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THE EFFECT OF THE PROJECT BASED LEARNING MODEL BASED ON THE LOCAL WISDOM OF BALI MENYAMA BRAYA ON SCIENCE LEARNING OUTCOMES AS SEEN IN THE FACULTY OF STUDENTS' ACHIEVEMENT MOTIVATION IN GRADE V OF ELEMENTARY SCHOOL GUGUS 2 TAMPAKSIRING Wirjanata, I Wayan; Arnyana, Ida Bagus Putu; Gading, I Ketut
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 3 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

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

Abstract

This study aims to examine the effect of the project based learning model based on Balinese local wisdom Menyama Braya on the learning outcomes of science in terms of the achievement motivation of fifth grade students of Elementary School Cluster 2 Tampaksiring, Tampaksiring District in the 2025/2026 academic year . This type of research is a quasi-experimental study using a posttest only control group design with a 2 × 2 factorial design . The population of this study was fifth grade in Cluster 2 Tampaksiring, Tampaksiring District in the 2025/2026 academic year, totaling 184 people . Data were collected using a questionnaire method to measure achievement motivation and a test to measure learning outcomes. The collected data were analyzed using two-way ANOVA. Based on the results of the data analysis, it was obtained: 1) there was a significant influence on the learning outcomes of students who followed the PjBL learning model based on Balinese local wisdom Menyama Braya , this was evidenced by the value (sign = 0.045, p <0.05). 2) There is an interaction between the learning model and motivation on the results of learning science, this is evidenced by the value (sign = 0.000, p <0.05). 3) In the group of students who have high achievement motivation, there is an influence of the Project Based Learning learning model based on Balinese local wisdom Menyama Braya on the results of learning science of grade V students of Elementary School Cluster 2 Tampaksiring, this is evidenced by the value (sign = 0.000, p <0.05). 4) In the group of students who have low achievement motivation, there is an influence of the Project Based Learning learning model based on Balinese local wisdom Menyama Braya on the results of learning science of grade V students of Elementary School Cluster 2 Tampaksiring, this is evidenced by the value (sign = 0.028 , p <0.05).
Implementasi Ajaran Tri Hita Karana Dalam Membangun Karakter Siswa Ni Putu Wulan Pratami Dewi; I Wayan Suja; Ida Bagus Putu Arnyana
Journal of Constitutional, Law and Human Rights Vol 1, No 2 (2025): September 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jclhr.v1i2.4733

Abstract

Globalisasi membawa dampak positif dan negatif bagi generasi muda, dengan penurunan karakter yang terlihat pada meningkatnya tindakan kriminal, bahkan di kalangan anak-anak. Salah satu solusi untuk membangun karakter generasi muda adalah pendidikan karakter berbasis nilai-nilai lokal, seperti Tri Hita Karana, sebuah filosofi hidup dari Bali yang mengajarkan kesejahteraan melalui hubungan harmonis antara manusia dengan Tuhan, sesama, dan alam. Implementasi Tri Hita Karana dalam pendidikan karakter di sekolah dapat membantu membentuk generasi muda yang tidak hanya cerdas akademik, tetapi juga memiliki moralitas dan empati. Pendidikan karakter harus mengintegrasikan ajaran ini dalam kurikulum dan kegiatan ekstrakurikuler untuk membangun sikap saling menghormati, kepedulian terhadap lingkungan, dan tanggung jawab sosial. Dengan mengadopsi prinsip-prinsip Tri Hita Karana, diharapkan generasi muda dapat menghindari pengaruh negatif globalisasi dan menciptakan kehidupan yang lebih harmonis dan penuh kebajikan. Implementasi nilai-nilai ini tidak hanya mencakup pendidikan formal, tetapi juga penguatan peran keluarga dan masyarakat dalam mendukung pembentukan karakter yang kokoh.
Peran Pendidikan Sains dalam Mengembangkan Kompetensi Masa Depan: Kajian Kepustakaan Mustamiin, M.Zainal; Suastra, I Wayan; Arnyana, Ida Bagus Putu; Wibawa, I Made Citra
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 1 (2026): Maret
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i1.18162

Abstract

Abstract: This article examines the important role of science education in developing future competencies needed by students in the 21st century. Through a literature review of various relevant sources, this article analyzes how science education can facilitate the development of 21st century competencies including critical thinking skills, creativity, collaboration, communication, and scientific literacy. The review findings indicate that science education has a strategic role in preparing students to face global challenges through learning oriented toward developing 4C skills (critical thinking, creativity, collaboration, communication) and scientific literacy. The implementation of scientific approaches, STEM, and problem-based learning in science education has proven effective in developing future competencies. This article recommends the importance of transforming science learning to be more adaptive, innovative, and contextual to optimize the development of students' competencies in facing the era of industrial revolution 4.0 and society 5.0. Abstrak: Artikel ini mengkaji peran penting pendidikan sains dalam mengembangkan kompetensi masa depan yang dibutuhkan peserta didik di abad ke-21. Melalui kajian kepustakaan terhadap berbagai sumber literatur yang relevan, artikel ini menganalisis bagaimana pendidikan sains dapat memfasilitasi pengembangan kompetensi abad 21 yang mencakup keterampilan berpikir kritis, kreativitas, kolaborasi, komunikasi, dan literasi sains. Hasil kajian menunjukkan bahwa pendidikan sains memiliki peran strategis dalam mempersiapkan peserta didik menghadapi tantangan global melalui pembelajaran yang berorientasi pada pengembangan keterampilan 4C (critical thinking, creativity, collaboration, communication) dan literasi sains. Implementasi pendekatan pembelajaran saintifik, STEM, dan pembelajaran berbasis masalah dalam pendidikan sains terbukti efektif dalam mengembangkan kompetensi masa depan. Artikel ini merekomendasikan pentingnya transformasi pembelajaran sains yang lebih adaptif, inovatif, dan kontekstual untuk mengoptimalkan pengembangan kompetensi peserta didik dalam menghadapi era revolusi industri 4.0 dan society 5.0.
Pendidikan Sains Berbasis Praktik, SSI, dan Stem–CT sebagai Mesin Pendorong Kompetensi Masa Depan Siswa Sekolah Dasar: Sebuah Kajian Pustaka Ratunguri, Yusak; Suastra, I Wayan; Wibawa, I Made Citra; Arnyana, Ida Bagus Putu
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/1zdr4244

Abstract

This study aimed to examine how science education grounded in scientific practices, socioscientific issues (SSI), and the integration of STEM–Computational Thinking (CT) can foster future competencies among elementary school students. The method employed is a literature review analyzing relevant studies on 21st-century science learning, scientific literacy, and technology integration. The findings indicate that when science is taught as an epistemic activity—through inquiry, modeling, and evidence-based argumentation—and connected to meaningful social and environmental contexts, it simultaneously strengthens the 4C skills (critical thinking, creativity, collaboration, and communication), scientific literacy, data-digital literacy, and scientific character. The review also highlights key implementation prerequisites, including curriculum autonomy, formative performance-based assessment, meaningful technological ecosystems, and sustained teacher professional development. In conclusion, science education built upon practice, context, and technology offers a strategic framework for developing cross-domain competencies in elementary education. Keywords: Future Competencies, Scientific Practices, Socioscientific Issues, STEM-CT, Elementary Science Education
Peran Pendidikan Sains dalam Mengembangkan Kompetensi Abad 21 pada Sekolah Dasar Arum Fitriana, Maulida; Suastra, I Wayan; Arnyana, Ida Bagus Putu; Wibawa, I Made Citra
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/napw9294

Abstract

This study aims to identify the role of science education in developing 21st-century competencies among elementary school students and to provide recommendations for more effective instructional implementation. The method used was a literature review by examining relevant scientific articles concerning the role of science education in fostering 21st-century competencies at the elementary school level. The research stages included designing the review, conducting the review, data abstraction and analysis, and organizing the review results. The data were obtained from articles that met predetermined inclusion and exclusion criteria. The results indicate that science education contributes to enhancing 21st-century skills through the utilization of digital media such as learning videos, YouTube, PowerPoint, Macromedia/Adobe Flash, digital comics, e-books, flipbooks, augmented reality (AR), virtual reality (VR), educational websites, educational television, and learning applications. Furthermore, the implementation of instructional models and approaches such as Problem Based Learning (PBL), inquiry, discovery learning, Science, Environment, Technology, and Society (SETS), Socio-Scientific Issues (SSI), and Science, Technology, Engineering, and Mathematics (STEM) supports the development of these competencies. In conclusion, science education at the elementary school level plays a strategic role in fostering 21st-century competencies through the integration of digital media and innovative learning models aligned with students’ needs.   Keywords: 21st-Century Competencies, Elementary School, Science Education This study aims to identify the role of science education in developing 21st-century competencies among elementary school students and to provide recommendations for more effective instructional implementation. The method used was a literature review by examining relevant scientific articles concerning the role of science education in fostering 21st-century competencies at the elementary school level. The research stages included designing the review, conducting the review, data abstraction and analysis, and organizing the review results. The data were obtained from articles that met predetermined inclusion and exclusion criteria. The results indicate that science education contributes to enhancing 21st-century skills through the utilization of digital media such as learning videos, YouTube, PowerPoint, Macromedia/Adobe Flash, digital comics, e-books, flipbooks, augmented reality (AR), virtual reality (VR), educational websites, educational television, and learning applications. Furthermore, the implementation of instructional models and approaches such as Problem Based Learning (PBL), inquiry, discovery learning, Science, Environment, Technology, and Society (SETS), Socio-Scientific Issues (SSI), and Science, Technology, Engineering, and Mathematics (STEM) supports the development of these competencies. In conclusion, science education at the elementary school level plays a strategic role in fostering 21st-century competencies through the integration of digital media and innovative learning models aligned with students’ needs.   Keywords: 21st-Century Competencies, Elementary School, Science Education
Development of an Augmented Reality-Based Comic Integrating Balinese Local Wisdom for Enhancing Elementary Students’ Learning Outcomes I Wayan Eka Swarjawa; Ida Bagus Putu Arnyana; I Ketut Gading
Jurnal Paedagogy Vol. 13 No. 2 (2026): April (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19657

Abstract

This study aims to develop an Augmented Reality (AR)-assisted comic based on Balinese local wisdom to improve Indonesian language learning outcomes for third-grade elementary school students. The study employed a Research and Development method adapted from the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires and learning outcome tests and analyzed using both qualitative and quantitative methods. Product validity was evaluated by experts in content, media, and language, while practicality was assessed by 15 students and 11 elementary school teachers. Effectiveness testing employed a Non-Equivalent Control Group Pretest–Posttest Design involving 19 students per group. The developed comic integrates Balinese local stories, particularly the traditions of Pengrupukan and Nyepi Day, into a child-friendly visual medium enriched with AR features, including simple animations, videos, audio narration, and supporting visual objects. The comic was designed based on the Indonesian Language Learning Outcomes for Phase B. The results indicate that the product is highly valid, with a validity coefficient of 1.00, and highly practical, with a practicality score of 92.68%. It was also effective in improving students’ learning outcomes, particularly in reading and listening comprehension, understanding story content, and information retention, as indicated by an N-Gain score of 0.79 and a Cohen’s d effect size of 1.78. In conclusion, the AR-assisted comic is valid, practical, and effective as an interactive and contextual learning medium for elementary school students.
Project-Based Learning with Interactive Video: Effects of Fifth-Grade Science Literacy Viewed from Self-Regulation I Putu Eka Sugiantara; Ida Bagus Putu Arnyana; I Ketut Gading
Jurnal Paedagogy Vol. 13 No. 2 (2026): April (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19670

Abstract

This study aims to examine the effect of a Project-Based Learning (PjBL) model assisted by interactive video on elementary students’ science literacy, with self-regulated learning as a moderating variable in the IPAS subject. A quasi-experimental design with a pretest–posttest control group was employed. The population consisted of all fifth-grade students in Cluster IV, Sukawati District, during the 2025/2026 academic year (N = 260). The sample was selected through simple random sampling and comprised 39 students from SD Negeri 1 Batubulan Kangin and 40 students from SD Negeri 2 Batubulan Kangin. Science literacy data were collected using a test instrument, while self-regulated learning was measured using a non-test instrument. Data were analyzed using two-way analysis of variance (ANOVA) in SPSS. The results indicated that the PjBL model assisted by interactive video had a statistically significant main effect on students’ science literacy (F(1,76) = 249.416, p < 0.001). Additionally, a significant interaction effect was observed between the learning model and students’ self-regulated learning on science literacy outcomes (F(1,76) = 6.363, p = 0.015). These findings suggest that interactive video–assisted Project-Based Learning is an effective instructional approach for enhancing science literacy in elementary education.
Co-Authors - Khaeruman ., A.A.Istri Paramita ., Feni Ilma Hidayati ., Gede Rendra Widyotama ., Hema Alini Manihuruk ., I Gede Budiasa ., I GEDE DAKTARIANA U ., I GUSTI NGURAH WAHYU ANDITYARAMA ., Ida Ayu Kade Aprilia Darmasanti ., Ni Kadek Delis Tina ., Ni Kadek Mira Sapitri ., Ni Kadek Nanti ., Ni Made Ari Ryantini ., Ni Made Ayu Pratiwi ., Ni Made Diah Intan Purwanti ., Ni Made Dwi Sintya Prabayanthi ., Ni Made Karmini Sridewi ., Ni Pt Novi Wulandari ., Ni Putu Febri Ardiantari ., Ni Putu Siswandari ., Ni Wayan Ning Sujati ., Ni Wayan Pradnyawati Kartika ., Ni Wayan Tiara Yasmantika ., NILUH PUTU PUTRI P D ., Safaratul Aini A.A.Istri Paramita . Adnyana , Putu Budi Ajeng Purnama Heny Alexander Hamonangan Simamora Alexander Hamonangan Simamora Amos Patiung Anak Agung Purwa Antara, Anak Agung Purwa Andi Wapa Anton Santiasa, I Made Pasek Apriani, Luh Ariasih, I Gusti Agung Ayu Cinthya Meitri Arum Fitriana, Maulida Atiaturrahmaniah Atiaturrahmaniah candra prastya Damiati - Desak Made Citrawathi Desak Made Oka Purnawati Dewa Ayu Made Manu Okta Priantini Dewa Gede Agus Putra Prabawa Dewa Nyoman Oka Dewi, Dewa Ayu Pramita Dewi, Ni Kadek Siwi Cipta Dewi, Ni Kadek Yun Yun Rosita Dewi, Resty Mutiara Dhea Adela Dimas Mahendra Wijaya Dina Apriana Dr. I Made Sugiarta, M.Si. . Dr. I Nyoman Tika,M.Si . Dr. Ni Made Pujani,M.Si . Dukha Yunitasari Eni Astuti Ni Putu Fachry Abda El Rahman Fadlurrahman, Muhammad Fatwini, Fatwini Febriani, Ismi Fitri Feni Ilma Hidayati . Firda Alani Fitri . Firda Alani Fitri ., Firda Alani Fitri Firman, Firmansah Fitriani, Herdiyana Fransiska Yunita Sembung Gede Rendra Widyotama . Gusti Ayu Putu Yanthi Widyantini Hadi, Mashal hanifah hanifah Hartono, Rudi Hasbullah Hasbullah Hema Alini Manihuruk . Heron Hunaepi, Hunaepi Husnul Mukti I Dewa Putu Partha I Gede Budiasa . I GEDE DAKTARIANA U . I Gede Margunayasa I Gede Sudirgayasa I Gede Wisnu Antara I Gst Lanang Agung Parwata I Gusti Agung Ayu Wulandari I Gusti Agung Nyoman Setiawan I Gusti Ngurah Agung Wiryanata I Gusti Ngurah Santika I GUSTI NGURAH WAHYU ANDITYARAMA . I KADEK ADHI DWIPAYANA . I Kadek Ardyawan Putra I Kadek Edi Yudiana I Kadek Suartama I Kadek Suranata I Ketut Gading I Ketut Suma I Ketut Suparya I Komang Nudina I Made Aditya Dharma I MADE ADNYANA I Made Agus Astina Putra I Made Ardana I Made Ardana I Made Ardika Yasa I Made Ardika Yasa I Made Arsana I Made Candiasa I Made Citra Wibawa I MADE JAYA . I Made Kartika I Made Kartika I Made Pasek Anton Santiasa I Made Sila I Made Sudarman Utama I Nengah Suastika I NYOMAN MASTIKA . I NYOMAN SRI YUDIANA . I NYOMAN SUTAMA . I Nyoman Tika I Nyoman Wijana I Putu Eka Sugiantara I Putu Hendra Wirawan I Putu Oktap Indrawan I Wayan Ade Yantika I Wayan Eka Swarjawa I Wayan Kertih I Wayan Lasmawan I Wayan Putra Yasa I Wayan Redhana I Wayan Sadia I Wayan Suastra I Wayan Subagia I Wayan Suja I Wayan Sukra Warpala I Wayan Widyastama I Wayan Wirjanata Ida Ayu Dian Citra Dewi Ida Ayu Kade Aprilia Darmasanti . Ida Ayu Purnama Bestari Ida Bagus Jelantik Swasta Ida Bagus Putrayasa Ida Bagus Putu Mardana ILMA WIRYANTI . Indahwati, Christine Ismi Fitri Febriani Iwan Usma Wardani Jamaah, Jamaah JOHARI MARJAN . Juliana Tirza Juni Harta Kadek Idha Suarmayanti Kadek Meitasari . Kadek Meitasari ., Kadek Meitasari Kami, Kanisius Kanisius Kami Kartini Ester Ketut Partami Ketut Sedana Arta Ketut Srie Marhaeni Julyasih Ketut Suma Ketut Susiani Ketut Susiani Komang Indah Suryati Komang Wina Ratnasari . Komang Wina Ratnasari ., Komang Wina Ratnasari Komang Wiratama, Gst. Ngurah Kristoforus Dowa Bili, Kristoforus Lestari, Ayu Putu Intan Yulia Luh De, Liska Luh Kompyang Sukewati . Luh Kompyang Sukewati ., Luh Kompyang Sukewati LUH MADE MAHAYU HANDAYANI . Luh Tu Selpi Wahyuni Luh Tu Selpi Wahyuni M. Deni Siregar Made Hery Santosa Made Padmarani Sudewiputri Mahayani, Luh Pt Oka Mahendra Data, I Gede Teguh Arya Marfuatun Marfuatun Masjudin, Masjudin Muhammad Romli Muhammad Romli dan Suprihatin Andes Ismayana Muhammad Sururuddin Mustamiin, M.Zainal Nadi, Desak Putu Merta Nengah Kadek Selamet Ng, Khar Thoe Ni Kadek Delis Tina . Ni Kadek Mira Sapitri . Ni Kadek Nanti . Ni Ketut Purniwantini Ni Ketut Rapi Ni Ketut Suarni NI LUH MADE DIAH ERNAWATI . Ni Luh Yuni Merawati . Ni Luh Yuni Merawati ., Ni Luh Yuni Merawati Ni Made Ari Ryantini . Ni Made Ari Saputri Ni Made Ayu Pratiwi . Ni Made Diah Intan Purwanti . Ni Made Dwi Sintya Prabayanthi . Ni Made Karmini Sridewi . Ni Made Meliyawati Ni Made Pebriani Santika Dewi Ni Made Putri Dwi Apriliani NI NYOMAN AYU SUCIATI . Ni Nyoman Saras Kamala Dewi Ni Pt Novi Wulandari . Ni Putu Febri Ardiantari . Ni Putu Feni Sukmawati ni putu nadia pebiana Ni Putu Ristiati Ni Putu Siswandari . Ni Putu Sri Handayani Ni Putu Sri Indra d . Ni Putu Sri Indra d ., Ni Putu Sri Indra d Ni Putu Sri Pratiwi Ni Putu Sri Ratna Dewi Ni Putu Wulan Pratami Dewi Ni Putu Yuniari NI WAYAN MASIH . Ni Wayan Ning Sujati . Ni Wayan Pradnyawati Kartika . Ni Wayan Sri Santika Dewi . Ni Wayan Sri Santika Dewi ., Ni Wayan Sri Santika Dewi Ni Wayan Tiara Yasmantika . NILUH PUTU PUTRI P D . Nurhasanah Nurhasanah Nuris Hidayat Nyoman Arysta Agustini Nyoman Ayu Putri Lestari Nyoman Dantes Nyoman Dantes Nyoman Dantes Parista, Ni Made Sudiyasih pebiana, ni putu nadia Pratiwi Kubayan, Dian Priyadewi, Dewa Ayu Sri Hari Proditia Situmorang, Sanny Pujilestari, Pujilestari Purwa Antara, Anak Agung Puspasari, Yeni Dina Putra, I Made Ardinata Putu Artawan Putu Budi Adnyana Putu Diah Asparini PUTU EKA SASTRIKA AYU . Putu Gede Asnawa Dikta Putu Widiarini Raflesia, Citra Resty Mutiara Dewi Rudi Hartono Safaratul Aini . Santika, Dewa Gede Alit Widya Sanusi Mulyadiharja Sariyasa . Sepnita Lestari Yanti, Ni Putu Siagian, Yosua Marasi Parningotan Sinta Javani SITI MARIAM Siti Nurhidayati siti rabiatul fajri, siti rabiatul Suarkardini, Made Sugiantara, I Putu EKa Suhendra, I Wayan Sukiastini, I Gusti Ayu Ngurah Kade Sulasmini, Ni Made Sulisthia, Putu Sri Supriani, Ni Made SYAIFUL BAHRI Syaiful Bahri TRIANA KARTIKA SANTI . Wahyuni, Luh Tu Selpi Widiartha, Komang Kurniawan Wiguna, I Gusti Lanang Agung Pratama Wiguna, I Nyoman Artha Wirawan, I Kadek Alit Wirjanata, I Wayan Yeni Dina Puspasari YOSEFINA UGE LAWE . Yosua Marasi Parningotan Siagian yusak ratunguri