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I Gusti Putu Suharta

Universitas Pendidikan Ganesha

Author-ID : 214659

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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

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.

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

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

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

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

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.

Eksplorasi Berpikir Kreatif Matematis; Pola Dan Proses Supratman, Mohamad; Ardana, I Made; Suharta, I Gusti Putu; Puja Astawa, I Wayan
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15626

Pengembangan kemampuan berpikir kreatif matematis sangat penting untuk meningkatkan kemampuan berpikir tingkat tinggi siswa. Penelitian ini bertujuan untuk mengeksplorasi pola dan proses berpikir kreatif matematis melalui Tinjauan Sistematis Literatur (Systematic Literature Review/SLR). Metode SLR digunakan untuk mengidentifikasi, mengevaluasi, dan menginterpretasi penelitian-penelitian relevan yang diterbitkan antara tahun 2015 hingga 2024, dengan fokus pada kemampuan berpikir kreatif matematis. Tinjauan ini mencakup studi-studi empiris, kajian teoretis, dan meta-analisis, sementara artikel non-empiris, laporan konferensi, editorial, dan ulasan buku dikecualikan berdasarkan kriteria inklusi dan eksklusi yang telah ditentukan. Sebanyak 20 artikel dipilih untuk dianalisis secara mendalam. Hasil analisis menunjukkan bahwa indikator yang paling umum digunakan untuk mengukur kemampuan berpikir kreatif matematis meliputi kelancaran (fluency), keluwesan (flexibility), keunikan (originality), dan penguraian atau elaborasi (elaboration). Selain itu, penggunaan soal pemecahan masalah yang tidak rutin dan terbuka serta model pembelajaran berbasis masalah (problem-based learning) terbukti efektif dalam meningkatkan kemampuan berpikir kreatif matematis siswa. Tinjauan ini juga menyoroti pentingnya mempertimbangkan gaya belajar dan karakteristik kognitif siswa yang beragam untuk mengembangkan strategi pembelajaran yang lebih terarah dan efektif. Berdasarkan temuan tersebut, beberapa peluang tindak lanjut yang disarankan meliputi: 1) Mengembangkan instrumen pengukuran yang lebih valid dan reliabel untuk kemampuan berpikir kreatif matematis. 2) Menguji berbagai jenis soal matematika yang tidak rutin dan terbuka. 3) Merancang modul pembelajaran yang terstruktur berbasis pendekatan problem-based learning. 4) Membuat alat diagnostik untuk menilai preferensi belajar dan profil kognitif siswa. Dengan menerapkan strategi-strategi ini, kemampuan berpikir kreatif matematis siswa dapat ditingkatkan secara signifikan, yang pada akhirnya berkontribusi positif terhadap peningkatan kualitas pendidikan matematika.

The Think–Pair–Share Cooperative Learning Model in Enhancing Self-Efficacy and Mathematics Learning Outcomes of Fifth-Grade Elementary Students: A Systematic Literature Review Trisnadewi, Ni Putu Putri; 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.v3i3.8209

Although cooperative learning strategies have received increasing attention in prior research, studies specifically examining how the Think–Pair–Share (TPS) model simultaneously improves both self-efficacy and mathematics learning outcomes among Grade 5 elementary students remain limited. This study aims to systematically analyze the effectiveness of TPS in enhancing students’ confidence and academic performance in mathematics. A qualitative descriptive approach was employed using a systematic literature review design, involving ten empirical studies selected through purposive sampling based on relevance, methodological rigor, and publication quality. Data were collected through structured extraction of research findings from previous studies and analyzed using thematic synthesis to identify consistent patterns, underlying mechanisms, and moderating factors. The findings indicate that TPS leads to substantial improvements in students’ self-efficacy, characterized by increased confidence, reduced anxiety, and greater willingness to engage in problem-solving, alongside significant gains in mathematics achievement across topics such as geometry, number operations, and problem-solving tasks. These results contribute to the theoretical development of social constructivism and self-efficacy theory by demonstrating how structured peer interaction can strengthen both cognitive and affective learning outcomes. The study concludes that TPS plays a crucial role in supporting effective mathematics learning in elementary classrooms and recommends that teachers integrate TPS consistently with appropriate scaffolding and instructional media. The implications of this research include theoretical contributions to the cooperative learning literature and practical recommendations for schools and policymakers seeking to improve mathematics performance, while highlighting opportunities for future research on the long-term impacts of TPS, its adaptation for diverse learner profiles, and its implementation in digital or hybrid learning environments.

Evaluasi Program Pendidikan Antikorupsi yang Terintegrasi dalam Kurikulum Pendidikan Tinggi: Pendekatan CIPP dan Analisis SWOT: Evaluation of Anti-Corruption Education Program Integrated in Higher Education Curriculum: CIPP Approach and SWOT Analysis. Asthadi Mahendra Bhandesa; I Wayan Lasmawan; I Gusti Putu Suharta; I Wayan Widiana
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 02 (2025): Research Articles, August 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i02.5980

Anti-corruption education is a learning process and behavioral formation aimed at preventing corruption by developing anti-corruption behavior. The purpose of this study is to evaluate anti-corruption education integrated into the higher education curriculum at the Bali Institute of Technology and Health (ITEKES) through the CIPP approach and SWOT analysis. This research is a qualitative descriptive evaluative study that focuses on the policy analysis of the anti-corruption education program at the Bali Institute of Technology and Health. The research subjects included lecturers and students who had taken the anti-corruption education course. Data were collected through interviews and curriculum documentation studies.Furthermore, the data were evaluated using the CIPP (Context, Input, Process, Product) model and analyzed strategically using the SWOT method to identify strengths, weaknesses, opportunities, and threats related to the implementation of the policy. The CIPP approach analysis found that anti-corruption education was in accordance with Permenristekdikti No. 33 of 2019, with the support of expertise and facilities. Its implementation was through classroom learning processes and external activities, supported by socialization and leadership policies. There was an increase in anti-corruption knowledge, attitudes, and skills of the academic community. The SWOT analysis identified strengths such as the legal basis and leadership support, weaknesses in consistency and monitoring, opportunities from certified human resources and external networks, and threats from high levels of corruption and bureaucratic resistance, emphasizing the importance of commitment and consistency for the program's success. Anti-corruption education has been implemented in accordance with regulations, utilizing existing resources and infrastructure to improve anti-corruption knowledge, attitudes, and skills among the academic community through academic and non-academic activities. However, the program's success depends heavily on consistency, monitoring, and commitment from all parties, particularly in addressing corruption and internal resistance.

Trends in E-Learning Usage in Vocational High Schools (SMK) I Made Mudarta; Ketut Agustini; I Gde Wawan Sudhata; I Gusti Putu Suharta
Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) Vol 9 No 4 (2025): OCTOBER-DECEMBER 2025
Publisher : Lembaga Otonom Lembaga Informasi dan Riset Indonesia (KITA INFO dan RISET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35870/jtik.v9i4.4228

Data innovation is currently progressing very rapidly in the field of education. As a result, Vocational High Schools (SMK) utilize e-learning and also information technology in carrying out teaching and learning activities. For this reason, a Systemic Literature Review (SLR) was conducted which examines what and how e-learning is researched. This research uses PRISMA (Preferred Reporting Items for Systemic and Meta-Analysis) guidelines, by searching for scopus indexed articles in the 2019-2023 range involving a total of 193 articles. After the screening process, 20 articles were obtained which were then analyzed in accordance with the Research Question (RQ) that had been formulated. The objectives of this examination are (1) To assess and describe the effect of e-learning implementation through Edmodo Stage (2) To determine the factors that influence the continuity of e-learning at work on students' understanding and learning achievement in the Edmodo field. These results have limitations in terms of the scope of data sources and the depth of study on the material discussed. So this research provides opportunities for further researchers both in development design and SLR.

Urgensi Kurikulum Berbasis Wellness: Menjawab Tantangan Kesehatan Mental Peserta Didik dalam Pembelajaran Matematika Yunita, Putu Ayu Rahma; Suharta, I Gusti Putu; Mertasari, Ni Made Sri; Suarsana, I Made
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 1 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i1.4845

Pembelajaran matematika memiliki tuntutan kognitif dan emosional yang tinggi sehingga berpotensi menimbulkan stres akademik dan kecemasan belajar pada peserta didik. Kurikulum yang selama ini berorientasi pada pencapaian kognitif dinilai belum sepenuhnya mengakomodasi aspek kesejahteraan mental peserta didik. Penelitian ini bertujuan untuk menganalisis urgensi pengembangan kurikulum berbasis wellness sebagai strategi dalam menjawab tantangan kesehatan mental peserta didik dalam pembelajaran matematika. Metode penelitian yang digunakan adalah tinjauan literatur sistematis berbasis model Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). Penelusuran literatur dilakukan melalui basis data Google Scholar terhadap artikel yang diterbitkan pada rentang tahun 2020–2025 dengan fokus pada kesehatan mental peserta didik, pendekatan wellness dalam pendidikan, dan kurikulum berbasis wellness, dan peran sekolah dalam pencegahan masalah mental. Proses seleksi menghasilkan 8 artikel yang terdiri atas 6 artikel terindeks SINTA dan 2 artikel terindeks Scopus. Hasil sintesis literatur menunjukkan bahwa integrasi pendekatan wellness dalam kurikulum matematika secara konsisten dinyatakan berkontribusi terhadap peningkatan regulasi emosi, motivasi belajar, efikasi diri, dan keterlibatan peserta didik, serta berpotensi menurunkan tingkat kecemasan matematika tanpa mengurangi substansi akademik. Namun demikian, implementasi kurikulum berbasis wellness masih menghadapi kendala berupa keterbatasan literasi kesehatan mental guru dan belum tersedianya panduan kurikulum yang sistematis. Penelitian ini menyimpulkan bahwa pengembangan kurikulum matematika berbasis wellness merupakan kebutuhan mendesak untuk mewujudkan pembelajaran yang efektif, humanis, dan berkelanjutan.

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 Ari, Ida Ayu Nyoman Maye Denia Arya Melyana Setiawati, Luh Putu Astawa, Wayan Puja Asthadi Mahendra Bhandesa, Asthadi Mahendra Baidowi Baidowi Baiq Aryani Novianti Cahyo Febri Wijaksono Chatarina Umbul Wahyuni Clavinova, Sendy Larinsa Dewi Anzelina 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 Habibi, Baiq Azmi Sukroyanti, Lovy Herayanti, Wirawan Putrayadi, dan Bq. Rina Amalia Safitri HALILI, SITI HAJAR Husin, Vivi E. R I Dewa Ayu Eka Purba Dharma Tari I Dewa Gede Purwa Diastra . I Dewa Gede Purwa Diastra ., I Dewa Gede Purwa Diastra I Gde Wawan Sudhata I Gst Putu Sudiarta I Gusti Ayu Purnamayanti I Gusti Nyoman Yudi Hartawan 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 Mudarta 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 Bagus Pramartha 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 Lasnawan 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 Luh Wayan Yasmiati Ni Made Sri Mertasari Ni Nengah Mardiani . Ni Nengah Mardiani ., Ni Nengah Mardiani Ni Nyoman Parwati Ni Nyoman Triska Novita Dewi 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 Nugraha, I Gusti Ngurah Gede Bayu Prajna Nurhasanah, Enung Partayasa, Wayan Patiung, Amos Prameswara, Putu Buddhi Prastyani, Ni wayan Andhika Pratiwi, Kadek Ayu Mutiara Prof. Dr.I Nengah Suparta,M.Si . Putra, I Komang Adi Agus Juana Putri, Putu Eka Widyantini 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 Sang Putu Biomantara 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 Yunita, Putu Ayu Rahma Yusak Bien

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