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Kurikulum Merdeka dari Berbagai Perspektif Filsafat Pendidikan dan Filosofi Ki Hajar Dewantara Nissa, Ita Chairun; Suastra, I Wayan
Empiricism Journal Vol. 4 No. 2: December 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v4i2.1652

Abstract

Sejak diluncurkan, Kurikulum Merdeka banyak menuai pro dan kontra di kalangan pendidik. Hal ini terjadi karena pendidik belum benar-benar memahami filosofi yang melandasi Kurikulum Merdeka. Para pendidik memandang bahwa hadirnya kurikulum baru akan menambah beban tugas keprofesian. Penelitian ini merupakan studi kepustakaan yang dilakukan dengan protokol PRISMA. Sebanyak 19 studi dikaji untuk menemukan relevansi Kurikulum Merdeka dengan berbagai perspektif filsafat Pendidikan dan filosofi Ki Hajar Dewantara. Hasilnya menunjukkan bahwa konsep Pendidikan dalam Kurikulum Merdeka merupakan manifestasi dari filsafat progresivisme, filsafat konstruktivisme, filsafat humanism, filsafat esensialisme, filsafat idealisme dan filsafat Pancasila. Demikian juga filosofi Ki Hajar Dewantara sangat banyak melandasi Kurikulum Merdeka melalui semboyan Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa dan Tut Wuri Handayani. Studi ini diharapkan dapat memberikan dasar pemahaman tentang Kurikulum Merdeka yang membangun Pendidikan ke arah kemajuan dengan karakteristik Pancasila sebagai jati diri bangsa. Independent Curriculum from Various Perspectives of Educational Philosophy and the Philosophy of Ki Hajar Dewantara Abstract Since its launch, the Independent Curriculum has attracted many pros and cons among educators. This happens because educators do not really understand the philosophy that underlies the Independent Curriculum. Educators view that the presence of a new curriculum will increase the burden of professional duties. This research is a literature study conducted using the PRISMA protocol. A total of 19 studies were examined to find the relevance of the Independent Curriculum to various educational philosophical perspectives and the philosophy of Ki Hajar Dewantara. The results show that the concept of education in the Independent Curriculum is a manifestation of the philosophy of progressivism, the philosophy of constructivism, the philosophy of humanism, the philosophy of essentialism, the philosophy of idealism and the philosophy of Pancasila. Likewise, Ki Hajar Dewantara's philosophy is very much the basis of the Independent Curriculum through the mottos of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa and Tut Wuri Handayani. This study is expected to provide a basis for understanding the Independent Curriculum which builds education towards progress with the characteristics of Pancasila as national identity.
Analisis Kritis Karakter Profil Pelajar Pancasila Ditinjau dari Perspektif Filsafat Pendidikan Masjudin, Masjudin; Suastra, I Wayan
Empiricism Journal Vol. 4 No. 2: December 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v4i2.1664

Abstract

Pancasila adalah dasar dan ideologi bangsa Indonesia yang mempunyai fungsi dalam kehidupan bangsa dan negara Indonesia. Di Indonesia, karakter yang dibelajarkan pada peserta didik mengacu pada nilai nilai Pancasila yang dituangkan dalam Profil Pelajar Pancasila. Filsafat pendidikan adalah pemikiran yang mendalam tentang pendidikan berdasarkan filsafat. Apabila di hubungkan profil pelajar pancasila dengan filsafat pendidikan maka hal ini dapat mengembangkan pengetahuan. Penelitian ini bertujuan untuk menelaah literatur yang membahas karakter profil pelajar pancasila, dan mendeskripsikan pandangan-pandangan filsafat pendidikan terhadap karaktek profil pelajar pancasila karakter pelajar. Peninjauaan ini dilakukan dengan menggunakan aliran filsafat Pendidikan parenialisme dan esensialisme. Metode yang digunakan adalah studi literatur dengan cara pengumpulan Informasi yang didapatkan dari berbagai buku, jurnal dan literatur lainnya. Dari informasi yang didapatkan bahwa Keterkaitan antara filsafat pendidikan dan karakteristik profil pelajar Pancasila menyoroti bahwa berbagai aliran filsafat pendidikan dapat memberikan pandangan yang berbeda-beda dalam memberikan pandangan terhadap masing masing dari ke enam karakter profil pelajar pancasila. Namun demikian, Integrasi elemen-elemen dari berbagai aliran tersebut dapat memberikan pendekatan pendidikan yang seimbang dan holistik, membantu menciptakan generasi muda yang beriman, bertakwa, berakhlak mulia, gotong royong, kreatif, nalar kritis, kebinekaan global, dan mandiri sesuai dengan cita-cita bangsa. Critical Analysis of the Character of Pancasila Profile Viewed from the Perspective of Educational Philosophy Abstract Pancasila is the foundation and ideology of the Indonesian nation, serving a crucial role in the life of the Indonesian people and the state. In Indonesia, the principles taught to learners are based on the values of Pancasila as outlined in the Pancasila Student Profile. Educational philosophy involves profound reflections on education based on philosophical principles. When we connect the Pancasila Student Profile with educational philosophy, it can contribute to knowledge development. The aim of this research is to examine literature discussing the characteristics of the Pancasila Student Profile and to describe the views of educational philosophy on the characteristics of student profiles. This investigation is conducted using the philosophical streams of Parentalism and Essentialism in education. The method employed is a literature review, collecting information from various books, journals, and other literature sources. From the gathered information, it is evident that the connection between educational philosophy and the characteristics of the Pancasila Student Profile highlights that various educational philosophies can offer different perspectives on each of the six characteristics of the Pancasila Student Profile. Nevertheless, integrating elements from various philosophies can provide a balanced and holistic educational approach, aiding in the creation of a younger generation that is faithful, pious, morally upright, collaborative, creative, critically thinking, globally tolerant, and independent, in line with the aspirations of the nation.
Internalisasi Pendidikan Karakter dalam Mewujudkan Profil Pelajar Pancasila Patiung, Amos; Suastra, I Wayan; Atmaja, Ananta Wikrama Tungga
Empiricism Journal Vol. 4 No. 2: December 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v4i2.1666

Abstract

Profil Pelajar Pancasila yaitu pendidikan karakter yang mulai terkikis oleh waktu dan semakin dilupakan. Di dalam pendidikan karakter ini terwujudlah pelajar Pancasila yang menjadi profil bangsa indonesia di ranah nasional maupun internasional. Profil pelajar pancasila memiliki 6 aspek penting yang harus tertanam kepada peserta didik diantaranya yaitu berakhlak mulia, berkhibinekaan global, mandiri, gotong royong, bernalar kritis, serta kreatif. Guru menjadi pemeran penting dalam menginternalisasikan profil Pelajar Pancasila kepada peserta didik terutama untuk tingkat sekolah dasar sebagai tahapan awal pembentukan pengetahuan dan sikap serta karakter peserta didik. Penulisan artikel ini menggunakan studi kepustakaan. Kemudian teknik yang digunakan yaitu pengumpulan data melalui beberapa sumber seperti jurnal, artikel, skripsi, tesis, dan informasi lainnya yang relevan dengan artikel ini. Tahapan studi kepustakaan artikel ini yaitu memilih data, menyederhanakan data yang diperoleh, penjabaran data, dan penarikan kesimpulan data-data yang diteliti. Penelitian ini bertujuan untuk mengetahui bagaimana internalisasi internalisasi pendidikan karakter dalam mewujudkan profil pelajar pancasila. Internalization of Character Education in Realizing The Pancasila Student Profile Abstract The pancasila student profile is character education which is starting to be eroded by time and increasingly forgotten. In this character education, pancasila students are realized who become the profile of the indonesian nation in the national be embedded in students, including having noble character, global diversity, independence, mutual coorperation, critical reasoning and creativity. Teachers play an important role in internalizing the pancasila student profile to students, especially at the elementary school level, as an initial stage in forming students knowledge, attitudes and character. This article was written using literature study. Then the technique used is data collection through several sources such as journals, articles, heses, and othr information relevant to this article. The stages of this article’s literature study are selecting data, simplifying the data obtained, elaboratingthe data, and drawing conclusions from the data studied. This research aims to find out how to internalize character education in realizing the pancasila student profile.
Sisi Lain Kurikulum Merdeka di Balik Trilogi Filosofi Ki Hajar Dewantara Hajiriah, Titi Laily; Suastra, I Wayan; Atmaja, Ananta Wikrama Tungga
Empiricism Journal Vol. 4 No. 2: December 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v4i2.1667

Abstract

Penelitian ini bertujuan untuk memperoleh pemahaman yang lebih baik tentang topik yang sedang diteliti, memvalidasi klaim atau hipotesis yang ada, mengidentifikasi kesenjangan pengetahuan, mengumpulkan data pendukung, dan menyelidiki penelitian sebelumnya yang relevan dengan topik yang sedang dipelajari. Sisi lain kurikulum merdeka yang merupakan peruwujan Pendidikan Merdeka KI Hajar Dewanatara dan dipandang secara ekplisit oleh aliran-aliran filsafat.  Penelitian ini menerapkan pendekatan kualitatif dengan jenis penelitian (library research). Library research adalah penelitian yang langsung menyelidiki teks atau manuskrip. Teknik pengumpulan datanya adalah dengan mencari jurnal, wanacara terstruktur dan mengutip perntayataab dalam bentuk video di lini massa yang relevan dengan judul penelitian. Teknik analisis data yang digunakan menekankan pentingnya menganalisis data secara sistematis dan menggabungkan teori dengan temuan empiris. Pendekatan ini memungkinkan peneliti untuk mendapatkan pemahaman yang mendalam tentang fenomena yang diteliti dan menghasilkan temuan yang dapat digunakan untuk pengembangan teori lebih lanjut. Adapun hasil hari penelitian ini yaitu terdapat ke pelaksanaan di lapangan yang mengurangi interaksi antara guru dan murid karena pembelajaran dilakukan secara daring, administrasi yang lebih banyak, moral dan karakter siswa terkontrol secara massif, pemerataan proses pembelajaran yang tidak merata. Kesimpulan  hasil penelitian ini menunjukkan ternyata perlu evaluasi dari dampak pembalarajan daring yang terlanjur di publish secara bebas di media sosial sebagai bentuk penerapan merdeka belajar yang berfalsafah pada trilogi Ki Hajar Dewantara ada dampak penerapan kurikulum merdeka yang disampaikan secara publik melalui media sosial yang perlu dipertimbangkan penyelesaiannya. The Other Side of the Independent Curriculum Behind Ki Hajar Dewantara's Trilogy of Philosophy Abstract This research aims to gain a better understanding of the topic being researched, validate existing claims or hypotheses, identify knowledge gaps, gather supporting data, and investigate previous research relevant to the topic being studied. The other side of the independent curriculum which is a development of Independent Education KI Hajar Dewanatara and is viewed explicitly by philosophical schools. This research applies a qualitative approach with the type of research (library research). Library research is research that directly investigates texts or manuscripts. The data collection technique is to search journals, structured interviews and cite events in the form of videos in the mass line that are relevant to the title of the study. The data analysis techniques used emphasize the importance of analyzing data systematically and combining theory with empirical findings. This approach allows researchers to gain a deep understanding of the phenomenon under study and produce findings that can be used for further theory development. The results of this research day are implementation in the field that reduces interaction between teachers and students because learning is carried out online, more administration, morale and character of students are massively controlled, uneven distribution of the learning process. The conclusion of  the results of this study shows that it is necessary to evaluate the impact of online learning that has been published freely on social media as a form of application of independent learning with philosophy in the Ki Hajar Dewantara trilogy, there is an impact of implementing an independent curriculum that is delivered publicly through social media that needs to be considered for resolution.
Enam Karakter Profil Pelajar Pancasila dan Implikasinya Terhadap Ketahanan Pribadi Siswa Zagoto, Sri Florina Laurence; Suastra, I Wayan
Jurnal Prakarsa Paedagogia Vol 7, No 1 (2024): Juni 2024
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v7i1.13389

Abstract

Nowadays, national problems continue to emerge in the world of education, including intolerance which violates the values of Pancasila. Therefore, the Ministry of Education and Culture continues to strive to overcome these various problems. One of the efforts made was to initiate the Pancasila Student Profile, a profile of the ideal Indonesian student, of course according to Pancasila. The aim of this research is to find out more about what the Pancasila Student Profile is, and what its implications are for students' personal resilience. The method used in this research is a qualitative method. The research results show that the Pancasila Student Profile includes noble character, independence, critical reasoning, creativity, mutual cooperation and global diversity. The Pancasila Student Profile has implications for students' personal resilience because it directs students to become individuals with character in accordance with Pancasila which is summarized in a Pancasila Student Profile.
Strengthening The Profile of Pancasila Students in Philosophical Ki Hajar Dewantara Setiyadi, Muhammad Wahyu; Atmadja, Anantawikrama Tungga; Suastra, I Wayan
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 2 (2024): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i2.2114

Abstract

The purpose of this study is to determine the definition of strengthening the profile of pancasisla students in the perspective of the philosophy of Ki Hajar Dewantara. This type of research is quantitative research with the method used is literature review. The educational values of Ki Hajar Dewantara are contained in the profile of pancasila students in the independent curriculum. The concept of Ki Hajar Dewantara Education is liberating education. The meaning of freedom is that everyone has the right to choose anything according to their needs and abilities without coercion, and must respect each other's independence so that it is in accordance with the educational philosophy that was triggered. Pancasila Student Profile is a form of implementation of national education goals which refers to educational policies as guidelines for educators in shaping the character of Indonesian students who continue to be maintained throughout their lives who are equipped with competence, character and behave in accordance with the values of Pancasila in the independent curriculum. There are 6 profiles of Pancasila students, namely faith, global diversity, cooperation, independence, critical and creative thinking.
Analysis of The Practicality of Google Sites-Based Teaching Materials to Improve Student Learning Outcomes Hikmawati, Hikmawati; Suastra, I Wayan; Suma, Ketut; Sudiatmika, A A Istri Agung Rai; Susanti, Dian
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 2 (2024): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i2.2194

Abstract

The aim of this research is to conduct an analysis of the practicality of Google Sites-based teaching materials to improve student learning outcomes. Testing the practicality of teaching materials is one of the stages of the teaching material development model that uses the 4D model. The research was conducted at SMP Negeri 8 Mataram in the 2022/2023 academic year. Data on the practicality of teaching materials was obtained by administering user response questionnaires, namely teachers (10 people) and students (34 people). The score weights use a Likert scale with four answer options, namely Strongly Agree (score 4), Agree (score 3), Disagree (score 2), or Strongly Disagree (score 1). The practicality criteria are divided into four criteria, namely: Very impractical (percentage 0-25); Not practical (percentage 26-50); Practical (Percentage 51-75); Very practical (Percentage 76-100). The research results show that the average teacher assessment of Google Sites-based teaching materials for improving student learning outcomes is 93.4 which is in the category: "Very Practical". Aspects of teacher assessment of teaching materials are reviewed from four aspects, namely: Content, Language, Presentation, Graphics. The average student assessment of Google Sites-based teaching materials to improve student learning outcomes is 95.5 which is in the category: "Very Practical". Aspects of student assessment of teaching materials are viewed from four aspects, namely: Perception of Convenience, Usefulness, Attractiveness, Actual Use of the Product.
Analysis Kurikulum Merdeka in The Perspective of Humanistic Learning Theory Aiman, Ummu; Lasmawan, I Wayan; Suastra, I Wayan
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 3 (2024): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i3.2451

Abstract

The main focus of this research is related to the study of educational concepts from the perspective of humanistic learning theory in the independent learning curriculum. The type of research used is library research which is taken from several literatures including notes, books, articles, journals and other scientific literature references. The independent curriculum can be viewed and analyzed using educational concepts from the perspective of humanistic learning theory. In the Merdeka Curriculum, the concept of education from the perspective of humanistic learning theory plays an important role. Humanistic learning theory has the aim of humanizing humans. Learning in humanistic theory is said to be successful if students can understand the environment and themselves (achieve self-actualization). And in general, this humanistic theory is a learning theory that prioritizes the learning process, not the learning outcomes. This theory develops the concept of humanizing humans so that students are able to understand themselves and their environment. The process of implementing the independent curriculum in this research is discussed based on a humanistic approach, in accordance with the results of the taxonomy developed. So the results of the dimensions of the independent curriculum taxonomy in the humanistic learning theory approach that have been developed, then look for suitability with the curriculum implementation practices carried out.
Implimentasi Tri Hita Karana dalam Pendidikan Pratikum Seni Kuliner Wiryanata, I Gusti Ngurah Agung; Suastra, I Wayan; Arnyana, Ida Bagus Putu
JURNAL GASTRONOMI INDONESIA Vol 11 No 2 (2023): Jurnal Gastronomi Indonesia
Publisher : Pusat Penelitian & Pengabdian kepada Masyarakat Politeknik Pariwisata Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52352/jgi.v11i2.1297

Abstract

This study aims to determine the implementation of Tri Hita Karana in the process of practicum in the culinary art study program. Vocational universities are required to design and implement innovative learning processes so that students can achieve learning outcomes including character, aspects of attitudes, knowledge and skills optimally. Tri Hita Karana concept of harmony of human relationship with God, man and nature. Practicum of Culinary Art Study Program in the kitchen with an uncomfortable atmosphere, the role of Tri Hita Karana as a foundation in daily activities.  The research methodology uses qualitative analysis of case studies, while the data are obtained by in-depth interviews and observations. Data is a lecturer and third-semester student of Culinary Arts Bali Tourism Polytechnic. Implementation of Tri Hita Karana in a practicum in the study program Seni kuliner: (a) Parhyangan, installing curtains, praying together, and banten saiban every day. (b) Pawongan, by communicating with stakeholders. (c) Palemahan, students and lecturers carry out the cleaning of practical equipment, sorting organic waste and handling plastic waste.   The application of Tri Hita Karana concept in carrying out practicum will build student character and spirituality.
Kearifan Lokal Makanan Tradisional: Tinjauan Etnis dan Fungsinya pada Tradisi Ngaturin di Desa Sembiran, Buleleng, Bali Damiati, Damiati; Suastra, I Wayan; Arnyana, Ida Bagus Putu
JURNAL GASTRONOMI INDONESIA Vol 12 No 1 (2024): Jurnal Gastronomi Indonesia
Publisher : Pusat Penelitian & Pengabdian kepada Masyarakat Politeknik Pariwisata Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak This research aims to identify dishes in the ngaturin tradition in Sembiran Village, Tejakula, Buleleng, Bali. The data collection techniques used were interviews and observation. The data analysis used is descriptive qualitative. The research results show three things. 1). The ngaturin ceremony is a ritual that must be carried out by all married men, carried out to provide compensation for the holy water received (the basis for the request for a hug) as well as to ask for a good place for the ancestors. What is unique is that the dish is served using beef, where most Hindu people do not consume processed beef. 2). The dishes served in the ngaturin tradition consist of the main dish, namely white rice, side dishes arranged in megibung covered with banana leaves, arranged starting with rice and side dishes. Side dishes with soup are served with a drizzle. 3). Food in the ngaturin tradition can only be eaten at the arrange temple and in the homes of people who carry out this tradition. Dishes cannot be taken outside the house or Sembiran village and can only be enjoyed for 1 day. If anything remains, it must be thrown away and buried. If the dish is taken outside the village, it will bring disaster to the community. The meaning is gratitude to God for his request that his ancestors be in the best place. Food is enjoyed in a megibung manner which means togetherness, mutual respect and respect which contains philosophical, anthropological, sociological and psychological values.
Co-Authors - Khaeruman . A. I. N. Marhaeni ., AMANDA NURUL FAUDILA ., Anak Agung Putri Pradnyawati ., BINAR AYU DEWANTI ., Drs. Putu Yasa, M.Si. ., Emiel Nur Aida ., Muhayati ., Ni Kd Mega Saridewi ., Ni Ketut Erna Muliastrini ., Ni Ketut Mudiantari ., Ni Komang Lilik Handayani ., Ni Putu Eriawati ., Nira Prakasita ., Putu Rika Crisna Dewi A. A. Istri Agung Rai Sudiatmika Abdurrohman, Abdurrohman Admyana, Putu Budi Agus Wijaksono Aiman, Ummu Aloisius Harso AMANDA NURUL FAUDILA . ANAK AGUNG GEDE NGURAH SUCIPTA . Anak Agung Putri Pradnyawati . Ananta Wikrama Tungga Atmaja Ananta Wikrama Tungga Atmaja Anantawikrama Tungga Atmadja Andi Wapa Apriani, Luh Ardana , I Made Arnyana , Ida Bagus Putu Arnyana, Ida Bagus Aryana, Ida Bagus Putu Asiana Muliani Astuti, Ni Made Ignityas Prima Atiaturrahmaniah Atiaturrahmaniah Atmadja, Ananta Wikrama Tungga Atmaja, Anantawikrama Tungga Ayu Tika Dhyana Ningsih . Azhari, Sofia Badin, Paulus Pati Bestari Laia Budiningsih, Desak Nyoman candra prastya Cantona, I Gede Eric Catur Fitria Astuti COKORDA GEDE ANOM WIRATMAJA . Damiati - Dananjaya, I G. A. B. Darsana, I Gede Beny Defa Desak Made Oka Purnawati Dewa Ayu Made Manu Okta Priantini Dewa Bagus Sanjaya Dewi Oktofa Rachmawati Dewi, Luh Gede Diah Prapti Dewi, Ni Luh Putu Rusmana Dhea Adela Dian Susanti Dina Apriana Ditriguna, I Nyoman Arya Kasuma Dr. I Made Sugiarta, M.Si. . Dr. I Nyoman Tika,M.Si . Dr. Ni Made Pujani,M.Si . Drs. Erwan Sutarno,M.Pd . Drs. Erwan Sutarno,M.Pd ., Drs. Erwan Sutarno,M.Pd Drs. I Nyoman Subratha,M.Pd . Drs. Putu Yasa, M.Si. . Dukha Yunitasari Eliyanti, Ni Kadek Emiel Nur Aida . Endang Puji Astuti Fatwini, Fatwini Fitri Aulia Fitria Sarnita Fitriani, Herdiyana GEDE BANDEM SAMUDRA . GEDE YOHANES ARYGUNARTHA . Gunada, I Wayan Agus Gusti Ayu Putu Yanthi Widyantini Gusti Ngurah Arya Surya Wangsa Hajiriah, Titi Laily Handayani, Baiq Vina hanifah hanifah Hasbullah Hasbullah Hawa Hasan Herlina, Nurlaili Hidayat, Nuris Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hunaepi, Hunaepi Husnul Mukti I Dewa Putu Partha I G. A. B. Dananjaya I Gede Arjana I Gede Astra Wesnawa I Gede Margunayasa I Gede Satya Widura . I Gede Sudirgayasa I Gede Sukerata Yasa I Gusti Agung Ayu Wulandari I GUSTI AGUNG GEDE WIADNYANA . I Gusti Agung Ngurah Trisna Jayantika I Gusti Ayu Putu Adi Laksmidewi . I Gusti Ngurah Agung Wiryanata I Gusti Ngurah Santika I KADE URIP ASTIKA . I KADEK ADHI DWIPAYANA . I Kadek Edi Yudiana I Ketut Suma I Ketut Suma I Ketut Suparya I Komang Nada Kusuma I Komang Wisnu Budi Wijaya I Made Aditya Dharma I Made Aditya Dharma I Made Aditya Dharma I Made Ardika Yasa I Made Ardika Yasa I Made Ari Winangun I Made Candiasa I Made Kartika I Made Kartika I Made Oka Suantara I Made Sila I Made Surya Hermawan I Made Sutajaya I MADE WIDYA ASTAWA . I Nyoman Indhi Wiradika I Nyoman Jampel I Nyoman Putu Suwindra I Nyoman Ranem I Nyoman Suardana I Nyoman Sudirman I Nyoman Sujana I NYOMAN SUTAWAN . I PUTU SUDIRTA . I Putu Widiarta . I Putu Widiarta ., I Putu Widiarta I Putu Wina Yasa Pramadi I Suswandi I WAYAN EKA PUTRA . I Wayan Lasmawan I Wayan Lasmawan I Wayan Muderawan I Wayan Putra Yasa I Wayan Redhana I Wayan Sadia I Wayan Setiawan . I Wayan Setiawan ., I Wayan Setiawan I Wayan Subagia I WAYAN WIDIADNYANA . Ida Bagus Ari Arjaya Ida Bagus Arnyana Ida Bagus Arnyana Ida Bagus Aryana Ida Bagus Made Budiasa Ida Bagus Putrayasa Ida Bagus Putu Arnyana Ida Bagus Putu Mardana Ika Purnamasari Indradewi, Ni Nyoman Adi Iwan Suswandi Jamaah, Jamaah K. S. K. Wardani Kade Sukiastini, I Gusti Ayu Ngurah KADEK YULI ARTAMA . Kami, Kanisius Kd Agus Ariadi . Kd Agus Ariadi ., Kd Agus Ariadi Ketut Sedana Arta Ketut Sri Kusuma Wardani KETUT SRI KUSUMA WARDANI . Ketut Suma Ketut Suma Ketut Susiani Khaeruman Komang Surya Adnyana KOMANG TRISNA DEWI . KUSMIANTI . Kusuma, Komang Nada L. Heny Nirmayani Lakapu, Pifa A Lalu Hamdian Affandi Landiana Etni Laos laxmi zahara Lesmawan, I Wayan LETASADO, MUHAMAD RUSADI Luh Ari Parwati Luh De, Liska Luh Putu Budi Yasmini Luh Tu Selpi Wahyuni Luh Tu Selpi Wahyuni Luh Tu Selpi Wahyuni M. Deni Siregar M.Pd Prof. Dr. I Nyoman Sudiana . MADE KRISNA WISESA YUDA . Made Padmarani Sudewiputri Made Sri Astika Dewi . Mahlianurrahman Marfuatun Marfuatun Mariamah Mariamah Masjudin Masjudin Masjudin, Masjudin MS Prof. Dr. Ketut Suma . Muh. Yazid Muhammad Romli Muhammad Romli dan Suprihatin Andes Ismayana Muhammad Sururuddin Muhammad Wahyu Setiyadi Muhayati . Muliani, Asiana Mustakim Mustakim Ni Kade Dwy Kurnia Yudantari Ni Kadek Ani Parwati . NI KADEK DWI KARINA . Ni Kadek Fitria . Ni Kadek Fitria ., Ni Kadek Fitria NI KADEK SRI MAHAYANI . Ni Kd Mega Saridewi . NI KETUT DARMIKA . NI KETUT DHARMAWATI GERIA PUTRI . Ni Ketut Mudiantari . Ni Ketut Purniwantini Ni Ketut Rapi Ni Ketut Suarni Ni Komang Lilik Handayani . Ni Komang Virmayanti Ni Luh Desi Lestari . Ni Luh Desi Lestari ., Ni Luh Desi Lestari Ni Luh Heppy Yesiana Devi Ni Luh Made Aristya Pradnyani . Ni Luh Made Aristya Pradnyani ., Ni Luh Made Aristya Pradnyani Ni Luh Putu Rusmana Dewi . Ni Luh Putu Yesy Anggreni Ni Made Ayu Suryaningsih Ni Made Ignityas Prima Astuti NI MADE SRI NUYAMI . Ni Made Trisna Noviani NI MADE YULIANI . Ni Nyoman Juni Anggarawati Ni Nyoman Kurnia Wati Ni Nyoman Melistriani Ni Putu Candra Prastya Dewi Ni Putu Dwi Sucita Dartini Ni Putu Eni Astuti Ni Putu Eni Astuti Ni Putu Eriawati . Ni Putu Irsa Priwitasari . Ni Putu Irsa Priwitasari ., Ni Putu Irsa Priwitasari Ni Putu Kusuma Widiastuti Ni Putu Mas Wulandari . Ni Putu Ristiati NI PUTU TITIN PRIYANTINI . NI PUTU TITIN PRIYANTINI ., NI PUTU TITIN PRIYANTINI Ni Putu Yogiswari Ni Putu Yuniarika Parwati Ni Wayan Widia Astuti Nira Prakasita . Nissa, Ita Chairun Noviyanti, Putu Ledyari Nurfidianty Annafi, Nurfidianty Nurhasanah Nurhasanah Nyoman Ayu Putri Lestari Nyoman Dantes oya, abas P. WAYAN ARTA SUYASA Patiung, Amos Poerwati, Christiani Endah Pramanta, Made Deni PROF. DR. KETUT SUMA, M.S. . Prof. Dr. Ketut Suma, MS . Pujilestari, Pujilestari Putu Arnyana, I Bagus Putu Artawan Putu Asta Widya Widnyana . Putu Asta Widya Widnyana ., Putu Asta Widya Widnyana PUTU PREMA SWARI . Putu Rika Crisna Dewi . Putu Widiarini Putu Yasa putu.arnyana@undiksha.ac.id Raharjo Raharjo Rai Sujanem Rauldatul Husni Rohani Rohani Rohani Rohani Rosa, Delina Rudi Hartono Rudi Hartono Sari, Made Kartika Sariyasa . Sarjani, Luh Putu Welly Siagian, Yosua Marasi Parningotan SITI MARIAM SITI MARYAM Siti Nurhidayati Sofia Azhari Sri Florina Laurence Zagoto Sri Lestari . Sritaman, Ni Luh Sukiastini, I Gusti Ayu Ngurah Kade Sukroyanti, Baiq Azmi SURAYANAH . Suryana, I Kade Pande Suswandi, I Swadnyana, Ida Bagus Yoga Syafruddin Syafruddin SYAIFUL BAHRI Tanjung, Henra Saputra Tungga Atmaja, Ananta Wikrama Virmayanti, Ni Komang Wahyuni, Luh Tu Selpi Wardani, K. S. K. wati, ni nyoman kurnia Widia, Widia Winda, Ni Luh Ika Windayani Wiraputra, I Putu Fredy Andi Yuntawati, Yuntawati