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Analysis of English Learning Needs in Elementary Schools within the Independent Curriculum: A Learning Study in Grade III Intan Cahyani Trinita; Gede Wira Bayu; I Gede Margunayasa
MIMBAR PGSD Undiksha Vol. 12 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v12i3.91853

Abstract

The low suitability of students' learning needs in learning English means that the learning process is monotonous, the class situation is passive and unreliable. Lack of teacher readiness in implementing English language learning in the Independent Curriculum. This research aims to analyze the needs for implementing English language learning and teacher readiness in learning English in the Merdeka curriculum. The research method used is descriptive qualitative. The data collection techniques used were observation, interviews and questionnaires. The research results show that the analysis of English language learning needs in class III elementary school in the Merdeka curriculum shows that the majority of students have difficulty understanding English material presented with a conventional approach. Students are more interested in interactive learning methods, such as the use of learning media. In addition, teachers expressed that they needed further training regarding the use of more flexible and creative approaches and more interesting learning aids. Based on the research results, it can be concluded that learning English in class III elementary school in the independent curriculum requires a more interactive, flexible and technology-based approach. This research has implications for the analysis of English language learning in elementary schools in the Merdeka curriculum, with a more communicative learning approach with technology support and teacher training to optimize learning.
Media Game Edukasi Berbasis Web untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa pada Materi IPAS Kelas IV Sekolah Dasar I Gede Reka Widiyantara; I Ketut Gading; Gede Wira Bayu
International Journal of Natural Science and Engineering Vol. 7 No. 3 (2023): October
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijnse.v7i3.75330

Abstract

Guru kurang mampu membuat media yang inovatif dengan memanfaatkan teknologi yang ada saat ini. Pembelajaran yang monoton membuat siswa kurang tertarik untuk belajar dan memahami materi. Penelitian ini bertujuan untuk menciptakan media game edukasi berbasis web untuk meningkatkan aktivitas dan hasil belajar siswa pada materi ipas kelas IV sekolah dasar. Jenis penelitian ini adalah penelitian pengembangan yang menggunakan model ADDIE. Subjek pada penelitian ini adalaha siswa kelas IV SD. Metode pengumpulan data yang digunakan yaitu melalui metode tes dan kuesioner/amgket. Teknik analisis data yang digunakan adalah analisis deskriptif kuantitatif, kualitatif dan analisis statistik inferensial. Teknik sampling yang digunakan dalam penelitian ini adalah proporsional random sampling. Data aktivitas belajar dikumpulkan dengan angket dan tes pilihan ganda. Data dianalisis secara deskriptif dan Multivariate Analysis of Variance dengan taraf signifikansi 5%. Hasil penelitian adalah deskripsi rancang bangun media game edukasi berbasis web yang sangat jelas dan bagus, keberterimaan media game edukasi berbasis dari ahli keberterimaan sebesar 90%, terdapat pengaruh positif pengembangan media game edukasi terhadap aktivitas belajar siswa kelas IV SD. Terdapat pengaruh positif pengembangan media game edukasi terhadap hasil belajar IPAS siswa kelas IV SD, dan terdapat pengaruh simultan yang positif pengembangan media game edukasi terhadap aktivitas dan hasil belajar IPAS siswa kelas IV SD. Disimpulkan terdapat pengaruh simultan yang positif model pengembangan media game edukasi berbasis web terhadap aktivitas dan hasil belajar siswa pada materi IPAS kelas IV sekolah dasar. Implikasi dalam penelitian ini adalah media game edukasi berbasis web merupakan faktor penting dalam meningkatkan aktivitas dan hasil belajar IPAS.
SMART-Based Feedback Guidelines to Improve Student Learning Motivation and Self-Efficacy Ni Made Viona Adelia Cahyani; I Wayan Widiana; Gede Wira Bayu
International Journal of Elementary Education Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i4.89795

Abstract

This research was triggered by a lack of understanding of teachers in providing effective feedback in elementary schools, which is often delivered simply without in-depth explanations. This study aims to develop guidelines for providing SMART-based feedback (Specific, Measurable, Achievable, Relevant, and Time-bound). In addition, this study also includes an analysis of the validity of media content, evaluation of teachers' responses to the media, and an assessment of its effectiveness on learning motivation and self-efficacy of elementary school students. This study adopts a 4D model with the subject of SMART-based feedback guidelines, and the object of this research includes the validity of the content, language, design, as well as user reactions and the effectiveness of the media. The data collection method involves conducting interviews, observations, and using questionnaires/questionnaires using rating scale and questionnaire instruments. With the availability of SMART-based feedback guidelines, teachers have a clear reference in providing more structured and effective feedback. These guidelines not only help increase students' motivation to learn, but also encourage them to achieve real, measurable, and continuous improvements in the learning process, so that learning outcomes can be more optimal. The results of the study show that the feedback guidelines developed have a high level of content validity, receive very good responses from teachers, and are significantly effective in increasing students' learning motivation and self-efficacy. Thus, this guideline is considered feasible, practical, and effective to be used in providing feedback in elementary schools.
Vocabulary Building Model in Elementary School English Learning Gede Wira Bayu; Ade Asih Susiari Tantri; I Gusti Ayu Agung Manik Wulandari
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.96675

Abstract

Many students still have difficulty understanding English learning due to the lack of supporting learning media and inappropriate learning models. This condition makes the English learning process challenging for students. The aim of this study was to develop a Vocabulary Building Model for English Learning in Elementary Schools. This research used an R&D approach employing the ADDIE model. The research subjects consisted of 2 media experts and 2 material experts, as well as 2 language experts, 2 material experts, and 2 learning experts. The trial subjects included 1 teacher/practitioner, 3 students (individual trial), and 6 students (small group trial). Data were collected using observation, interviews, questionnaires, and tests. The instruments used were questionnaire sheets and test items. Data analysis techniques applied in this study included qualitative descriptive analysis, quantitative descriptive analysis, and inferential statistics. The results showed that language experts gave a validity score of 95% (very valid), material experts 92% (very valid), and learning experts 90% (very valid). The individual trial obtained a practicality score of 95% (very practical), the small group trial scored 96% (very practical), and the teacher assessment was 90% (very practical). The effectiveness test results indicated an improvement in student learning outcomes after implementing the Vocabulary Building Model in Elementary School English Learning. It can be concluded that the Vocabulary Building Model is feasible for use in English learning and can enhance English learning outcomes for elementary school students.
Metacognitive-Based Learning Management System in Natural and Social Sciences: A Study on Enhancing Independence and Critical Thinking Skills Septiari, Ni Kadek; Gede Wira Bayu
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.91535

Abstract

This study was motivated by the low level of independence and critical thinking skills of students in elementary schools, especially in IPAS learning. This research has four main objectives, namely: (1) develop a prototype Learning Management System (LMS) based on metacognitive learning, (2) analyze the content validity of the LMS, (3) evaluate students' responses to the LMS, and (4) measure the effectiveness of the LMS based on metacognitive learning in increasing the independence and critical thinking skills of elementary school students in IPAS content with force material. This research uses the ADDIE development model. The subject of the research is the LMS based on metacognitive learning, while the object of research includes the validity of media content, learning design, material content, student responses, and media effectiveness. Data collection was done through questionnaires and essay questions. The results showed that: (1) the LMS based on metacognitive learning obtained a validity index of 0.995 which is included in the high content validity category, (2) the LMS learning design obtained a validity index of 0.984  with high content validity qualifications, (3) the LMS material content obtained a validity index of 0.986 with high content validity qualifications, and (4) the correlated t-test showed a significance value (2-tailed) of 0.000 or p < 0.05 at the 5% significance level, both for student independence and critical thinking skills. Thus, the LMS based on metacognitive learning is proven to be effective in improving the independence and critical thinking skills of elementary school students.
Goal-Free Evaluation Approach Instrument Focused on the Numeracy Skills of Grade IV Students at a Sekolah Penggerak in Singaraja City Darma, Ketut Ari Sukra; Widiana, I Wayan; Bayu, Gede Wira
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.92574

Abstract

This study was motivated by the low numeracy skills of students in elementary school, as well as the use of evaluation instruments that was not yet optimal. This research aims to analyze the validity and practicality of evaluation instruments using a goal free evaluation approach.  The research uses a 4D model (Define, Design, Development, Disseminate). This study takes the subject of evaluation instruments, while the object is the validity of basic education content, evaluation content, teacher and student responses. Data collection methods are quantitative observation and questionnaires. Instruments for collecting data are observation guidelines, rating scale sheets, interview guidelines, and questionnaires. The results of the research show that: (1) the validity results of basic education experts obtained a validity index of 1 with high content qualifications, (2) the validity results of evaluation experts obtained a validity index of 0.96667 with high content qualifications, (3) the achievement level of teachers' responses to the instrument was 90% and 100% with very good qualifications, (4), the achievement level of student responses to the instrument was 90.77% and 96.17% with very good qualifications, so that the evaluation instrument using the goal free evaluation approach is effective in improving Numeracy ability of fourth grade elementary school students. The implication of this research is that the instrument helps evaluate student numeracy objectively, improve learning and educational decision making.
Development of Experimental Digital Comics to Stimulate Kindergarteners’ Science Process Skills Fatwini; Astawan, I Gede; Bayu, Gede Wira
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11696

Abstract

Science process skills play a vital role in the cognitive and scientific development of early childhood learners. However, learning media specifically designed to cultivate these skills, particularly those that are digital and incorporate experimental components are still limited in availability. This study aims to develop digital comic-based learning media through experiments to stimulate science process skills in kindergarten children aged 5-6 years at PAUD 3 Serangkai, West Lombok. The development model used is ADDIE, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through material and media expert validation, small group trials, field trials, observations, and pretest-posttest of children's science process skills. The validation results show that this media is highly valid, with an average score of over 95% for both material and media design. The field trials, involving 36 children and two teachers, indicated that the media is very practical to use and successfully attracts interest and encourages active participation from the students in the learning processThe results of statistical analysis using the Paired Sample t-Test showed that the significance value (Sig. 2-tailed) was 0.000 < 0.05, indicating a statistically significant improvement in children's science process skills after using the media, particularly in the abilities to observe, classify, predict, measure, and communicate. This digital comic-based learning media through experiments effectively integrates engaging visuals with real experimental activities, providing a fun and meaningful learning experience. Therefore, this media is valid, practical, and effective as an innovative learning resource in early childhood education to optimally stimulate science process skills.
Interactive Power Point (PPT) Learning Media Using Artificial Intelligence (AI) in Metacognitive Learning Dewi, Dewa Ayu Padma; Widiana, I Wayan; Bayu, Gede Wira
International Journal of Language and Literature Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i1.96497

Abstract

Students' speaking skills in elementary schools remain low, largely due to the limited use of interactive learning media. This research aimed to develop, validate, analyze student responses to, and test the effectiveness of interactive PowerPoint (PPT) media integrated with artificial intelligence (AI) in improving elementary school students' reading interest and speaking skills. The study employed a developmental research method using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation phases. The research subject was the interactive AI-powered PPT media, while the trial involved 27 second-grade elementary school students. Data collection relied on interviews, observations, and questionnaires, with instruments including observation guidelines, rating scale sheets, and questionnaires. Data analysis involved validity tests, descriptive analysis, and correlated t-tests. The findings revealed that the developed media had a high validity score of 3.95, and the material's validity was also high at 3.85. Furthermore, the students' practicality results were exceptionally high at 93.75%. Crucially, the effectiveness analysis indicated that this interactive media significantly enhanced students' reading interest and speaking skills. In conclusion, this research underscores that the development of interactive PowerPoint (PPT) media presents an innovative alternative for boosting students' reading interest and speaking proficiency. The study's implications recommend that educators leverage technology in teaching to improve students' reading comprehension and language abilities.
Animated Mind-Mapping Media Based on Interactive Learning to Improve Digital Literacy and Collaboration Skills of Fifth Grade Elementary School Students Aprilia, Komang Ayu; Widiana, I Wayan; Bayu, Gede Wira
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.93521

Abstract

This study was motivated by the low digital literacy and collaboration skills of fifth grade students. This research aims to develop learning media in the form of mind mapping animation based on interactive learning to improve digital literacy and collaboration skills of fifth grade students. The research uses the ADDIE model (analysis, design, development, implementation, evaluation). The subject of this research is animated mind mapping media based on interactive learning. The objects in this study are aspects of validity, practicality and effectiveness. The data collection method is questionnaire. The instrument to collect data is a questionnaire. The data analysis method used is the t-test formula. The results showed that: (1) the results of the validity of the material expert obtained a validity index of 0.98333, while the results of the validity of the media expert obtained a validity index of 0.97222, these results have very good qualifications, (2) the level of achievement of student responses obtained a score of 90.95% with very good qualifications, (3) the results of the correlated t-test showed a significance (2-tailed) of 0.000 or p < 0.05 so that the interactive learning-based mind mapping animation was effective in improving digital literacy and collaboration skills of grade V elementary school students. The implication of this research is the creation of interactive mind mapping animation learning media and provides insight for the development of innovative methods.
Goal-Free Evaluation Approach in Providing Feedback on The Motivation and Learning Outcomes of P of Grade IV Students Setiawidiantari, Ketut Dian; Gede Wira Bayu; I Wayan Ardana
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.94112

Abstract

Student motivation and learning outcomes are often influenced by the learning methods and feedback provided by the teacher. Conventional approaches tend to focus on achieving the final goal, thus ignoring the overall student learning process. This study aims to describe the effect of the Goal Free Evaluation (GFE) approach in providing feedback on the learning motivation and PPKn learning outcomes of fourth grade elementary school students. This study used a quasi-experimental design with a nonequivalent control group pretest-posttest design. The subjects of the study were fourth grade elementary school students who were divided into two groups, namely the experimental class using the GFE approach and the control class using the conventional method. Data were collected through learning outcome tests and motivation questionnaires. Data analysis was carried out by comparing the average scores between the two groups. The results showed that the average motivation score in the experimental class was higher (17.83) than the control class (15.14), and the learning outcomes of students in the experimental class were also higher (82.67) than the control class (81.21). The conclusion of this study shows that the GFE approach has a positive effect on increasing student motivation and learning outcomes. The implication is that this approach can be applied as an alternative to improve the quality of learning and evaluation in schools.
Co-Authors Ada, I Putu Akhmad AR, Anggun Rimada Anggraeni, Ni Putu Sri Diah Aprilia, Komang Ayu Apriliasari, Ni Luh Apsari, Putu Linda Ariasih, Gusti Ayu Novi Ariasih, Gusti Ayu Novi Artati, Ni Luh Kade Rosika Arthadewi, Rara Indah Aspini, Ni Nyoman Arca Astafiria, Nanda Sekar Astrayani, Ni Kadek Liana Astuti, Putu Hesti Mardika B.HS, Heni Adawiyah Barbara, Ni Kadek Rika Berliana Febriyanti Budi Utama, I Kadek Disky Ari Bukian, I Gusti Ayu Made Winda Pradnyasari Darma, Ketut Ari Sukra Desak Komang Ira Pratiwi Desak Komang Ira Pratiwi Desak Putu Parmiti Devi, Kadek Sri Trisna Devi, Putu Sintya Dewa Gede Agung Raditya Biantara Dewantara, Kadek Andre Karisma Dewi Puspita Dewi Trisnawati, Ria Dewi Utami, Ni Luh Made Sintya Dewi, Dewa Ayu Padma Dewi, Ni Putu Utami Dewi, Widya Puspita Diantari, Ni Komang Indah Drs. I Nyoman Murda,M.Pd. . Drs. Ndara Tanggu Renda . Dwi Wiranata Fatwini Gede Parma, Putu Halili, Siti Hajar Binti Handayani, Ni Luh Putu Ayu Evi Heni Adawiyah B.HS I Dewa Ayu Made Parimita Dewi I Dewa Gede Suta Widura I Gede Astawan I Gede Margunayasa I Gede Nurjaya I Gede Reka Widiyantara I Gede Suriantara I Gusti Ayu Agung Manik Wulandari I Gusti Ayu Tri Agustiana I Kadek Disky Ari Budi Utama I Kadek Peri Wijaya I Kadek Sandika Wirayasa I Kadek Suartama I Kadek Suranata I Ketut Gading I Komang Sudarma I Made Suarjana I Made Tegeh I Nengah Martha I Nyoman Jampel I Nyoman Laba Jayanta I Putu Angga Suryadi I Putu Mas Dewantara I Putu Oka Sastrawan I Wayan Ardana I Wayan Eka Wiweka I Wayan Widiana Ida Ayu Made Indah Padmitasari Intan Cahyani Trinita Ira Pratiwi, Desak Komang Jayanti, Luh Sri Surya Wisma Juniarti, Ni Nyoman Esti Kadek Panji Yustisio Kadek Sri Trisna Devi Kadek Yudiana Kertiari, Luh Putu Ketut Ari Yuliani Ketut Arini Komang Ayu Lestari Kusumayanti, Ni Putu Martika Luh Putu Kertiari Luh Sri Kasih Luh Sri Surya Wisma Jayanti M.Pd Drs. I Ketut Dibia,S.Pd . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Setio Artayana Made Sri Indriani Made Sumantri Maria Goreti Rini Kristiantari Maylani Asril, Nice Mediawadi, Kadek Devi Nanda Sekar Astafiria Natalia, Ni Kadek Dwipiyani Ndiung, Sabina Ndra Tanggu Renda Ni Kadek Nilawati Ni Kadek Tania Amanda Marjaya Ni Ketut Desia Tristiantari NI KETUT NOVITA SARI Ni Koamang Selayani Ni Luh Putu Ayu Evi Handayani Ni Made Diah Ariusnita Ni Made Viona Adelia Cahyani Ni Nyoman Arca Aspini Ni Nyoman Arca Aspini Ni Nyoman Arca Aspini Ni Nyoman Kusmariyatni Ni Putu Sri Diah Anggraeni Ni Putu Wina Wulandini Ni Wayan Arini Ni Wayan Arini Ni Wayan Nabela Ni Wayan Rati Ni Wayan Riska Dewi Nice Maylani Asril Noviana, Putu Wiwin Peri Wijaya, I Kadek Prasanti, Ni Putu Pratiwi, Ni Komang Desi Pratiwi, Ni Komang Tryani Darma Purnami, I Gusti Ayu Lokita Putra, I Wayan Arta Diana Putri, Komang Putri Cahyani Putu Aditya Antara Putu Gede Parma Putu Gede Parma Putu Hesti Mardika Astuti Putu Melinia Prasetya Putu Vina Aryadnyani Putu Wulan Libriani Renda, Ndra Tanggu Salamah salamah salamah Sariawan, Made Kembar Nesa Selvi Puspa Rahayu Septiari, Ni Kadek Setiawidiantari, Ketut Dian Sintya Dewi, Sang Ayu Made Sintya Dewi, Sang Ayu Made Sriantini, Ni Putu Ayu Suciani, Ni Komang Sudarma , I Komang Sugiartha, I Made Tantri, Ade Asih Susiari Teristonia, Ni Luh Pegy Trisna, Gusti Ayu Sukma Utama, Kadek Dwi Prawira Wayan Arini Widura, I Dewa Gede Suta Widya Puspita Dewi Wiguna, Made Ceger Artha Wiryawan, I Wayan Ade Wiryawan, I Wayan Ade Wiweka, I Kadek Angga Yatha Wiweka, I Wayan Eka Wulandini, Ni Putu Wina