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I Gusti Putu Suharta
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Kurikulum Ekonomi Yang Ideal Bagaimana Implementasinya Pada Siswa Dalam Menyiapkan Kompetensi Abad Ke 21 Majdi, Muhammad Zainul; Lasmawan, I Wayan; Suharta, I Gusti Putu
JPEK: Jurnal Pendidikan Ekonomi dan Kewirausahaan Vol 7 No 2 (2023): JPEK (Jurnal Pendidikan Ekonomi dan Kewirausahaan)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jpek.v7i2.18983

Abstract

This research aims to describe the ideal Economics Curriculum and how it is implemented for students in preparing 21st century competencies. This research method is to use library research which will be analyzed and concluded. Research data was obtained from recordings from books and journals. Data procurement steps include: a global perspective in implementing the ideal economics curriculum and 21st century competencies for students. The conclusion of this research is that an economics curriculum with a global perspective is a curriculum that also contains global insights, not just national or local. The curriculum must be able to bring students to think globally in the sense that students are able to express as much information as possible and this information can be used as a display that directs them to become productive citizens. The competencies needed in the 21st century include: 1) learning innovation skills, 2) information, median and technology skills, 3) life and career skills.
Implementasi Bahan Ajar Pencemaran Lingkungan Berbasis Problem Based Learning terhadap Pemahaman Konsep Siswa Uki, Nonci Melinda; Suharta, I Gusti Putu; Lasmawan, I Wayan
Bioscientist : Jurnal Ilmiah Biologi Vol. 12 No. 1 (2024): 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.v12i1.10688

Abstract

This research aims to test the increase in students' conceptual understanding after using Problem Based Learning (PBL)-based environmental pollution teaching materials. The research method used is experimental research with a one group pretest-posttest design. Data was collected through learning outcomes tests and analyzed using the N-Gain test. The research results showed that the average understanding of students' concepts before using PBL-based environmental pollution teaching materials was 55.65 in the pretest, and after using these teaching materials, the average understanding of students' concepts increased to 76.65 in the posttest. Thus, it can be concluded that there is an increase in students' conceptual understanding after using PBL-based environmental pollution teaching materials. This increase is proven through gain analysis which shows that the average increase in students' conceptual understanding after using these teaching materials is 0.86, which is included in the high criteria.
Analisis implemtasi kurikulum merdeka dalam capaian kompetensi pembelajaran PJOK melalui model CIPP (literature review) Dinata, Karno; Lasmawan, I Wayan; Suharta, I Gusti Putu
Jurnal Porkes Vol 6 No 2 (2023): PORKES
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/porkes.v6i2.19271

Abstract

The purpose of the study was to analyze the implementation of the independent curriculum in the achievement of PJOK learning competencies. This type of qualitative descriptive research through a literature study approach (literature review). Data collection techniques by collecting various sources of journals, articles and books through publish or perish applications and goggle scoler. From the data collected, it is then analyzed, studied to be interpreted and described in detail, then described in the scope of the discussion. The results of the analysis that the implementation of the independent curriculum in the learning outcomes of PJOK through the evaluation of the CIPP model from the context aspect includes determining policies, needs and objectives for increasing PJOK knowledge and skills to be fundamental to achieving competence, input aspects include the preparation of strategies, procedures, approaches in the main learning process in knowing the achievement of PJOK learning competencies, process aspects include planning, implementation and evaluation, product aspects refer to the results of learning outcomes in accordance with the minimum completion criteria. It is concluded that the formation of talent and interest in sports achievement as an evaluation of a system includes context evaluation, input evaluation, process evaluation and product evaluation.
CURRICULUM TRANSFORMATION TOWARDS FUTURE EDUCATION Edwin, Edwin; Widiana, I Wayan; Lasmawan, I Wayan; Suharta, I Gusti Putu
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 2 (2025): Volume 6 Number 2 (April 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i2.4907

Abstract

The transformation of education in the 21st century requires a curriculum that moves beyond content delivery and focuses on developing core competencies such as critical thinking, collaboration, creativity, and communication (4C). This study investigates strategies for integrating 4C skills into curriculum development using a library research approach. The data were obtained from peer-reviewed scientific articles published between 2021 and 2025 and analyzed thematically. The results show that critical thinking can be fostered through blended learning, inquiry-based learning, critical reflection, academic debate, and clinical simulation. Collaboration develops through interprofessional education, interdisciplinary projects, community partnerships, and the use of digital technology. Creativity is supported by STEAM approaches, project-based learning, augmented reality, artificial intelligence, and maker education. Communication is enhanced through simulation training, narrative-based learning, mentoring, and digital media. These findings emphasize the need for systemic and flexible curriculum reform, supported by educator training and technological integration. A future-ready curriculum must act as a transformative space that prepares learners to think critically, act creatively, collaborate effectively, and communicate meaningfully in a complex and interconnected global environment.
EDUCATIONAL PSYCHOLOGY CURRICULUM TO IMPROVE STUDENTS' MENTAL WELL-BEING IN SCHOOLS Tari, I Dewa Ayu Eka Purba Dharma; Suharta, I Gusti Putu; Widiana, I Wayan; Lasmawan, I Wayan
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 2 (2025): Volume 6 Number 2 (April 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i2.5032

Abstract

Increased awareness of the importance of mental well-being as a crucial factor in students' academic and personal development demonstrates the need to integrate psychology education into the school curriculum. This study aims to examine the effectiveness of the educational psychology curriculum designed to improve students' mental well-being. Using a systematic review approach using the PRISMA method, this study synthesizes the existing literature on the impact of psychology education in schools. The findings of the study show that the integration of mental health literacy, stress management techniques, and social-emotional learning (SEL) in the school curriculum significantly improves students' emotional resilience, reduces academic stress, and builds positive interpersonal relationships. The curriculum also plays an important role in the early identification of mental health problems and offers effective preventive measures. The novelty of this study lies in its comprehensive approach, which includes trauma-based treatment, mindfulness techniques, and a collaborative model involving teachers, mental health professionals, and families. This research emphasizes the importance of ongoing professional training for educators as well as interdisciplinary collaboration to ensure the effective implementation of mental health support in educational settings. The study advocates the integration of these practices into the standard curriculum to support students' mental well-being and academic success in the long term.
The Development of E-Learning Using Multimedia-Based GIS E-Modules Supuwiningsih, Ni Nyoman; Parwati, Ni Nyoman; Suharta, I Gusti Putu; Tegeh, I Made
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 5 No. 2 (2023): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v5i2.3769

Abstract

The aim of this research is to develop an interactive, interesting, effective, and fun multimedia-based e-module for the Geographic Information Systems (GIS) course, which can be accessed online so that it can improve student learning outcomes in e-learning via Moodle LMS. The research method employed is the Research and Development (R&D) method. The research method used is the research and development method, which has been modified by Sukmadinata and consists of a preliminary study stage, a model development stage, and a model test stage. The data used in this research is primary data, a population of teaching lecturers who are experts in teaching Geographic Information Systems courses as an e-module trial. The second primary data is the respondent population of ITB STIKOM Bali students who took the Geographic Information Systems course. The sample used in this study was a simple random sample of students registered to take these courses. The data collection technique used in this research used a Likert scale questionnaire instrument for e-module testing. The questionnaire analysis technique uses the feasibility percentage formula. To determine the effectiveness of the e-module, give a test to a sample of students before and after using the e-module by using the N-gain formula in data analysis. The research findings indicate that the e-module is suitable for use as a learning resource, as it received a positive evaluation from the lecturers who used it, with an average score of 48.5 or 88.2% in the "excellent" category based on Likert scale responses in the questionnaire. Additionally, the e-module is effective for student learning, as evidenced by the N-Gain score of 0.74, with a value greater than 0.7, indicating a high level of effectiveness.
Kompetensi Abad 21 Sebagai Bekal Menghadapi Tantangan Masa Depan Asri, Indra Himayatul; Lasmawan, I Wayan; Suharta, I Gusti Putu
Kappa Journal Vol 7 No 1 (2023): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v7i1.12999

Abstract

Indeed, the world of education and learning develops with the changing times. Life in the 21st century demands various skills that must be mastered by a person, so it is hoped that education can prepare students to master these various skills in order to become successful individuals in life. In the 21st century, learning is not only cognitive-centered and students only memorize but in the era of the industrial revolution 4.0 students are required to be able to compete with other countries through creative thinking skills, critical thinking and problem solving (critical thinking and problem solving). problem solving), communicate (communication), and collaborate (collaboration) or commonly referred to as 4C. competencies that must be possessed by students must of course be able to adapt to the development of the 21st century so that with these competencies they will be able to answer all challenges in the future. Important skills in the 21st century are still relevant to the four pillars of life which include learning to know, learning to do, learning to be and learning to live together. Each of these four principles contains specific skills that need to be empowered in learning activities, such as critical thinking skills, problem solving, metacognition, communication skills, collaboration, innovation and creation, information literacy, and various other skills.
Efek STEM Dalam Pembelajaran Sains Terhadap Keterampilan Abad 21: Meta Analisis Novianti, Baiq Aryani; Lasmawan, I Wayan; Suharta, I Gusti Putu
Kappa Journal Vol 7 No 2 (2023): Agustus
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v7i2.18630

Abstract

21st-century skills are one of the skills that students must master. Curriculum 2013 which trains and develops 21st-century skills can be implemented by applying STEM in science learning. The method of this study is to analyze journal articles obtained through online journals. This study analyzed 20 journals published from 2016 to 2022 and calculated the effect size which included 16 national journals and 4 international journals. The results of the data analysis show that at the elementary, junior high, and senior high school levels, the impact of STEM on science learning at all levels of education is relatively high. The implementation of STEM in Science Learning has an impact on 21st-century skills such as critical thinking, creative thinking, communication, and collaboration
Meta-Analysis: The Effectiveness of the Realistic Problem-Based Learning Model on Elementary Students’ Critical Thinking and Mathematical Problem-Solving Skills Hadi, Ibnu; Sariyasa, Sariyasa; Suharta, I Gusti Putu
International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i3.7935

Abstract

Although realistic and context-based approaches to mathematics instruction have garnered increasing attention, empirical syntheses evaluating the overall effectiveness of the Realistic Problem-Based Learning Model (PBMR) in elementary education remain scarce. This study conducts a quantitative meta-analysis to assess the impact of PBMR on students’ critical thinking and mathematical problem-solving abilities. Guided by the PRISMA framework, a systematic review and random-effects meta-analytic model were applied to 18 eligible studies involving a total of 1,234 elementary students across various regions in Indonesia. Data were extracted using a structured coding protocol and analyzed through effect size computation (Hedges’ g), heterogeneity testing, and publication bias assessment. The results reveal that PBMR has a significant and substantial effect on critical thinking (g = 0.74) and mathematical problem-solving skills (g = 0.68), consistently outperforming conventional teaching methods. These findings support the theoretical foundation of constructivist pedagogy and Realistic Mathematics Education (RME), affirming the role of contextualized learning in facilitating both horizontal and vertical mathematization and in enhancing higher-order cognitive functions. Practically, the study positions PBMR as a pedagogical model that aligns with Indonesia’s Merdeka Curriculum and other competency-based educational reforms. It concludes that the integration of authentic, context-rich problem scenarios fosters meaningful mathematical understanding and metacognitive development. The study recommends the incorporation of extended PBMR learning cycles into instructional design and curriculum planning. Future research directions include conducting larger-scale randomized controlled trials, employing standardized assessment tools, and exploring the implementation of PBMR in digital and hybrid learning settings.
Optimization Student Learning Outcomes Through Hyflex Learning Based On Student Engagement Parwati, Ni Nyoman; Suharta, I Gusti Putu; Sudatha, I Gde Wawan; Prameswara, Putu Buddhi; Halili, Siti Hajar
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4134

Abstract

Student engagement is an important factor in determining learning outcomes, but in online learning in particular, many obstacles are still faced. On the other hand, studies on the implementation of effective online learning are still limited. This study aims to: 1) produce an empirical mapping of the implementation of online learning based on student engagement and its impact on their learning outcomes, 2) describe the characteristics of HyFlex learning based on student engagement and 3) describe respondents' opinions about student engagement in HyFlex learning. The research instruments used were observation sheets, document recording sheets, questionnaires and interview guides. Data were analyzed using a meta-analysis method by calculating the effect size of selected articles, complemented by qualitative descriptive analysis. The results of the study are: 1) student engagement is significantly positively correlated with student learning outcomes, indicating a strong influence in the high category. 2) identification of valid HyFlex learning characteristics based on student engagement to optimize their learning outcomes, and 3) respondents' opinions about student engagement in HyFlex learning are very positive, with an average of 73% good responses in both synchronous and asynchronous modes. Future researchers can further develop and apply the HyFlex Model in different environments.
Co-Authors - Sariyasa, - ., DIAH SAVITRI ., DR. I WAYAN SADRA, M.Ed. ., I KADEK YOGI MAYUDANA ., I Made Arya Gunawan ., I MADE BUDIADNYANA ., I MADE KARIADI ., I MADE SUDIRMAN ., I NENGAH AGUS SURYANATHA ., I PUTU EDITIA MIUSENA ., IKA DESI BUDIARTI ., LUH PUTU RISA PRABANDARI ., MADE WIDYA SURYAPRANI ., Ni Luh Made Dwijayanti ., NI PUTU DESSY MAYUNI APSARI ., Ni Putu Novia Krisna Dewi ., NI PUTU WIRUSMINI ., Ni Wayan Adikana Wiandari Yadnya ., NI WAYAN AYU WULANSARI ., NI WAYAN SRI WIDHYANTARI ., NI WAYAN YULI ASTUTI ., PUTU KARUNIA DEWI ., Putu Sinta Ari Utami ., WIRA ARIESETIANINGSIH Amalia Puspayanti Anis Azizah Anto, Ruli Anzelina, Dewi Ari, Ida Ayu Nyoman Maye Denia Arya Melyana Setiawati, Luh Putu Astawa, Wayan Puja Asthadi Mahendra Bhandesa, Asthadi Mahendra Baidowi Baidowi Baiq Aryani Novianti Chatarina Umbul Wahyuni Clavinova, Sendy Larinsa Dewi, Ni Nyoman Triska Novita Dharma Tari, I Dewa Ayu Eka Purba Dr. I Made Sugiarta, M.Si. . Drs.Djoko Waluyo,M.Sc . Durasa, Helfra Edwin Edwin Elly Herliyani Gede Rasben Dantes Gede Suweken Gunada, I Wayan Agus Gusti Ayu Mahayukti HALILI, SITI HAJAR Husin, Vivi E. R I Dewa Gede Purwa Diastra . I Dewa Gede Purwa Diastra ., I Dewa Gede Purwa Diastra I Gst Putu Sudiarta I Gusti Ayu Purnamayanti I Gusti Putu Sudiarta I Kadek Suartama I KETUT SUTAMA . I Komang Adi Agus Juana Putra I Komang Adi Indra Pramana . I Made Adi Wira Nata Putra I Made Ardana I Made Ardana I Made Arya Gunawan . I Made Dharma Atmaja I Made Satria Wiguna I Made Suarsana I Made Suarsana I Made Tegeh I Made Widiatmika I MADE YOGA WICAKSANA . I NENGAH AGUS SURYANATHA . I Nyoman Gita I Putu Darma Putra . I PUTU EKA IRAWAN I Putu Eka Irawan I PUTU EKA WAHYU JULIASTA I PUTU PASEK SURYAWAN I Putu Wisna Ariawan I Wayan Ari Sadewa I Wayan Edy Ari Suandana I Wayan Kertih I Wayan Lasmawan I Wayan Puja Astawa I Wayan Putra Yasa I Wayan Sumandya I Wayan Widiana Ibnu Hadi Ida Ayu Gede Sri Wahyuni Imanuel A. W. Chrismastianto Indra Himayatul Asri Juliawati, N. K K. DEADY IRMAWAN . Karno Dinata, Karno Ketut Agustini Kusrianto, Wiwin Lasmanawan, I Wayan Lasmawan, Ni Wayan laxmi zahara Ledyari Noviyanti, Putu Lestari, Putu Linda Lianda Dewi Sartika Luh Nyoman Indah Yessy Wulandari Luh Putu Arya Melyana Setiawati M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Andi Laksana . Made Manik Widayani Made Widya Suryaprani Mahayani, Luh Riska Marjawati, Ni Putu Rina Muhammad Turmuzi Muhammad Zainul Majdi N. K Juliawati Ni Luh Made Dwijayanti . Ni Made Sri Mertasari Ni Nengah Mardiani . Ni Nengah Mardiani ., Ni Nengah Mardiani Ni Nyoman Parwati Ni Putu Darmayanti Ni Putu Juliantari Ni Putu Novia Krisna Dewi . Ni Putu Rina Marjawati Ni Putu Yuniarika Parwati Ni Wayan Adikana Wiandari Yadnya . Ni wayan Andhika Prastyani NI WAYAN DIAN PERMANA DEWI . NLM Dwijayanti, NLM Nurhasanah, Enung Partayasa, Wayan Patiung, Amos Pramartha, I Nyoman Bagus Prameswara, Putu Buddhi Prastyani, Ni wayan Andhika Pratiwi, Kadek Ayu Mutiara Prof. Dr.I Nengah Suparta,M.Si . Putra, I Komang Adi Agus Juana Putu Gede Widhy Adnyana Putu Sinta Ari Utami . Putu Yulia Paramita Rangu, Martinus Darto Rani Darmayanti Ratih Ayu Apsari Ratih Ayu Apsari Ratih Ayu Apsari Sari, Ni Kadek Ayu Indah Sariyasa . Setiawan, Kadek Aldi Sinta Javani Suandana, I Wayan Edy Ari Sukewen, Gede Supratman, Mohamad Supuwiningsih, Ni Nyoman Surya Adi Putra, I Putu Suryaprani, Made Widya Tabita Wahyu Triutami Trisnadewi, Ni Putu Putri Uki, Nonci Melinda Wayan Partayasa Wayan Puja Astawa Wicaksana, I Made Yoga Widiatmika, I Made Wijaksono, Cahyo Febri Yulia Paramita, Putu