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All Journal Journal of Education Technology ACITYA Journal of Teaching & Education Soshum: Jurnal Sosial dan Humaniora
Putu Kerti Nitiasih
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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English Game Website-Based Development for Fifth Grade Elementary School Students in First Semester Ni Made Nadindya Mahadewi; Putu Kerti Nitiasih; Luh Gd Rahayu Budiarta; Ni Luh Putu Era Adnyayanti
Acitya: Journal of Teaching and Education Vol. 6 No. 1 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i1.3765

Abstract

Human life has entered the era of the Industrial Revolution 4.0, where technology plays an important role in human life. Likewise, teaching and learning activities are currently being collaborated with technology. However, in practice, many schools still tend to use conventional methods in teaching. Conventional methods This makes students tend to feel bored in participating in learning. Many learning methods have been developed which are considered effective in increasing student enthusiasm for learning. One of the effective, interactive, innovative, and attractive methods for students that can be used is the gamification method. This study aims to develop learning media in digital games for elementary school students learning English. The Design and Development (D&D) methodology and the ADDIE development model were used in this study. The subjects in this study were five fifth-grade elementary school students. Data collection methods in research are observation, interviews, and questionnaires. Furthermore, data analysis was carried out using descriptive qualitative and quantitative descriptive methods. The data obtained are (1) the results of the design and development of learning media using the ADDIE model (analysis, design, development, implementation, and evaluation). (2) results of product effectiveness and validity data from expert judgment, teachers, and users (students). Based on the results of expert judges, website game-based learning English media products are considered very valid as English learning media. Likewise, the English teacher and five fifth-grade students considered games very effective as learning media to increase learning motivation.
Micro Learning Media for Teaching English at Junior High School Students Putu Kerti Nitiasih; Made Hery Santosa; Putu Suarcaya; Gede Ratnaya
Journal of Education Technology Vol. 7 No. 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i4.69627

Abstract

The students’ lacked of interest in learning English at Junior High School tended to cause of having short memory on the material being explained. Micro-learning is a tiny activity by teachers and learners in the classroom, to help the students’ short memory. This means that teachers need to provide a bit-sized learning material to help students to maintain their memories. Based on the phenomena developing video materials using the micro-learning concept is badly needed. The aim of this study is to develop micro learning media for teaching English at junior high school students. The micro-learning video developed in this research are combined with three teaching model namely; problem-based learning, project-based learning and discovery-based learning. The effectiveness of the developed video materials for the learners at junior high school was evaluated using criteria of a good English material suggested by the formula. Moreover, the checklist consisted 5 scales of scoring they are; 5 represents excellent, 4 represents good, 3 represents average, 2 represents below average, and 1 represents poor. The result showed that the quality of the developed micro-learning-based video materials implemented at junior high school was good. Thus, the micro-learning based video materials were good to help the students at junior high school to sustain their memories in learning English.
Exploring Strategies of Incorporating Multicultural Values in the Teaching and Learning Process at an Inclusive Primary School in North Bali Ni Nyoman Padmadewi; Luh Putu Artini; Nengah Suparta; Putu Kerti Nitiasih; I Gede Wahyu Suwela Antara; Ni Made Yuniari
Soshum: Jurnal Sosial dan Humaniora Vol. 16 No. 1 (2026): March 2026
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v16i1.73-83

Abstract

Incorporating multicultural values into the process of teaching and learning in school is important for enhancing inclusivity. There has been an abundance of studies conducted on this topic; however, most of them were conducted on special related subject matters, and there are limited resources for exploring strategies of how multicultural values can be implemented in all dimensions of school life. This study aims to explore strategies for incorporating multicultural values in an inclusive school. The study was conducted in the form of a case study in a private full-inclusion primary school in North Bali, considered a favourite and successful school in implementing multicultural values by the society around the school. The teachers have received specialized trainings to support and teach autistic students in an inclusive class. The school has 12 students with mild autism spectrum disorder (ASD) integrated with neurotypical students in every grade from grades 1 to 6.  The data were gathered over a period of six months through observations, in-depth interviews, and document analysis and were subsequently analysed qualitatively. This study found three main results. First, the school uses eight integrated strategies, five through activities that are part of the curriculum and three through activities that are not part of the curriculum. Second, these strategies have effects on many levels, such as more empathy, cooperation, less prejudice, more cultural pride, better critical thinking, and stronger social ties. Third, teachers' answers to the questionnaire show that they have consistently strong positive views about the program's cognitive, interpersonal, civic, and global outcomes. The study implied that the strategies positively influence students' attitudes and holistic development.
Co-Authors I Gede Ratnaya I Gede Wahyu Suwela Antara Luh Gd Rahayu Budiarta Luh Putu Artini Made Hery Santosa Nengah Suparta Ni Luh Putu Era Adnyayanti Ni Made Nadindya Mahadewi Ni Made Yuniari Padmadewi . Putu Suarcaya