligences melalui Diagnostic Multiple Intelligences System dengan Setting Belajar Proyek pada Guru SMP I Komang Sudarma; I Kadek Suartama; I Gede Bendesa Subawa; Dewa Gede Agus Putra Prabawa
International Journal of Community Service Learning Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v9i1.85188

Abstract

Multiple intelligences masih sangat minim diukur sebagai hal yang mendasar sebelum pembelajaran dilaksanakan. Guru-guru masih kesulitan mengukur bakat dan kecerdasan tersebut karena terbatasnya alat ukur yang digunakan. Keterbatasan ini telah berdampak pada kurang optimalnya diferensiasi dalam pembelajaran. Tujuan dari pelatihan ini yaitu meningkatkan pengetahuan guru tentang multiple intelligences menggunakan diagnostic multiple intelligences system dengan setting belajar proyek. Metode pelaksanaan terdiri dari tiga yaitu persiapan, pelaksanaan, dan evaluasi. Jumlah guru yang terlibat dalam pelatihan adalah 29 orang. Instrumen yang digunakan untuk mengukur keberhasilan pelatihan tes pilihan ganda yang dianalisis menggunakan uji Wilcoxon. Hasil analisis data menunjukkan bahwa rerata pengetahuan awal guru adalah 65,51 meningkatkan setelah pelatihan menjadi 91,37 begitu juga uji Wilxocon diperoleh nilai sig., 0,001 lebih besar dari 0,05 yang artinya bahwa terdapat perbedaan pengetahuan multiple intelligences yang signifikan antara sebelum dan setelah diberikan pelatihan. Pelatihan yang dilakukan dengan memanfaatkan aplikasi diagnostic multiple intelligences system dengan setting belajar proyek dapat meningkatkan pengetahuan guru-guru tentang multiple intelligences. Aplikasi DMIS dapat menjadi sumber belajar guru dalam menguasai teori diagnostik dan multiple intelligences sekaligus sebagai tools untuk membuat desain pembelajaran berdiferensiasi.
Explosion Box Media Based on Science Literacy to Improve Elementary School Science Learning Outcomes Dewa Ayu Prilya Astari Dewa; I Made Citra Wibawa; I Kadek Suartama
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.92962

Abstract

The science literacy ability of grade V elementary school students is still low, especially in understanding the concept of science fiction. This is exacerbated by the lack of use of learning media that is contextual, interesting, and in accordance with student characteristics, resulting in low student learning outcomes. This research aims to produce Explosion Box learning media based on science literacy on harmony materials in the ecosystem to improve the learning outcomes of IPAS students in grade V of elementary school, which has been tested in terms of validity, practicality, and effectiveness. The research was conducted using the ADDIE model. The data collection method uses interview, questionnaire and test methods and the data analysis techniques used are qualitative and quantitative analysis. The results of this study are in the form of (1) producing the design of  the Explosion Box media, (2) testing the validity of the Explosion Box media, finding the average validity by material experts and media experts with valid/feasible qualifications, (3) testing the practicality of the Explosion Box  media found by teachers with very good qualifications while by students with very good qualifications, (4) and testing the effectiveness of media use Explosion Box uses a one group pre-test post-test design  to get correlated t-test results with the results  of Explosion Box media  effectively used to improve student learning outcomes. Based on these results, it was concluded that science literacy-based Explosion Box media is a valid, practical, and effective learning media to improve the learning outcomes of science science students in grade V of elementary school.
Discovery Learning-Oriented Learning Video in Social Science Integrated Studies: Water Cycle Material for Grade V Silvia Grace Kartika Nyudak; Ni Wayan Rati; I Kadek Suartama
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 3 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i3.99458

Abstract

The low motivation and understanding of students towards the concept of the water cycle is abstract and difficult to visualize. The purpose of this study is to develop and analyze the feasibility, practicality, and effectiveness of learning videos oriented to the Discovery Learning model in increasing students' learning motivation. This research uses the Research and Development (R&D) method with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of material experts, media experts, three classroom teachers, and nine elementary school grade V students. The data collection technique was carried out through validation questionnaires, practicality questionnaires, and pre-test and post-test tests for effectiveness tests. Data analysis techniques include qualitative descriptive analysis to examine validation results and quantitative descriptive analysis with the Paired Sample T-Test to test effectiveness. The results of the study show that Discovery Learning-oriented learning videos have a high level of validity, excellent practicality, and significant effectiveness in increasing students' motivation to learn. The implications of this study confirm that the application of Discovery Learning-based learning videos can be an innovative alternative in IPAS learning, encourage student-centered learning, and support the strengthening of the Pancasila Student Profile through increasing curiosity, independence, and critical thinking.  
Neurofeedback-Oriented Sign Language Learning Website to Improve Numeracy for Deaf Students Ketut Merta Yudi Ariana; Adrianus I Wayan Ilia Yuda Sukmana; I Kadek Suartama
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 4 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i4.101062

Abstract

Numeracy learning for deaf students still faces significant challenges, particularly in attention and visual communication. This study aims to analyze and examine the effectiveness of a sign language-based learning website oriented on neurofeedback in improving numeracy skills among deaf students. The research employed the ADDIE development model, involving six deaf students as participants. Data were collected through expert validation questionnaires, user feasibility tests, pretests, and posttests, with instruments including surveys and numeracy tests. Data analysis was conducted using the Wilcoxon Signed-Rank Test to determine differences between pretest and posttest scores. The results indicated a significant increase in posttest scores compared to pretest (Z = -2.214, p = 0.027), confirming the effectiveness of the media. The website was deemed feasible, engaging, and appropriate for deaf students as it integrated visual elements, interactivity, and neurocognitive principles. This learning media not only enhanced numeracy skills but also improved students’ learning focus. The study implies that neurofeedback-based websites can serve as an alternative model for inclusive technology-based learning, providing opportunities to develop adaptive media tailored to diverse learning needs.
Pemanfaatan Virtual Reality Sebagai Media Pembelajaran Informatika SMP Untuk Mendukung Motivasi dan Berpikir Kritis I Nyoman Haryantara; Ketut Agustini; I Gde Wawan Sudatha; I Kadek Suartama
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5662

Abstract

Virtual Reality (VR) is increasingly used in education to represent abstract, procedural, and dynamic concepts, yet evidence concerning its relevance to junior high school Informatics remains fragmented across subjects, learner levels, devices, research designs, and instruments. This study aimed to synthesize the potential contribution of VR to learning motivation and critical thinking, identify pedagogical and implementation factors, and map research gaps for Informatics learning. A Systematic Literature Review following PRISMA 2020 examined Google Scholar, ERIC, Scopus, and IEEE Xplore on 5–10 May 2026. Twenty-five peer-reviewed journal articles published in 2014–2025 met the criteria and were analyzed through thematic coding. Categories could overlap because one article addressed several themes. Sixteen articles examined motivation-related constructs, five directly addressed critical thinking, eight discussed related constructs such as problem solving, inquiry, metacognition, or computational thinking, fifteen emphasized pedagogical design, eleven reported implementation factors, and only three were directly related to computer science or computational thinking. The evidence indicates a tendency that VR may support motivation through presence, interactivity, challenge, feedback, and contextual visualization; however, outcomes varied according to population, duration, device, and measurement. Evidence for critical thinking was more limited and suggested potential facilitation only when VR was combined with meaningful problems, scaffolding, reflection, discussion, and appropriate assessment. Technical readiness, teacher competence, curriculum alignment, digital literacy, and cybersickness also influenced implementation. In conclusion, VR shows educational potential for junior high school Informatics, but current evidence is heterogeneous and mostly indirect. Further classroom-based, longitudinal studies using validated motivation and critical-thinking instruments are required in Indonesia.
Integration of Gamification and Adaptive Learning in Augmented Reality Applications to Improve Elementary School Students' Mathematical Problem-Solving Creativity Ita Fitriati; I Kadek Suartama; Muhammad Ghazali
Journal of Sustainable Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v1i1.22

Abstract

Background of study: Mathematics learning in elementary schools still faces challenges in developing students' problem-solving creativity due to the dominance of procedural approaches and the limitations of contextual and personalized media. The integration of innovative learning technologies such as Augmented Reality (AR), gamification, and adaptive learning has the potential to create visual, engaging, and individualized learning experiences that encourage the exploration of creative strategies and solutions in mathematical problem-solving.Aims and scope of paper: This study aims to analyze the effectiveness of integrating gamification and adaptive learning concepts in the implementation of AR applications on improving elementary school students' creativity in solving math problems. The scope of the study focused on teaching math material on spatial figures to sixth-grade students at SDN Inpres Pali.Methods: The study used a quasi-experimental method with a pretest–posttest control group design. The research subjects consisted of two groups, namely the experimental group that used an adaptive gamification-based AR application and the control group that followed conventional learning. The research instruments included a mathematical problem-solving creativity test, an initial ability test, and a learning motivation questionnaire.Result: The results showed that students who learned using AR applications integrated with gamification and adaptive learning experienced a significantly higher increase in mathematical problem-solving creativity compared to the control group.Conclusion: The integration of gamification and adaptive learning in AR applications was effective in increasing the mathematical problem-solving creativity of elementary school students and had the potential to become an innovative digital learning model in elementary education.
Co-Authors ., Gede Supartayasa ., Gede Yogi Karmawan ., Gst. Ayu Kt.Triana f ., Gus Nyoman Widhi Arsa Nugraha ., I Gede Cahyadi ., I Gusti Ayu Komang Nita Indah Pramita ., I Gusti Ngurah Teja Laksana ., I Kadek Agus Suryanata ., I Kadek Oka Mahendra Jaya Pg ., I Made Palguna Yasa ., I Putu Eka Sujaya ., I Wayan Aditya Pratama ., I Wayan Pradnya Setiawan ., Indriana Pratiwi ., Kadek Era Kariadnyani ., Kadek Masdana Mahardika ., Kadek Mawar ., Ketut Rita Supriani ., Komang Ani Pertiwi ., Komang Novi Artini ., M. Restu Fajar ., Made Dedy Sumardana ., Made Yogi Budi Astawa ., Ni Kade Yuni Ratnasari ., Ni Kadek Ani ., Ni Kadek Ayu Rita Agustina ., Ni Kadek Chandra Pratiwi ., Ni Luh Wika Sukmawati ., Ni Made Budiantini ., Ni Putu Ayu Suryaningsih ., Ni Putu Leoni Susiliastana Dewi ., Ni Wayan Rikawati ., Ni Wayan Suaryani Ade Ayu Sri Wulandari Adnyana, I Gusti Kadek Surya Adrianus I Wayan Ilia Yuda Sukmana Adrianus I Wayan Ilia Yuda Sukmana Adrianus I Wayan Ilia Yuda Sukmana Aisya Purnomo, Putri Eodytha Ajito, Timoteus Akmal Alexander Hamonangan Simamora Alexander Hamonangan Simamora Amelinda, Jovita Anak Agung Gde Yudistira . Anak Agung Gede Agung Anak Agung Gede Agung Anak Agung Gede Agung, Anak Agung Gede Angel Ardila Suci Q A Angga, Pande Made Weda Anggara, I Wayan Agus Dimas Anshori, Kurnia Kahfi Ariawan, Putu Agus Artha, I N. Widya Ayu, Kintan Ayusadewi, Ni Nyoman Bhujangga Ayu Putu Priyudahari . Bhujangga Ayu Putu Priyudahari ., Bhujangga Ayu Putu Priyudahari Bramasta, I Gede Bayu Citariani, Ni Maede Desak Putu Parmiti Desak Putu Rimang Narayani ., Desak Putu Rimang Narayani Dewa Ayu Prilya Astari Dewa Dewa Gede Agus Putra Prabawa Dewa Gede Agus Putra Prabawa Dewa Nyoman Sudana Dewi Arum Widhiyanti Metra Putri Dewi, Dewa Ayu Sintya Drs. I Nyoman Murda,M.Pd. . Drs. Ndara Tanggu Renda Drs. Ndara Tanggu Renda . Drs. Nyoman Wirya . Dziky Muhamad Nurcholif Edwin Edy Sujana Eges Triwahyuni Eka Junaidi Eka Safitri Elly Herliyani Fabianus Bosco Fahriansyah, Faisal Fakhridho SBP Susilo Fifi Fitriana Sari Fifi Lesley Florence Pogoh Fitriani, Herdiyana Gede Raga Gede Rasben Dantes Gede Supartayasa Gede Tamba Arya Wargaya . Gede Wira Bayu Gusti Putu Arya Arimbawa Hadi, Mohamad Irsan Hou Jing I DEWA AYU EKA PURBA DHARMA TARI I Dewa Kade Tastra I Gde Wawan Sudatha I Gde Wawan Sudatha I Gde Wawan Sudatha I Gde Wawan Sudatha I GdeWawan Sudatha I Gede Agus Setiawan . I Gede Bendesa Subawa I Gede Hendra Prastya . I Gede Hendra Prastya ., I Gede Hendra Prastya I Gede Okta Santikacahya I Gede Raga I Gede Wahyu Suwela Antara I Gusti Agung Ayu Wulandari I Gusti Agung Ayu Wulandari I Gusti Agung Ngurah Trisna Jayantika I Gusti Ayu Komang Nita Indah Pramita . I Gusti Ngurah Japa I Gusti Ngurah Putu Mei Wartama . I Gusti Ngurah Putu Mei Wartama ., I Gusti Ngurah Putu Mei Wartama I Gusti Putu Suharta I Kadek Nulus Cittalaksana . I Kadek Oka Mahendra Jaya Pg . I Kadek Suranata I Kadek Teguh Aditya Lorenso . I Kadek Teguh Aditya Lorenso ., I Kadek Teguh Aditya Lorenso I Ketut Bayu Agus Chandra Kamajaya . I Ketut Bayu Agus Chandra Kamajaya ., I Ketut Bayu Agus Chandra Kamajaya I Ketut Darjika Astu I Ketut Gading I Komang Arya Diantara I Komang Sudarma I Komang Sudarma I Komang Sudarma I Komang Wisnu Budi Wijaya I Made Aditya Dharma I Made Anindya Mardawa . I Made Anindya Mardawa ., I Made Anindya Mardawa I Made Citra Wibawa I Made Citra Wibawa I MADE DWI WIDNYANA, I MADE DWI I Made Gunawan Wahyu Adi Pranata I Made Indra Adhi Wikanta I Made Palguna Yasa . I Made Suarjana I Made Sukma Muniksu I Made Tegeh I N. Widya Artha I Nyoman Arya Tegeh Mahendra . I Nyoman Haryantara I Nyoman Jampel I Nyoman Laba Jayanta I Putu Aditya Widharma Satya Aditya I Putu Eka Sujaya . I Putu Suarmei Artana . I Putu Tresna Windhu Windhu I Wayan Aditya Pratama I Wayan Ardana I Wayan Santyasa I Wayan Santyasa I Wayan Sukra Warpala I Wayan Sukra Warpala Ida Bagus Komang Sudarma . Ida Bagus Putu Arnyana Ida Bagus Widiana . Ida Bagus Widiana ., Ida Bagus Widiana Ignatius I Wayan Suwatra Imamah, Fauzatul Indriana Pratiwi . Irwan Kurniawan . Ismail Nasar Ismail, Fawwaz Abid Naufal Ita Fitriati Kadek Ayu Mertasari . Kadek Helin Dwi Sartika Kadek Linda Purnama Sari . Kadek Masdana Mahardika . Kadek Yudik Ariawan Ketut Agustini Ketut Agustini Ketut Agustini Ketut Agustini Ketut Merta Yudi Ariana Ketut Pudjawan Ketut Susiani Khairil Hadi Komang Ardianti ., Komang Ardianti Komang Mega Wedayanti . Komang Windiyani Krisna Yana, Putu Sastra Kurniawan, I Ketut Septiyan Kusrianto, Wiwin Kusumakarang, I Made Alit Putra laxmi zahara Luh Ade Sri Lestari . Luh Putu Marliawati Luh Putu Putrini Mahadewi 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. Made Atmaka Wati . Made Dedy Sumardana . Made Hery Santosa Made Hery Santosa Made Hery Santoso Made Sumantri Mahadewi, Luh Putu Putrini Manik, I Gusti Ayu Manik Aprilia Astuti Manurung, Mega Novela Ulina Marcel Prastiko Arthana Martina, Kadek Melkior Wewe Mirayanti, Ni Made Moh. Farid Mohamad Irsan Hadi Mohammad Akhyar Maulana . Mohammad Munir Muhammad Ghazali Muhammad Hafiz Ni Kade Yuni Ratnasari Ni Kade Yuni Ratnasari . Ni Ketut Erawati Ni Ketut Ertamini Ni Ketut Martini Ni Ketut Suarni Ni Ketut Virna Jayanti Ni Luh Putu Bagiani 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 Putu Megawati . Ni Luh Putu Megawati ., Ni Luh Putu Megawati Ni Luh Putu Yanti Pratiwi ., Ni Luh Putu Yanti Pratiwi Ni Luh Sinter Ni Luh Sumesari Ni Made Agustini . Ni Made Ayu Liyoga Sari Ni Made Ayu Suryaningsih Ni Made Citra Dewi . Ni Made Daini Vitri Sinta Sari Ni Made Dainivitri Sinta Sari Ni Made Suarjani Ni Nyoman Ayu Trisnayani Ni Nyoman Parwati Ni Nyoman Serma Adi Ni Putu Ayu Suryaningsih . Ni Putu Cista Kusumawati Ni Putu Dian Angga Monika Putri Ni Putu Kusumawa Widiastuti Ni Putu Lingga Ayu Nadi Ni Wayan Desi Darmayanti . Ni Wayan Mei Ananda Putri . Ni Wayan Nataliani . Ni Wayan Rati Ni Wayan Rati Niya Selfiana Panggabean Nurcholif, Dziky Muhamad Nurdin, Syamsul Nurdin, Syamsul Nurhasanah, Enung Nyoman Ayu Aryani . Nyoman Dantes Nyoman Trisna Herawati Pahriah, Pahriah Pande Made Weda Angga Parta Sanjaya . Pasaribu, Grace Melly Pasaribu, Noni Linzilah Mona Pauline Tricia Andriani Philipus Be Naisau Pradita, Made Krisna Astu Pratama, I Wayan Aditya Prof. Dr. Anak Agung Gede Agung,M.Pd . Putri, Septya Novena Putri, Septya Novena Elwana Putu Agus Primandana Putu Eka Budi Utami . Putu Gilang Marya Putra . Putu Gilang Marya Putra ., Putu Gilang Marya Putra Putu Inten Cahaya Dewi . Putu Wika Susi Andriyani Ratna Mei Vidia Ratnasari, Ni Kade Yuni Romi Hartono Samosir, Erni Damayanti Br Santikacahya, I Gede Okta Silvia Grace Kartika Nyudak Sogen, Afrianto T.L Sri Wedani, Ni Ketut Suartama, I Wayan Agus Sudarma, Komang Sudatha, I Gede Wawan Sudhata, Gde Wawan Sugita Utami, Ida Ayu Nyoman Trisna Sumertini, Ni Kadek Supartayasa, Gede Susilo, Fakhridho SBP Susilo, Fakhridho SBP Suwardana, Ketut Adi Suwirtana Putra, I Gede Juli Syamsul Nurdin Taufik Samsuri Tirza, Juliana Tuange, Junita Sara V. B. Umami, Thessa Sahara Utama, Kadek Dwi Prawira Vidia, Ratna Mei Wadi, Hairil Walidain, Birrul Warpala, Wayan Sukra Wati, Cindy Aprillia Yunita Wawan Sudatha Yasmiati, Ni Luh Wayan Yenni mesilina Haloho Yuventus Monemnasi Zefania Bago Zefanya Sherafim Zhong Ziyan