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Profile of Critical Thinking Skills and Cultural Literacy of Students in the Basic Chemistry Course Khaeruman, Khaeruman; Suma, Ketut; Maryam, Siti; Suastra, I Wayan; Nurhidayati, Siti
Hydrogen: Jurnal Kependidikan Kimia Vol 13, No 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14515

Abstract

This study investigates the profile of critical thinking skills and cultural literacy among students in the Basic Chemistry course at the Faculty of Science, Technology, and Applied Sciences, Universitas Pendidikan Mandalika. In the context of globalization and rapid technological advancements, critical thinking and cultural literacy are crucial competencies for facing the challenges of the 21st century and the Fourth Industrial Revolution. Despite the foundational importance of Basic Chemistry in science education, challenges such as conceptual complexity and low student engagement remain prevalent. Employing a descriptive quantitative approach, this research involves students from Chemistry, Biology, Physics, and Mathematics Education programs. Instruments used include critical thinking tests and cultural literacy questionnaires measuring understanding of local cultural values and diversity. Data were collected through tests, questionnaires, and semi-structured interviews and analyzed descriptively using statistical methods. Findings reveal that students exhibit low levels of critical thinking skills and cultural literacy, with strengths in data interpretation and cultural preservation, while weaknesses are evident in identifying relevant information and cultural promotion. These results highlight the need for innovative instructional models integrating local wisdom into the learning process. The proposed Free Inquiry-Based Etnochemistry Model aims to enhance both critical thinking skills and cultural literacy by contextualizing scientific concepts within local cultural practices, offering a holistic solution to contemporary educational demands.
PARADOKS PENOKOHAN DALAM SASTRA LISAN INDIGENOUS BALI SEBAGAI MEDIA KETERAMPILAN BERNALAR KRITIS: KAJIAN ETNOPEDAGOGIS: THE PARADOX OF CHARACTERISTICS IN INDIGENOUS BALINESE ORAL LITERATURE AS A MEDIA FOR CRITICAL REASONING SKILLS: AN ETHNOPEDAGOGICAL STUDY Dwipayana, I Kadek Adhi; Suastra, I Wayan; Arnyana, Ida Bagus Putu
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 14 No. 4 (2024)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbsi.v14i4.88084

Abstract

Penelitian ini mengeksplorasi paradoks penokohan dalam cerita-cerita lisan indigenous Bali melalui pendekatan hermeneutik. Penelitian ini bertujuan mengungkap tiga hal pokok, yaitu ideologi perlawanan kelas terhadap ketidakadilan sosial, paradoks penokohan, dan relevansi cerita lisan indigenous bali sebagai media keterampilan bernalar kritis. Metode analisis data menggunakan pendekatan hermeneutik dengan teknik analisis yang meliputi analisis tematik untuk perlawanan kelas dan strategi penokohan, serta konteks sosial untuk mengaitkan cerita sebagai media pengembangan keterampilan bernalar kritis. Analisis ini menyoroti paradoks penokohan dalam cerita, baik dari posisi subordinat maupun dominan, yang terlibat dalam strategi perlawanan terhadap struktur kekuasaan. Penelitian ini juga menilai peran paradoks penokohan dalam menggambarkan konflik sosial dan menciptakan ruang bagi ekspresi ketidakpuasan terhadap norma-norma sosial yang tidak adil. Hasil penelitian menunjukkan bahwa cerita lisan indigenous Bali memberikan gambaran mendalam tentang perlawanan kelas subordinat melalui paradoks penokohan, dengan karakter subordinat yang mengandalkan kecerdikan dan strategi untuk menghadapi kekuasaan yang menindas. Dapat disimpulkan bahwa cerita-cerita lisan indigenous Bali yang mengandung paradoks penokohan memiliki relevansi yang kuat sebagai media keterampilan bernalar kritis. Cerita lisan indigenous Bali dapat diterapkan dalam pembelajaran melalui Narrative-Based Learning dengan langkah-langkah seperti pembacaan, diskusi, analisis konflik dan paradoks, serta refleksi dan penerapan nilai.
Integrasi Nilai-Nilai Kearifan Lokal dalam Pengembangan Karakter Generasi Muda Kota Denpasar Luh De, Liska; Suastra, I Wayan; Arnyana, Ida Bagus Putu
Arthaniti Studies Vol. 6 No. 1 (2025): Arthaniti Studies
Publisher : Program Studi Pendidikan Ekonomi Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/arthas.v6i1.4321

Abstract

Penelitian ini bertujuan untuk mengintegrasikan nilai-nilai kearifan lokal dalam strategi pengembangan karakter generasi muda di Kota Denpasar. Dalam konteks modernisasi, nilai-nilai budaya seperti Tri Hita Karana, gotong royong (ngayah), tata krama, dan adat istiadat Bali semakin relevan sebagai upaya pembentukan individu yang bermoral dan beridentitas budaya. Melalui hasil pendekatan kualitatif dengan teknik analisis deskriptif dengan kajian kepustakaan (Library Research). Nilai-nilai kebudayaan yang dianut oleh masyarakat diidentifikasi sebagai landasan utama pengembangan karakter. Penelitian ini mengeksplorasi berbagai strategi integrasi, termasuk inklusi dalam kurikulum, kegiatan ekstrakurikuler, kemitraan dengan tokoh adat, serta proyek lingkungan. Hasil penelitian menunjukkan bahwa pendidikan berbasis kearifan lokal mampu memperkuat karakter siswa sekaligus menjaga kelestarian budaya lokal. Dengan kolaborasi yang efektif antara sekolah, keluarga, dan masyarakat, generasi muda Denpasar dapat tumbuh menjadi individu yang berintegritas tanpa kehilangan akar budaya mereka. Implikasi dari penelitian ini yaitu mencakup peningkatan kolaborasi dengan berbagai elemen sosial dalam pengembangan pendidikan karakter berlandaskan kearifan lokal.
Assessment of the Difficulty Level of Science Questions Using the TIMSS Question Semantic Evaluation for Grade IV Elementary School Students Muhammad Romli; Ida Bagus Putu Arnyana; I Wayan Suastra
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025 (In Processing)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5102

Abstract

The main urgency of this study is to evaluate the semantic difficulty level of TIMSS questions for Grade IV students, considering the impact of semantic difficulty on students' understanding of concepts, which has not been extensively researched. The purpose of this study is to assess the semantic difficulty level of TIMSS questions among Grade IV students at SDN Parsanga II. This study uses a descriptive research method. The research population includes all Grade IV students at SDN Parsanga II, with a sample size of 30 students randomly selected from the population. The research instruments consist of TIMSS questions and a semantic assessment checklist regarding question difficulty levels. Data analysis is conducted quantitatively. The semantic difficulty level of TIMSS questions is determined based on the percentage of correct answers from students, and the question difficulty level is calculated using the percentage of correct answers from the entire student sample. The results of the study reveal that a high number of correct answers indicates a good understanding of the tested concepts, while a high number of incorrect answers suggests difficulties in understanding the concepts or errors in processing information. This analysis provides valuable insights into student performance and question difficulty levels. Based on this understanding, test results can be evaluated more comprehensively, thus improving the quality of learning. Educators can identify students' difficulties and needs in understanding the tested concepts and design appropriate interventions to enhance their understanding
Teachers' Challenges in Improving Students' Collaboration Abilities Mahlianurrahman; Lasmawan, I Wayan; Candiasa, I Made; Suastra, I Wayan
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 1st International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v1i.19123

Abstract

This study identifies the challenges faced by teachers in the learning process at school, which have an impact on the low ability of student cooperation. The research data were obtained using interview techniques, observation and document studies. The collected data were analyzed by reducing data, presenting data, and drawing conclusions. The subjects in this study were elementary school teachers in East Kluet. The results showed that teachers had limited access to information, monotonous learning models, and lack of student involvement were the main factors in the low ability of student cooperation. In addition, the dominance of high-ability students and minimal opportunities for collaboration reduced important social interactions. The lack of integration of local wisdom and supporting facilities also contributed to this problem. These findings emphasize the need for innovation in learning models.
Implementasi Kurikulum Merdeka Dalam Melestarikan Budaya Nusantara Rudi Hartono; I Wayan Suastra; I Wayan Lasmawan
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.356

Abstract

The independent curriculum is a learning method that refers to the talent and interest approach. Students can choose what subjects they want to learn according to their passion. This independent curriculum, the government makes every effort to take advantage of the role of digital in the education system in Indonesia, as evidenced by the existence of platforms that support the learning process. This means that teachers are required to be able to optimize existing digital to add insight and knowledge about learning. The implementation of the independent curriculum is carried out to build and preserve the culture of the Archipelago through the Strengthening the Profile of the Pancasila Student Project. This research was conducted using a descriptive qualitative method which was carried out on students of SDN Slipi 15. In this art performance activity, the dances performed by the students were as follows: (1) Saman dance from Aceh; (2) the Betawi flower creation dance; (3) Kreasi Rampak Warrior Dance from Central Java; (4) Amko rambe yamko dance; (5) Betawi martial arts; (6) Dance created by bells from Kalimantan; (7) Dance created by Alusia from North Sumatra; (8) Manuk dadali dance from West Java; (9) Ondel-ondel dance from Jakarta.
Ethnopedagogical Insights From the Donggo Community: Integrating Cultural Values Into Science Education for Harmony and Sustainability Oya, Abas; Suastra, I Wayan; Aryana, Ida Bagus Putu; Widia, Widia; Purnamasari, Ika
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 6, No 01 (2025): Mei 2025
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v6i01.409

Abstract

This study examines the cultural practices of the Donggo indigenous community in Bima, West Nusa Tenggara, and explores their integration into science education through an ethnopedagogical framework. The Donggo community, known for religious and cultural diversity, practices values such as Cua Kaco’i Angi (mutual respect), Doho Kaboro Weki (sitting together), Inga Dasa Uma (helping to build a house), Batu Rawi Rasa (community participation), and Tio Kasama Weki Rasa Ra Dana (guarding the village), which emphasize collaboration, social harmony, and environmental care. These align with core principles in science education, including sustainability and ecological responsibility. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving 33 participants comprising community leaders, educators, religious figures, and youth representatives. Thematic analysis was used to identify recurring cultural practices and their relevance to science learning. Findings indicate that integrating Donggo cultural values into science education enhances conceptual understanding while fostering social-emotional development. This approach also promotes critical thinking by linking local wisdom with global environmental issues. The study concludes that embedding ethnopedagogical elements into the science curriculum creates inclusive and meaningful learning experiences. It recommends that curriculum developers consider local cultural values to increase student engagement and contextual relevance. Further research on other indigenous communities is encouraged to expand the application of ethnopedagogy across diverse educational settings.
Assessment of the Difficulty Level of Science Questions Using the TIMSS Question Semantic Evaluation for Grade IV Elementary School Students Romli, Muhammad; Arnyana, Ida Bagus Putu; Suastra, I Wayan
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5102

Abstract

The main urgency of this study is to evaluate the semantic difficulty level of TIMSS questions for Grade IV students, considering the impact of semantic difficulty on students' understanding of concepts, which has not been extensively researched. The purpose of this study is to assess the semantic difficulty level of TIMSS questions among Grade IV students at SDN Parsanga II. This study uses a descriptive research method. The research population includes all Grade IV students at SDN Parsanga II, with a sample size of 30 students randomly selected from the population. The research instruments consist of TIMSS questions and a semantic assessment checklist regarding question difficulty levels. Data analysis is conducted quantitatively. The semantic difficulty level of TIMSS questions is determined based on the percentage of correct answers from students, and the question difficulty level is calculated using the percentage of correct answers from the entire student sample. The results of the study reveal that a high number of correct answers indicates a good understanding of the tested concepts, while a high number of incorrect answers suggests difficulties in understanding the concepts or errors in processing information. This analysis provides valuable insights into student performance and question difficulty levels. Based on this understanding, test results can be evaluated more comprehensively, thus improving the quality of learning. Educators can identify students' difficulties and needs in understanding the tested concepts and design appropriate interventions to enhance their understanding
ETNOPEDAGOGI DALAM CERITA NI DIAH TANTRI: STRATEGI KREATIF MENINGKATKAN LITERASI MEMBACA SISWA SEKOLAH DASAR Sritaman, Ni Luh; Suastra, I Wayan; putu.arnyana@undiksha.ac.id
Stilistika : Jurnal Pendidikan Bahasa dan Seni Vol. 13 No. 2 (2025): Stilistika: Jurnal Pendidikan Bahasa dan Seni
Publisher : Program Studi Pendidikan Bahasa Indonesia dan Daerah Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/stilistika.v13i2.4435

Abstract

Salah satu cara untuk menyelesaikan masalah literasi membaca di Indonesia adalah dengan menggunakan sastra lokal. Masyarakat Bali memiliki banyak karya sastra lokal, salah satunya adalah cerita Ni Diah Tantri. Tujuan penelitian ini adalah untuk menjelaskan pemanfaatan cerita rakyat Ni Diah Tantri sebagai strategi kreatif yang menggunakan kearifan lokal atau kajian Etnopedagogi untuk meningkatkan literasi membaca siswa sekolah dasar. Penelitian kualitatif ini menggunakan pendekatan Etnopedagogi. Hasil penelitian menunjukkan bahwa cerita Ni Diah Tantri adalah karya sastra klasik masyarakat Bali yang masih dibaca oleh siswa sekolah dasar hingga saat ini. Empat strategi yang disarankan untuk meningkatkan literasi baca adalah membiasakan diri membaca, mengadakan ruang pojok baca, mengadakan kompetisi mesatua, dan melakukan partisipasi dalam kegiatan ekstrakurikuler.
Analisis Filsafat Pendidikan dalam Pembangunan Sumber Daya Manusia: Sebuah Studi Literatur: Analysis of Educational Philosophy in Human Resource Development: A Literature Study Dartini, Ni Putu Dwi Sucita; Atmadja, Anantawikrama Tungga; Suastra, I Wayan; Tika, I Nyoman
Jurnal Filsafat Indonesia Vol. 8 No. 2 (2025)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v8i2.87175

Abstract

Human resource development requires not only intellectual intelligence, but also moral integrity, critical thinking skills, and social awareness. Philosophy, as the basis for reflective and critical thinking, plays a strategic role in shaping the character and potential of individuals holistically through education. However, the role of philosophy in educational practice is often not optimized, either due to limited understanding or challenges in its implementation. The purpose of this article is to examine the contribution of philosophy in human resource development and evaluate the challenges and opportunities of its application in the context of education. The method used is a literature review of various scientific sources related to the philosophy of education and human resource development. The study's findings indicate that philosophy contributes to character building, developing individual potential holistically, developing critical and innovative thinking skills, lifelong learning, and appreciating diversity. But putting it into practice presents a number of difficulties, such as unequal access to education, inconsistent educational quality, and adaptation to technology. To produce a broad and competitive human resource pool, educators, policymakers, and academic institutions must collaborate to integrate philosophical principles into the educational system.
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