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TALKING STICK SEBAGAI INOVASI DALAM AKTIVITAS MENGOMUNIKASIKAN UNTUK MENINGKATKAN PEMAHAMAN SISWA Agung, Anak Agung Gede; Widiana, I Wayan; Tresnayanti, Putu Indah
Jurnal Ilmiah Sekolah Dasar Vol 1, No 3 (2017): Agustus 2017
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (617.063 KB) | DOI: 10.23887/jisd.v1i3.10369

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh aktivitas mengomunikasikan dalam pendekatan saintifik berbantuan talking stick terhadap dimensi proses kognitif siswa kelas IV tahun pelajaran 2016/2017 di Sd Kabupaten Buleleng.  Penelitian ini merupakan penelitian eksperimen semu dengan populasi seluruh kelompok siswa kelas IV di SD rintisan kurikulum  2013 di Kabupaten buleleng. Sampel penelitian sebanyak dua kelas yang berjumlah 76 siswa. Data dikumpulkan dengan teknik tes serta dianalisis dengan teknik statistik deskriptif dan  inferensial (uji t). Hasil penelitian ini menunjukkan bahwa terdapat perbedaan dimensi proses kognitif yang signifikan antara siswa yang dibelajarkan dengan aktivitas mengomunikasikan dalam pendekatan saintifik berbantuan talking stick dan siswa yang dibelajarkan dengan aktivitas pembelajaran konvensional (thitung = 5,27 > ttabel = 1,99), serta kategori pemahaman dalam dimensi proses kognitif lebih tinggi dari pada kategori lainnya.
PEMBELAJARAN BERBASIS OTAK (BRAIN BASED LEARNING), GAYA KOGNITIF KEMAMPUAN BERPIKIR KREATIF DAN HASIL BELAJAR MAHASISWA Widiana, I Wayan; Bayu, Gede Wira; Jayanta, I Nyoman Laba
JPI (Jurnal Pendidikan Indonesia) Vol 6, No 1 (2017)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (610.512 KB) | DOI: 10.23887/jpi-undiksha.v6i1.8562

Abstract

This research purpose is to examine the effect of brain-based learning model on the ability to think creatively and student’s learning outcome. This type of research is experimental research design with non-equivalent control group design. Population of this research is the students of Semester V PGSD Ganesha University of Education which is consist of 8 classes. The samples were taken by random sampling technique as much as 2 classes. Data ability to think creatively and learning outcomes was collected by using test. Data collected were analyzed using ANOVA two lanes. Based on the results of data analysis, it’s found that the results of the study as follow. First, there are significant differences between the groups understanding of the concept of brain-based learning model and learning model Conventional group (F = 5.13; p <0.05). Second, there are significant differences between the groups understanding of the concept of cognitive style field independent and field dependent cognitive style groups (F = 23.43; p <0.05). Thirdly, in achieving an understanding of concepts, models of learning and cognitive style interacts significantly (F = 6.11; p <0.05). Fourth, there are significant differences between the groups ability to think creatively brain-based learning model and conventional learning model group (F = 12.75; p <0.05). Fifth, there are significant differences between the groups ability to think creatively cognitive style field independent and field dependent cognitive style groups (F = 44.94; p <0.05). Sixth, in the achievement of creative thinking ability, learning and cognitive style models do not interact significantly (F = 0.06; p> 0.05)
PENGEMBANGAN ASESMEN PROYEK DALAM PEMBELAJARAN IPA DI SEKOLAH DASAR Widiana, I Wayan
Jurnal Pendidikan Indonesia Vol 5, No 2 (2016)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.659 KB) | DOI: 10.23887/jpi-undiksha.v5i2.8154

Abstract

Tujuan penelitian ini adalah (1) mengetahui kualitas hasil pengembangan asesmen proyek dalam pembelajaran IPA, (2) mengetahui efektivitas asesmen proyek dalam pembelajaran IPA. Model pengembangan yang digunakan dalam penelitian ini adalah model ADDIE. Model ADDIE terdiri atas lima tahapan yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Kelima tahapan model pengembangan ini, dijadikan acuan dalam memproduksi dan memvalidasi asesmen proyek yang dikembangkan. Validasi asesmen proyek dilakukan oleh satu ahli isi mata pelajaran, satu ahli desain pembelajaran, satu ahli asesmen Pembelajaran dan 29 siswa uji coba lapangan. Efektivitas asesmen proyek dilakukan oleh 29 siswa menggunakan desain penelitian pretest dan posttest. Data dikumpulkan dengan metode kuisioner dan tes. Dengan instrumen tes yang digunakan berupa tes objektif. Dalam analisis data, digunakan analisis deskriptif kualitatif, kuantitatif dan statistik inferensial/induktif uji-t. Hasil penelitian ini adalah 1) kualitas hasil pengembangan asesmen menurut review ahli dan siswa yaitu: a) ahli bidang studi 96%; b) ahli desain pembelajaran 92%; c) ahli asesmen pembelajaran 94% yang semuanya tiga ahli pada kategori sangat baik serta d) uji coba lapangan 91,7% yang berada pada kategori sangat baik; 2) Efektivitas hasil pengembangan asesmen menunjukkan signifikansi yang diperoleh adalah thitung = 13,693 > ttabel =2,000. Ini berarti terdapat perbedaan yang signifikan pada hasil belajar siswa sebelum dan sesudah menggunakan asesmen proyek.
Pelantihan dan Pengabdian Masyarakat Keterampialan Menulis Lontar Widiana, I Wayan
JURNAL WIDYA LAKSANA Vol 5, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (48.128 KB) | DOI: 10.23887/jwl.v5i2.9091

Abstract

abstrakIn attempt to erase poverty and reducing unemployment people in the society, it is very important to have a high self-awareness and motivation from the people, not only producer but also the consumers as the users of Lontar (Palm Leaves) Writing Skill result.            The Life Skill Education is aiming the improvement of the human resources quality by giving Lontar Writing Skill training for people who don’t have chance to have a formal education and those who have minimum knowledge and skill, so they can make their own work field which basically will make their life become better. In order to give those people an helpful skill that will make them having a better life, it’s very important to give Lontar Writing Skill training for the society in Tianyar village, Kubu Sub district, Karangasem Regency.            The method is used in this activity is seminar and workshop by involving 15 untill 25 years old productive people. The main product of this activity is (1) The society will be able to write lontar in a good way. (2) The society start to learn writing lontar at home by them self. (3) Knowing the lontar writing technique so that they can write it well. (4) Knowing the best marketing technique to use. (5) The society start to think creatively, innovatively, and to be a lontar writer.Keywords: Training, Writing Lontar Skill
IPTEK BAGI MASYARAKAT (IbM) IKAN MUJAIR KINTAMANI Widiana, I Wayan
JURNAL WIDYA LAKSANA Vol 5, No 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v5i1.9093

Abstract

Tujuan utama program iptek bagi masyarakat (IbM)  ini adalah: (1) untuk meningkatkan wawasan dan pengetahuan anggota kelompok nelayan ikan kramba dalam mengemas produk ikan kramba, (2) untuk meningkatkan wawasan dan pengetahuan anggota kelompok nelayan ikan kramba dalam mengolah ikan kramba pasca panen, (3) untuk meningkatkan pendapatan dan kesejahteraan kelompok nelayan ikan kramba di Desa Abang Batu Dinding Kecamatan Kintamani.  Sampai saat ini, pelatihan ini sudah dilaksanakan selama 2 bulan dilapangan atau (70%) dari keseluruhan pelatihan. Pelatihan ini diikuti oleh 30 orang wanita dari desa Abang Batu Dinding Kintamani. Hasil yang dicapai selama ini (1) Tingkat partisipasi yang tinggi dari mitra program pengabdian kepada masyarakat memberikan dampak positif bagi pelaksanaan program, terlihat dari kehadiran peserta yang tanpa ijin, dan dukungan dari kepala desa. (2) Hasil pelatihan menunjukkan bahwa dari 30 orang yang ikut pelatihan 25 orang (83,33%) masuk dalam kategori sangat mengetahui dan terampil dalam pengolahan produk ikan kramba pasca panen, 2 orang (2,66) termasuk dalam kategori kategori mengetahui dan terampil dalam pengolahan produk ikan kramba pasca panen, dan 5 orang (16,66)  termasuk dalam kategori cukup mengetahui dan terampil dalam pengolahan produk ikan kramba pasca panen. (3) Hasil pelatihan menunjukkan bahwa dari 30 orang yang ikut pelatihan 20 orang (66,67%) masuk dalam kategori sangat mengetahui dan terampil dalam mengembangkan IPTEK packing dan pengolahan pasca panen, 5 (16,66) orang termasuk dalam kategori kategori mengetahui dan terampil dalam mengembangkan IPTEK packing dan pengolahan pasca panen, dan 5 orang (16,66)  termasuk dalam kategori cukup mengetahui dan terampil dalam mengembangkan IPTEK packing dan pengolahan pasca panen. Dan (4) Kendala pelaksanaan program adalah sulitnya meminid waktu untuk pencapaian kesepakatan pelaksanaan kegiatan, karena umumnya peserta latihan terbentur dengan rutinitas pekerjaan harian yang menunjang perekonomian keluarga, maupun pelaksanaan kegiatan ritual adat-istiadat yang lumayan padat di Desa Abang Batu Dinding Kintamani dalam kaitannya dengan paruman desa adat untuk penyelenggaraan ritual ada dan keagamaan. 
The Training and Making of IPS Tools for PGSD FIP Undiksha Alumni in Buleleng Sub-District, Buleleng District Yudiana, Kadek; Parmiti, Desak Putu; Kusmariyatni, Nyoman; Murda, I Nyoman; Widiana, I Wayan
International Journal of Community Service Learning Vol 3, No 2 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (674.173 KB) | DOI: 10.23887/ijcsl.v3i2.17814

Abstract

The process of learning should be good and right, of course, must be supported by various facilities in addition to the ability of teachers to organize learning. The selection and utilization of teaching aids is one of the important things that must be considered by the teacher so that the learning process can be more meaningful and can achieve the expected goals. In reality some elementary school teachers teaching social studies in the Buleleng sub-district rarely use the aid of teaching aids in their teaching and learning process. This happened because some of the teachers considered that to make an IPS teaching aid was very difficult to do, to use these teaching aids in social studies learning took a relatively long time so the teacher decided to teach without teaching aids. Another reason given is that the cost of making IPS teaching aids costs a lot. Based on this, it is deemed necessary to make training for teachers in making simple IPS teaching aids and use them in learning in elementary schools. The activity was attended by 30 people from the Undiksha FIP PGSD alumni teachers. After the implementation of this activity the teacher is no longer having difficulty making IPS teaching aids and is able to use IPS teaching aids well.
Science Learning Achievement; Three Dimension-Media Innovation in Contextual Learning Approach Widiana, I Wayan; Kusmariatni, Nyoman; Sedana, Dewa Nyoman; Riastini, Putu Nanci
Journal of Education Research and Evaluation Vol 3, No 4 (2019)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (583.689 KB) | DOI: 10.23887/jere.v3i4.22475

Abstract

Science learning achievement is low in some elementry schools in Bali and it is suspected that learning process is one of the factors that has caused this. Hence, there is a need for innovations in learning to improve learning process which has so far taken place (conventional). This study wasa aimed at finnding out the difference in science learning achievement  between students who are taught  through contextual learning which uses three dimension media and those who are taught through conventional learning..this is a quasi-experimental research with non equivalent post-test only control group design. The population used in this study was the fourth grade students af elementary schools in Gugus 1 Singaraja with the total number of eight schools. The sample in this study was selected  using  random sampling. Out of the eight schools in Gugus 1 Singaraja, two schools wereselected, namely SD No. 5 Banyuning as experiment group and SD No.6 Banyuning as conrol group.. the data gathered inthis study was in the form of science learning achievement. The instrument used to collect the data was an objective test or multiple choice.  The data were analyzed  using inferential statistics or t-test.  The result showed that  science learning achievement in the group where  three dimension media were used  had  the mean score of 20.75 , which is higher than  the group where conventional learning was used , whose mean score was 17. 08. This result  was confirmed by hypothesis testing in which it was obtained that tobs. > tc.v.. This means that  the implementation of contextual  learning approach  which was aided with three dimenisionmedia had  a positive effect on  science learning achivement. 
ANALISIS DISKREPANSI PEMBELAJARAN DENGAN KURIKULUM 2013 BERDASARKAN PERMENDIKBUD NOMOR 65 TAHUN 2013 DI SD LABORATORIUM UNDIKSHA ., Ni Luh Sadewi Widyani; ., Drs. Ignatius I Wayan Suwatra,M.Pd; ., I Wayan Widiana, S.Pd., M.Pd
MIMBAR PGSD Undiksha Vol 3, No 1 (2015):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v3i1.5154

Abstract

Penelitian ini bertujuan untuk mengetahui besarnya kesenjangan antara implementasi kurikulum 2013 di SD Laboratorium Undiksha dengan Permendikbud Nomor 65 Tahun 2013 ditinjau dari perencanaan pembelajaran, pelaksanaan pembelajaran, penilaian proses dan hasil pembelajaran, serta pengawasan proses pembelajaran. Penelitian ini termasuk penelitian evaluatif model diskrepansi (discrepancy model). Pengukuran efektivitas program dilakukan dengan membandingkan antara kondisi ideal (standar) dengan kondisi riil tentang implementasi Kurikulum 2013 di SD Laboratorium Undiksha berdasarkan Permendikbud Nomor 65 Tahun 2013. Variabel perencanaan pembelajaran serta penilaian proses dan hasil pembelajaran diukur dengan lembar studi dokumentasi, variabel pelaksanaan pembelajaran diukur dengan lembar observasi, sedangkan variabel pengawasan proses pembelajaran diukur dengan lembar kuesioner. Sampel penelitian berjumlah 4 orang pendidik di SD Laboratorium Undiksha. Data berupa skor semua variabel dianalisis dengan menggunakan prosedur uji tanda berjenjang wilcoxon, kemudian dihitung tanda beda dan besar beda dengan standar yang telah ditentukan. Hasil analisis menunjukkan bahwa besarnya kesenjangan implementasi Kurikulum 2013 di SD Laboratorium Undiksha berdasarkan Permendikbud Nomor 65 Tahun 2013 ditinjau dari perencanaan pembelajaran adalah sebesar 17,90%, pelaksanaan pembelajaran sebesar 12,11%, penilaian proses dan hasil pembelajaran sebesar 6,67%, serta pengawasan proses pembelajaran sebesar 10,95%. Kesenjangan tersebut secara umum disebabkan karena sulitnya merubah mindset warga satuan pendidikan, keterlambatan pendistribusian buku, serta tidak meratanya program pelatihan kepada pendidik.Kata Kunci : diskrepansi, Kurikulum 2013, Permendikbud No. 65 Tahun 2013 This research aimed to determine how large the discrepancy between the ideal condition and the implementation of 2013 curriculum in teaching and learning process at SD Laboratorium Undiksha reviewed from the lesson plan, teaching learning process, assessment and learning outcomes, and the monitoring of learning process. This study was evaluative research which apply discrepancy model. Measurement of the program effectiveness was done by comparing the ideal conditions, based on Permendikbud No. 65 of 2013, with the real conditions on the implementation of 2013 Curriculum at SD Laboratorium Undiksha. Lesson plan, assessment process, and learning outcomes variable, were measured by the study documentation sheets. Meanwhile, the teaching and learning process variable was measured by observation sheets, and the monitoring of learning process variable was measured by questionnaire. Sample of the study consisted of 4 teachers of SD Laboratorium Undiksha. The scores form for all variables were analyzed using the Wilcoxon’s signed rank test. The sign difference and score difference were calculated with a predetermined standard. The result of the analysis showed that the large of discrepancy between ideal conditions (based on Permendikbud No. 65 of 2013) and the implementation of 2013 Curriculum at SD Laboratorium Undiksha in terms of lesson plan is 17,90%, teaching and learning process is 12,11%, assessment and learning outcomes is 6,67%, and the monitoring of learning process is 10,95%. The discrepancy is generally due to the difficulty in changing the mindset of most education staff, tardiness of the books’ distribution, and uneven training programs for educators.keyword : discrepancy, Curriculum 2013, Permendikbud No. 65 of 2013
PENGARUH MODEL CONTEKTUAL THEACHING AND LEARNING BERBANTUAN MEDIA KIT IPA TERHADAP HASIL BELAJAR IPA PADA SISWA KELAS IV SD SIDETAPA ., Ni Komang Puspaniati; ., Prof. Dr. Ni Ketut Suarni,MS; ., I Wayan Widiana, S.Pd., M.Pd
MIMBAR PGSD Undiksha Vol 2, No 1 (2014):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v2i1.2228

Abstract

Abstrak Penelitian ini bertujuan untuk, (1) mendeskripsikan hasil belajar IPA siswa yang mengikuti pembelajaran dengan model Contektual Theaching and Learning, (2) mendeskripsikan hasil belajar IPA siswa yang mengikuti pembelajaran secara konvensional, (3) mengetahui perbedaan yang singnifikan pada hasil belajar IPA antara siswa yang mengikuti pembelajaran dengan model Contektual Theaching and Learning dan siswa yang mengikuti pembelajaran secara konvensional. Jenis penelitian ini adalah quasi exsperimen dengan rancangan post-test only control group design. Populasi penelitian ini adalah seluruh siswa kelas IV SD di gugus V Kecamatan Banjar Kabupaten Buleleng tahun pelajaran 2013/2014. Sebanyak 47 orang siswa dipilih sebagai sampel yang ditentukan dengan teknik random sampling. Data yang dianalisis dalam penelitian ini adalah skor hasil belajar IPA ranah kognitif yang dikumpulkan melalui tes esai. Hasil penelitian menunjukan bahwa, (1) data hasil belajar IPA siswa yang mengikuti pembelajaran dengan model Contektual Theaching and Learning cenderung tinggi dengan Mo > Me > M (11,16 > 11,02 > 10,50), (2) data hasil belajar IPA siswa yang mengikuti pembelajaran secara konvensional cenderung rendah dengan Mo < Me < M (5,42 < 6,50 < 8,81), (3). terdapat perbedaan yang signifikan pada hasil belajar IPA antara siswa yang mengikuti pembelajara dengan model Contektual Theaching and Learning dan siswa yang mengikuti pembelajaran secara konvensional. Hal ini dapat dilihat dari perolehan rerata kelompok eksperimen lebih tinggi dibanding dengan perolehan rerata kelompok kontrol (eksperimen = 10,90 > kontrol = 7,18) dan hasil uji hipotesi menggunakan uji-t, dengan thitung lebih besar dari ttabel (thitung = 3,027 > ttabel = 2,000). Dengan demikian, model Contektual Theaching and Learning berpengaruh terhadap hasil belajar IPA siswa kelas IV semester I SD gugus V Kecamatan Banjar Kabupaten Buleleng tahun pelajaran 2013/2014.Kata Kunci : CTL, hasil belajar IPA Abstract This research aims to; (1) describe students’ competency in IPA who were treated by Contektual Theaching and Learning model, (2) describe students’ competency in IPA who were treated conventionally, (3) know the significant difference between students who were treated by Contektual Theaching and Learning model those who were taught with conventional technique. This research was kind of a quasi experiment. Post-test only control group design was used as a research design. This study used all students in the grade IV elementary school in Banjar subdistric, Buleleng regency as a population. There were 47 students were chosen randomly as samples of study. The data were analyzed cognitively by using essay tests. The result of study showed that, (1) students’ scores who were treated by using Contektual Theaching and Learning got higher point than those who were taught by using conventional method (Mo > Me > M (11,16 > 11,02 > 10,50), (2) students’ scores who were treated by using conventional method got lower points than those who were taught by using Contektual Theaching and Learning model (Mo < Me < M (5,42 < 6,50 < 8,81), (3) there was a significant difference between students who were taught by using Contektual Theaching and Learning than those who were taught by using conventional method. This fact can be viewed from the group’s means score which explained the experimental group got higher mean score than control group (experimental group = 10.90 > control group = 7,18) and the t-test was used to test hypothesis. It showed that (thitung = 3,027> ttabel = 2,000). It can be concluded that the Contektual Theaching and Learning model gave a significant effect toward students’ competency in mathematics for students in the grade IV elementary school in the second semester in Banjar subdistrict, Buleleng regency in the academic year of 2013/2014.keyword : CTL, IPA result study
ANALISIS GAYA BELAJAR SISWA DALAM PEMBELAJARAN BAHASA INDONESIA PADA SISWA KELAS V SD GUGUS VI KECAMATAN ABANG KABUPATEN KARANGASEM TAHUN PELAJARAN 2015/2016 ., Ni Wayan Juliani; ., Drs. I Nyoman Murda,M.Pd.; ., I Wayan Widiana, S.Pd., M.Pd
MIMBAR PGSD Undiksha Vol 4, No 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7494

Abstract

Penelitian ini bertujuan untuk mendeskripsikan gaya belajar siswa dan faktor-faktor yang mempengaruhi kecendrungan gaya belajar siswa dalam pembelajaran Bahasa Indonesia pada siswa kelas V SD Gugus VI Kecamatan Abang Kabupaten Karangasem. Jenis penelitian ini adalah penelitian kualitatif. Sampel penelitiannya yakni siswa kelas V SD di Gugus VI Kecamatan Abang Kabupaten Karangasem tahun pelajara 2015/2016 yakni SDN 1 Pidpid, SDN 1 Nawa Kerti, dan SDN 1 Kesimpar yang berjumlah 51 orang. Metode pengumpulan data yang digunakan yakni kuesioner, wawancara dan dokumentasi. Data yang dikumpulkan dianalisis menggunakan analisis deskriptif. Hasil penelitian pada siswa kelas V di Gugus VI Kecamatan Abang Kabupaten Karangasem menunjukkan bahwa (1) Gaya belajar siswa dalam pembelajaran Bahasa Indonesia yang dominan dimiliki siswa adalah gaya belajar visual, dengan sebaran hasil rata-rata persentase yaitu visual (46%), auditori (18%) dan kinestetik (35,33%). Gaya belajar siswa dalam pembelajaran Bagasa Indonesia termasuk dalam kategori baik dengan sebaran frekuensi dan persentase masing-masing yakni (31,4%) di kategori sangat baik, (54,9%) di kategori baik, (13,7%) di kategori cukup. (2) faktor yang mempengaruhi kecendrungan gaya belajar siswa yaitu faktor internal dan eksternal.Kata Kunci : gaya belajar siswa , pembelajaran Bahasa Indonesia This study aimed to describe students 'learning styles and the factors that influence the tendency of students' learning styles in learning Indonesian students of class V SD Cluster VI Abang District Karangasem regency. This research is a qualitative research. Namely research samples fifth grade students of elementary schools in Cluster VI Abang District Karangasem year 2015/2016 subject is SDN 1 Pidpid, SDN 1 Nawa Kerti, and SDN 1 Kesimpar which amounted to 51 people. Methods of data collection used the questionnaires, interviews and documentation. Data collected were analyzed using descriptive analysis. The results of the study on class V students in Cluster VI Abang District Karangasem regency showed that (1) the student's learning style in learning Indonesian dominant learning style of the students are visual, with the average yield spread namely visual percentage (46%), auditory (18%) and kinesthetic (35.33%). Learning styles of students in learning Indonesian included in both categories with a frequency distribution and percentage of each ie (31.4%) in the excellent category , (54.9%) in the category enough. (2) factors affecting the tendency of students' learning styles are internal and external factors. keyword : students' learning styles , learning Indonesian
Co-Authors ., Dr. I Ketut Gading,M.Psi ., Gst.Pt.Oka Sugiarta ., Gusti Ayu Ketut Utami Ulan Dewi ., Gusti Ayu Putu Sugiantari ., I Dewa Gede Raka Wisnawa ., I Gde Dita Wijaya ., I Gede Marta Widana ., I Gede Parwata Setiawan ., I Gede Setya Mahendrawan ., I Nengah Arta Sedana ., I Putu Mas Mahardika ., I Wayan Harimawan Rahmadi ., Kadek Agustya Wira Budhi ., Kadek Ayu Partiwi ., Kadek Ayuning Raresik ., Kadek Dian Kharisma ., Komang Trisna Yuliantari ., Made Vidha Ratnami ., Ni Ketut Januarti ., Ni Luh Septiani Ari Pertiwi ., Ni Luh Sri Yogi Utami ., Ni Made Sri Ayu Lestari ., Ni Nyoman Astiti Rahayu ., Ni Wayan Depiani ., Ni Wayan Juliani ., Nur Muhammad ., Nym Agus Tri Adnyana ., Nyoman Agus Tri Adnyana ., Putu Andi Saputra ., Putu Ayu Pryantini ., Sang Gede Angga Wiguna A.A Istri Dewi Adhi Utami Adeoye, Moses Adeleke Adrianus I Wayan Ilia Yuda Sukmana Alexander Hamonangan Simamora ana, Kadek Yudi Anak Agung Gede Agung Anak Agung Gede Agung, Anak Agung Gede Andriani, Ni Made Angelia Widyastuti, putu Anggrayeni, Ni Komang Antara, I Gede Wahyu Suwela Antari, Putu Lusi Aprilia, Komang Ayu Ardithayasa, I Wayan Ari Anggreni Putri Arini, Ni Made Arisanti, Dewa Ayu Kade Artanayasa, Wayan Asthadi Mahendra Bhandesa, Asthadi Mahendra Astra, Nyoman Rara Widayani Baharun, Hasan Baiq Aryani Novianti Basilius Redan Werang Budi Artawan, Nyoman Budi Artawan, Nyoman Budiastini, Ni Putu Putri Cahyaningsih, Haprilia Dang, Tin T. Darma, Ketut Ari Sukra Desak Kadek Sri Astiti Desak Ketut Trisna Lestari Desak Made Citrawathi Desak Putu Parmiti Desak Putu Sintha Wedayanti ., Desak Putu Sintha Wedayanti Dewa Ayu Candra Dwi Evayani Dewa Ayu Fionitha Arimas Wulantika . Dewa Ayu Pamella . Dewa Ayu Puteri Handayani Dewa Gede Wira Pramana ., Dewa Gede Wira Pramana Dewa Nyoman Sudana Dewi Utami, Ni Luh Made Sintya Dewi, Dewa Ayu Padma Dewi, Ni Kadek Dita Cahyani Dewi, Ni Made Rosita Dharma Tari, I Dewa Ayu Eka Purba Dharwisesa, Made Wruh Diyatmika, Utama Drs. I Nyoman Murda,M.Pd. . Drs. I Wayan Mudana,M.Si. . Drs. Ndara Tanggu Renda . Drs. Syahruddin,S.Pd,M.Pd. . Dwi Wiranata Dwiyanti, Maelani Edwin Edwin Eka Junaidi Eka Peri Artawan . Entika Fani Prastikawati Erawati, Gusti Ayu Putu Sintha Arma Fadli, Moh. Febrianti, Sang Ayu Diah Gde Artawan Gede Wira Bayu Gst Agung Teguh Mahardika . Gunada, I Wayan Agus Gusti Ayu Made Septina Witari Dewi . Gusti Ayu Nyoman Ratih Arik Pratiwi Halili, Siti Hajar Binti Hamidi, Vannya Sabrina Putri Handayani, Ni Komang Tri Hendra Wiranata, I Gede Huldiya Syamsiar I Dewa Ayu Nyoman Artanti, I Dewa Ayu Nyoman Artanti I Dewa Kade Tastra I Gede Agus Sudiantara I Gede Ananta Wiradnyana . I Gede Astawan I Gede Margunayasa I Gede Nurjaya I Gede Ratnaya I Gusti Ayu Priyanitha Prawini I Gusti Ngurah Japa I Gusti Ngurah Japa I Gusti Ngurah Japa I Gusti Ngurah Japa I Gusti Ngurah Pujawan I Gusti Nyoman Sastriawan . I Gusti Putu Suharta I Gusti Putu Suharta I Kadek Edi Yudiana I Kadek Suranata I Ketut Ari Darma Putra ., I Ketut Ari Darma Putra I Ketut Gading I Ketut Mudana, I Ketut I Ketut Puspayoga Ariana I Ketut Restana Asta ., I Ketut Restana Asta I Ketut Sandi . I Komang Wisnu Budi Wijaya I Made Ardika Yasa I Made Citra Wibawa I Made Rupia Arsana . I Made Suarjana I Made Sudarsana I Made Tegeh I Nyoman Jampel I Nyoman Laba Jayanta I Putu Angga Suryadi I Putu Mas Dewantara I Wayan Diana Putra . I Wayan Kertih I Wayan Lasmawan I Wayan Riski Ananda Putra I Wayan Suwendra I. K. Sudiana Ida Bagus Gede Surya Abadi Ida Bagus Putrayasa Iftitah, Nurlaili Ignatius I Wayan Suwatra Imam Shofwan Indah Cahayani Damanik Indrasuari, Ni Kadek Savitri Irdianti, Putu Ria Isnaeni, Arifati Japa, Ngurah Jatien Nandang Jayadiningrat, Made Gautama Jayanti, Luh Sri Surya Wisma Juliantari, Made Yeni Juniati, Ni Wayan Juniati, Ni Wayan Kadek Ariyani Kadek Mita Lasmini Kadek Rihendra Dantes Kadek Yudiana Kartini, Ni Putu Yuni Ketut Arini Ketut Ariningsih ., Ketut Ariningsih Ketut Pudjawan Ketut Sedana Arta Ketut Suma Komang Sujendra Diputra Kresnadi, Ketut Agus Krisna, Rizky Kurniasih, Ni Wayan Kurniawan, Made Ferry Kusmariatni, Nyoman Kusrianto, Wiwin Laili Hidayati Lasmanawan, I Wayan laxmi zahara Listyana, I Gusti Agung Ayu Putu Luh Armini ., Luh Armini Luh Nyoman Gita Acyuta Dewi Luh Putu Putrini Mahadewi M.Erg. Dra. Ni Nengah Madri Antari . M.Pd Drs. I Ketut Dibia,S.Pd . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Hery Santosa Made Parwati Made Sumantri Made Vina Arie Paramita Made Wruh Dharwisesa Made Yeni Juliantari Made Yulia Pratiwi Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Maharani, Ni Luh Gede Putri Mahayanti, Ni Kadek Anisa Mahayanti, Surya Mahendra, I Gede Ricky Manik, Yunda Maria Goreti Rini Kristiantari Metta Anugrah Dewi ., Metta Anugrah Dewi Muh. Arafik Muzakir Ndara Tanggu Rendra Ni Kadek Dita Julianti Ni Kadek Novita Dewi ., Ni Kadek Novita Dewi Ni Kadek Ratih Vidiawati Ni Kadek Savitri Indrasuari Ni Ketut Desia Tristiantari Ni Ketut Suarni Ni Ketut Suarni Ni Komang Ayu Sundari Ni Komang Eti Mastini Ni Komang Hernawati Ni Komang Jayanti . Ni Komang Karyawati . Ni Komang Puspaniati . Ni Luh Putu Anggi Pratiwi . Ni Luh Putu Eka Widhi Artini . Ni Luh Putu Nila Cahyani Ni Luh Sadewi Widyani ., Ni Luh Sadewi Widyani Ni Made Putri Sulistiantini . Ni Made Rosita Dewi Ni Made Viona Adelia Cahyani Ni Made Widya Padmini Ni Nyoman Kusmariyatni Ni Putu Ayu Prima Saraswati . Ni Putu Kusuma Widiastuti Ni Putu Noviarini Ni Wayan Arini Ni Wayan Juniati Ni Wayan Rati Ni Wayan Wulantari Ni Wayan Yuliani NI WAYAN YULIANI Noviana, Putu Wiwin Nugraha, A.A. Putu Pradana Yogi Nuraeni Nuraeni Nurhasanah, Enung Nurwijayanti Nyoman Andy Widya Putra ., Nyoman Andy Widya Putra Nyoman Dantes Nyoman Jampel Nyoman Rara Widayani Astra Octaviyantari, Ni Luh Ardhia Parera, Ni P. Gita Permatasari, Anak Agung Prasasti, Komang Ayu Dewi Pratiwi, Gusti Ayu Nyoman Ratih Arik Pratiwi, Ni Komang Intan Putri Premana, Dewa Nyoman Dede Prof. Dr. Anak Agung Gede Agung,M.Pd . Prof. Dr. Gede Sedanayasa,M.Pd . Puger, I Gusti Ngurah Pujawan, Ngurah Putra, I Gede Diyana Putra, Mujiono Sang Putri, Anak Agung Vira Widya Putri, Ari Anggreni Putri, Putu Lanny Kristina Putu Aditya Antara Putu Arik Indah Pertiwi ., Putu Arik Indah Pertiwi Putu Desi Ratna Sari ., Putu Desi Ratna Sari Putu Dian Prawindaswari ., Putu Dian Prawindaswari Putu Indah Tresnayanti Putu Nanci Riastini, Putu Nanci Putu Noviana Eka Aristana . Putu Rahayu Ujianti Putu Ria Irdianti Putu Vina Aryadnyani Putu Wika Asnia Murni ., Putu Wika Asnia Murni Putu, Karisma Pebriyanti Raditia, I Gede Parmita Rahayu, Ni Komang Ari Ratih Laily Nurjanah Rendra, Ndara Tanggu Reshmayanti, Putu Ika Rizky Krisna Rusdiana Yusuf S.Pd. I Kd. Happy Kardiawan . Safira, Isna Saputra, Gusti Made Rila Surya Adi Sari, Ni Made Daini Vitri Sinta Sedana, Dewa Nyoman Septiari, Ni Kadek Sigumonrong, Silver Yevwiner Silver Yevwiner Sigumonrong Sinta Javani Sintia, Made Diana Sri Astiti, Desak Kadek Sriariani, Ni Luh Made Suandita, I Made Yoga Sucidamayanti, Ni Putu Wiwin Sucidamayanti, Ni Putu Wiwin Suharta, Gusti Putu Sukariasti, Ni Nyoman Sri Sumantara, I Nengah Sundari, Ni Komang Ayu Sutriastini, Ni Ketut Suwatra, Ign. I Wyn. Suwatra, Ign. I Wyn. Swarmahardika, Ida Komang Putra Teristonia, Ni Luh Pegy Tresnayanti, Putu Indah Tria Ariani, Nyoman Wiraadi Vidiawati, Ni Kadek Ratih Wadi, Hairil Wati, Luh Sri Diana Wayan Alit Jeliana ., Wayan Alit Jeliana Widiani, Ni Komang Widiastiningsih, Ni Luh Putu Widiastuti, Ni Putu Kusuma Widikasih, Putu Astri Widyani, Ni luh Sadewi Widyani, Ni Luh Sadewi Wimbawati, Pande Kadek Ary Winardi, Diva Winding Seciola Syakhinna Wiweka, I Kadek Angga Yatha Yani, Ni Made Indhi Yasmiati, Ni Luh Wayan Yosoa, Valentina Dewi Yutami, Ni Wayan Nindya