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THE ETHNOPEDAGOGY STUDY ON THE "MEGIBUNG" TRADITION IN KARANGASEM Luh Sri Kasih; Gede Wira Bayu; I Nyoman Laba Jayanta
Jurnal Filsafat Indonesia Vol. 2 No. 3 (2019)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v2i3.22154

Abstract

Bali dikenal dengan budaya dan adat istiadatnya. Setiap lini kehidupan di Bali terkait dengan adat dan budaya termasuk pada prosesi “makan bersama” atau yang dikenal dengan istilah “mengibung”. Tradisi megibung di Bali sudah ada sejak jaman perang sekitar tahun 1614 Caka atau saat Raja Karangasem I Gusti Anglurah Ktut Karangasem, berperang menaklukkan kerajaan-kerajaan di Sasak (Lombok). Pada saat itu “megibung” dilaksanakan untuk menjaga persatuan dan kekompakan pasukan saat berperang dengan makan bersama. Tradisi “megibung” sebenarnya sarat akan makna dan aturan. Dalam tulisan ini, penulis berusaha mengkaji tradisi “megibung” dalam kajian etnopedagogik dengan berusaha mengkaji nilai filosofis, antropologis, sosiologis dan psikologis yang terdapat pada tradisi “megibung”.Kata Kunci: "Megibung"; Ethnopedagogy
EFEKTIVITAS IMPLEMENTASI STRATEGI ENJOYABLE LEARNING BERBANTUAN MEDIA AUDIO VISUAL TERHADAP HASIL BELAJAR BAHASA INGGRIS PERMULAAN PESERTA DIDIK SEKOLAH DASAR Gede Wira Bayu; Luh Gede Eka Wahyuni
Jurnal Ilmiah Sekolah Dasar Vol 3 No 3 (2019): Agustus 2019
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v3i3.16015

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Penelitian didasari atas rendahnya hasil belajar belajar Bahasa Inggris disekolah dasar khususnya setelah implementasi kurikulum 2013 dimana waktu pembelajaran bahasa inggris jauh berkurang dari 4 jam pelajaran seminggu pada Kurikulum Tingkat Satuan Pendidikan (KTSP) menjadi hanya 2 jam pelajaran seminggu pada kurikulum 2013. penelitian pre-eksperimen One Group Pretest-Posttest Design. Subjek pada penelitian ini adalah siswa kelas 2 di 8 sekolah dasar yang baru menerapkan kurikulum 2013 di kecamatan Buleleng. Data pada penelitian ini didapatkan dengan metode wawancara dan catatan lapangan. Dengan teknik random sampling subjek penelitian ini dipilih yaitu siswa kelas 2 di SD sejumlah 27 siswa sebagai kelompok kontrol, dan 25 siswa sebagai kelompok eksperimen. Berdasarkan hasil perhitungan nilai thitung sebesar 5,34. Rata-rata kelompok eksperimen sebesar 20,86 dan kelompok kontrol sebesar 15,18. Hal ini berarti rata-rata kelompok eksperimen > rata-rata kelompok kontrol. Dengan demikian strategi strategi Enjoyable Learning berbantuan media audio visual berpengaruh signifikan terhadap hasil belajar Bahasa Inggris pada siswa kelas II SD Penerapan Kurikulum 2013.
Efektivitas Implementasi Strategi Enjoyable Learning berbantuan Media Audio Visual terhadap Hasil Belajar Bahasa Inggris Permulaan Peserta Didik Sekolah Dasar Gede Wira Bayu; Luh Gede Eka Wahyuni; Ni Wayan Arini
Jurnal Ilmiah Sekolah Dasar Vol 3 No 1 (2019): Februari 2019
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v3i1.17178

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Penelitian ini didasari atas rendahnya hasil belajar belajar Bahasa Inggris di sekolah dasar khususnya setelah implementasi kurikulum 2013 dimana waktu pembelajaran bahasa inggris jauh berkurang dari 4 jam pelajaran seminggu pada Kurikulum Tingkat Satuan Pendidikan (KTSP) menjadi hanya 2 jam pelajaran seminggu pada kurikulum 2013. penelitian pre-eksperimen One Group Pretest-Posttest Design. Data pada penelitian ini didapatkan dengan metode wawancara dan catatan lapangan. Berdasarkan hasil perhitungan nilai thitung sebesar 5,34. Untuk mengetahui nilai ttabel dengan derajat kebebasan (dk) = 44 taraf signifikansi (α)= 0,05 diperoleh nilai ttabel= 2,023. Dengan membandingkan nilai thitung dan ttabel diperoleh perbandingan thitung>ttabel ini berarti H0 ditolak dan Ha diterima. Dan dari rata-rata  , diketahui   kelompok eksperimen sebesar 20,86 dan   kelompok kontrol sebesar 15,18. Hal ini berarti   eksperimen >   kelompok kontrol. Dengan demikian strategi strategi Enjoyable Learning berbantuan media audio visual berpengaruh signifikan terhadap hasil belajar Bahasa Inggris pada siswa kelas II SD Penerapan Kurikulum 2013 di Kecamatan Buleleng Kabupaten Buleleng Tahun Pelajaran 2018/2019.
School Literacy Movement Enhancing Students' Writing Skills and Creative Thinking Skills Wayan Arini; I Ketut Dibia; I Gede Wira Bayu
Jurnal Ilmiah Sekolah Dasar Vol 4 No 4 (2020): November 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v4i4.29847

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The low of students' writing skills due to the lack of knowledge of students in writing. In addition, teachers also experience difficulties in fostering student creativity in writing. This study aims to analyze the effectiveness of the school literacy movement to improve writing skills and creative thinking skills in students. The subjects of this study were 24 students. The object of this research is the students' writing skills and creative thinking skills after the implementation of the school literacy movement. This research was conducted in several cycles. Each cycle consists of four stages, namely: Planning, Implementing Action, Observation and Evaluation of Actions, and Reflection. The data collection method used in this study is the test method. Methods of data analysis using quantitative descriptive statistical analysis methods. Based on the calculation results, the average writing skills of students in the first cycle was 67.67, increasing to 78.67 in the second cycle. While the creative thinking ability of students in the first cycle was 63.33, increasing to 75.10 in the second cycle. The improvement of students' writing skills and creative thinking abilities from cycle I to cycle II was in the medium category. It can be concluded that the school literacy movement can effectively improve students' writing skills and creative thinking skills.
HOTS-based Instrument for Assessing Students Science Learning Outcomes in Elementary School Ni Putu Sri Diah Anggraeni; Gede Wira Bayu; I Gde Wawan Sudatha
Jurnal Ilmiah Sekolah Dasar Vol 5 No 2 (2021): May 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v5i2.35143

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This study aimed to develop an instrument for assessing science learning outcomes based on HOTS (Higher Order Thinking Skills). This research was development research that uses a 4D model (four-D model) with development stages consisting of define, design, develop, and distribute. This development research was only carried out until the development stage. The subject of this research was the HOTS-based science learning outcome assessment instrument in the form of grids and multiple-choice test sheets. Data were obtained by using interviews, observation, and test methods. The validation of the assessment instrument was carried out by two material experts using a validation sheet and 78 students for a limited trial using multiple-choice objective test instruments. The results obtained will be analyzed for validity, reliability, discriminatory power, level of difficulty, and quality of distractors. The results of the analysis of the HOTS-based science learning outcome assessment instrument had a validity of 0.90 which was in the very high category, reliability of 0.81 which was in the very high category. Distinguishing analysis obtained 2 items with very good criteria, 14 items with good criteria, and 9 items with sufficient criteria. In the difficulty level test, 12 questions were obtained in the easy category and 13 questions in the medium category. Analysis of the distractor quality test found 63 distractors were at the >5% level, which means the distractors are functioning well and 12 distractors were at the 5% level, which means the distractors were not functioning properly. These results indicated that the HOTS-based science learning outcome test assessment instrument developed was valid and reliable and is suitable for use as an assessment instrument in various styles of material.
Digital Learning Media Assisted by Quizizz Application (METALIQ) on Science Content of Ecosystem Topic for Sixth Grade Elementary School Nanda Sekar Astafiria; Gede Wira Bayu
Jurnal Ilmiah Sekolah Dasar Vol 5 No 3 (2021): August 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v5i3.39539

Abstract

This study aims to produce “METALIQ” which was developed on the topic of Ecosystems for the sixth-grade elementary school students. This research was a development research based on the ADDIE model procedure. The subject of this research was "METALIQ" with the topic Ecosystem for sixth grade elementary school students involving four lecturers as experts who assess the validity of the product content, two teachers who provide practitioner responses, and 10 sixth grade elementary school students filling out student responses. The object of research was the feasibility of "METALIQ" which is viewed from the content validity, practitioner responses, and student responses. The data collection methods in this study were observation, interviews, document studies, questionnaires and instruments rating scale. To measure the validity of the content of "METALIQ", the instrument was used rating scale, meanwhile to measure the responses of practitioners and students’ responses used a questionnaire. The learning media validity data obtained were then analyzed using the Aiken’s V formula to measure the content validity coefficient. The mean is an analysis to determine the average score of teacher responses and student responses. The results of the analysis of the validity of the “METALIQ” data for content experts were in the range of 0.75-1.00 and learning media experts were in the range of 0.625-1.00. This indicated that the content validity of “METALIQ” was high. The practitioner response test got an average score of 4.3, and the student response test got an average score of 4.55. This means that all aspects of the response test to “METALIQ” have very good qualifications. Based on this analysis, “METALIQ” in the science content of the Ecosystem topic was feasible for use in learning.
Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar Matematika Siswa Putu Hesti Mardika Astuti; Gede Wira Bayu; Ni Nyoman Arca Aspini
Mimbar Ilmu Vol. 26 No. 2 (2021): Augustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v26i2.36105

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Rendahnya hasil belajar Matematika siswa disebabkan oleh media pembelajaran yang kurang inovatif dan kurangnya keterkaitan antara materi pembelajaran dan konteks kehidupan nyata. Berdasarkan hal tersebut, maka diadakan penelitian yang bertujuan untuk meningkatkan hasil belajar matematika siswa kelas IV setelah penerapan model pembelajaran Problem Based Learning. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas 4 tahapan yaitu: perencanaan, pelaksnaan, observasi, dan refleksi. Subjek penelitian ini adalah siswa kelas IV yang berjumlah 31 orang terdiri atas 16 laki-laki dan 15 perempuan. Objek penelitian adalah hasil belajar matematika siswa. Data dianalisis menggunakan statistik deskripsitif. Hasil penelitian menunjukkan bahwa model pembelajaran Problem Based Learning dapat meningkatkan hasil belajar matematika siswa kelas IV. Hal ini diketahui dari hasil belajar siswa prasiklus dengan nilai rata-rata sebesar 60,32 dan ketuntasan belajar 45,16% berada pada kategori rendah. Pada siklus I hasilnya mengalami dengan nilai rata-rata sebesar 65,81 dan ketuntasan belajar 54,84% yang berada pada kategori cukup. Penelitian dilanjutkan pada siklus II dan memperoleh nilai rata-rata sebesar 76,29 serta ketuntasan belajar 83,87% yang berada pada kategori tinggi dan sudah memenuhi kriteria indikator keberhasilan penelitian. Jadi, dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning dapat meningkatkan hasil belajar Matematika siswa.
Tingkatkan Hasil Belajar Materi Globalisasi Siswa Kelas VI SD dengan Media Video Pembelajaran I Kadek Disky Ari Budi Utama; Ndra Tanggu Renda; Gede Wira Bayu
Mimbar Ilmu Vol. 26 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v26i3.39964

Abstract

Pada masa ini kegiatan belajar mengajar tidak dapat dilakukan secara tatap muka, khususnya pada daerah yang terdampak Covid-19 sehingga wajib dilakukan dengan pembelajaran jarak jauh. Kurangnya media pembelajaran yang menarik dan menyenangkan bagi siswa dalam mengikuti pembelajaran PPKn berdampak pada rendahnya prestasi belajar siswa. Dibutuhkan media pembelajaran inovatif yang dapat meningkatkan mutu pembelajaran dan mewujudkan proses belajar yang lebih bermakna bagi siswa. Tujuan dari penelitian ini adalah menciptakan video pembelajaran untuk meningkatkan hasil belajar materi globalisasi siswa kelas VI SD. Penelitian ini merupakan penelitian dan pengembangan (Research and Development) dengan model. Subjek yang terlibat dalam penelitian ini, yaitu dua orang ahli materi, dua orang ahli madia, empat orang guru PPKn, dan 23 orang. Teknik pengumpulan data dalam penelitian ini menggunakan kuisioner dengan instrument yang terdiri atas kuisioner meliputi karakteristik, tingkat validitas, kepraktisan, dan keefektifan media video pembelajaran globalisasi pada mata pelajaran PPKn kelas VI yang diperoleh dengan menggunakan teknik penyebaran kuisioner kepada subjek penelitian. Hasil data kualitatif yang diperoleh dianalisis secara deskriptif. Tingkat validitas media video pembelajaran globalisasi pada mata pelajaran PPKn kelas VI termasuk dalam kategori sangat valid, dilihat nilai kevalian pada ahli materi sebesar 1,00 dan nilai kevalidan pada ahli media sebesar 1,00. Tingkat kepraktisan media video pembelajaran globalisasi pada mata pelajaran PPKn kelas VI termasuk dalam kategori sangat praktis, dilihat dari nilai kepraktisan dengan yaitu sebesar 89. Maka video pembelajaran layak dan valid digunakan untuk meningkatkan hasil belajar siswa.
PENERAPAN METODE BERCERITA BERBANTUAN MEDIA GAMBAR UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR MEMBACA MENULIS PERMULAAN BAHASA INGGRIS Gede Wira Bayu
ACARYA PUSTAKA Vol 6 No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ap.v6i1.22180

Abstract

PENERAPAN METODE BERCERITA BERBANTUAN MEDIA GAMBAR UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR MEMBACA MENULIS PERMULAAN BAHASA INGGRIS Gede Wira BayuPendidikan Guru Sekolah Dasar, FIP Universitas Pendidikan GaneshaEmail:wira.bayu@undiksha.ac.id  Abstract This research is classroom action research which is involved the students in II/C class SD Negeri 3 Banjar Jawa at the second semester of the academic year 2010/2011. This research implemented in three cycles and the focus of the action is in the implementation of telling story method with drawing media and involved the miter teacher directly in collaborative work to improve student’s interest and achievement in learning reading and writing English for beginners.The result of this research showed that the implementation of telling story method with drawing media is success to improve student’s interest and achievement in learning reading and writing English for beginners. Better attention, willingness, and effort of the students showed that the interest of the students is improved, and better achievement in every cycle from cycle 1, 2 and 3 is appropriate with the aims of this research.Students opinion showed that 52% of them is like the implemented of telling story method with drawing media and 70% of them declared that this method can improved their willingness in studying English especially reading and writing. It’s indicating that this method is effective. Based on the research finding, generally recommended that this method need to be implemented in the elementary school to support the improving interest and achievement of the students in learning English.  Key words: Telling story method, Drawing media, Interest and Achievement.
Model Pembelajaran Somatic, Auditory, Visualization, Intellectualy (SAVI) Berbantuan Icebreaker Terhadap Hasil Belajar IPA Siswa I Kadek Peri Wijaya; Gede Wira Bayu; Made Sumantri
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 4 No. 1 (2021): Mei 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v4i1.27979

Abstract

Students who are less enthusiastic in participating in learning both individually and in groups and the teacher's inability to apply learning models that can create interesting and fun learning. The purpose of the study was to analyze the Somatic, Auditory, Visualization, Intellectual (SAVI) learning model with the aid of an icebreaker on the science learning outcomes of class V students. This study was quasi-research with a non-equivalent post-test-only group design. This study used a population of all students of class V, which amounted to 128 people. Based on the random sampling technique, the sample was assigned to the experimental group, namely class V with 25 students, and the control group, namely class V with 25 students. The data collection method used is the test method, namely a multiple-choice test, totaling 30 questions. The data that has been collected is then processed with descriptive and inferential statistics. Based on the results of the study, it is known that the average science learning outcomes obtained by the experimental group are greater than the control group (18.34>15.78). The results of the t-test showed tcount 3,598 and ttable with a significance level of 5% obtained 2,021. Based on the test results tcount > ttable (3.598 > 2.021), so Ho is rejected and H1 is accepted. So, it can be concluded that there is a significant effect of the Somatic, Auditory, Visualization, Intellectualy assisted learning model with the help of icebreaker on the science learning outcomes of fifth-grade students.
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