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When the Needs of Inclusive Schools Are Not Met: Differences in Science Learning Experiences for Deaf Students Ariani, Komang Dian Indah; Riastini, Putu Nanci; Diputra, Komang Sujendra
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.v6i1.98316

Every student, including deaf students, has the right to an equitable and meaningful Science learning experience. However, in practice, the specific needs of deaf students in inclusive Science classrooms have not yet been fully understood or met. This study aimed to analyze the fulfillment of physiological, safety, and love and belonging needs, which are foundational to creating an equitable Science learning experience for deaf students. This was a descriptive qualitative study with Science teachers, deaf students, and school staff at one inclusive elementary school as subjects. Data was collected through interviews, observation, and documentation, using interview guides, observation sheets, and records of learning activities. The data was analyzed qualitatively through data reduction, data display, and conclusion drawing. The findings revealed that of the three needs studied, only the need for safety had been met. This was indicated by the absence of bullying and fair treatment from teachers during Science lessons. Meanwhile, the needs for physiological well-being, as well as love and belonging, have not been met optimally. The study concludes that an equitable Science learning experience for deaf students has not yet been fully realized. The implications of these findings encourage schools and teachers to design more inclusive and responsive Science lessons that address the individual needs of deaf students.

Interactive Multimedia Based on Problem-Based Learning to Improve Student Learning Outcomes in Science Subjects Ni Made Dwi Meithayani; Gusti Ngurah Sastra Agustika; Komang Sujendra Diputra
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i1.92392

Low student learning motivation is one of the main factors contributing to poor academic achievement. This condition is further exacerbated by the use of conventional teaching methods without the support of engaging and interactive learning media. The purpose of this study is to analyze the effectiveness of interactive multimedia based on Problem-Based Learning for the topic “Types of Resistance” in the IPAS subject. This research is a development study. The development model used is the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The subjects of this study were 20 fourth-grade students. The methods and instruments used for data collection included interviews, observations, questionnaires, and multiple-choice tests. The data analysis techniques employed in this study were quantitative descriptive analysis, qualitative descriptive analysis, and inferential statistical analysis. The results showed that the calculated t-value (tcount = 11.203) was greater than the critical t-value (ttable = 1.71), indicating that H0 was rejected and H1 was accepted. Therefore, it can be concluded that interactive multimedia based on Problem-Based Learning is effective for teaching the topic “Types of Resistance” in the IPAS subject. This research can serve as a reference and motivation for teachers to utilize technology-based media and learning resources, thereby creating more varied and engaging learning experiences.

STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) IN IMPROVING PRIMARY SCHOOL STUDENTS' MATHEMATICS LITERACY Diputra, Komang Sujendra; Tristiantari, Ni Ketut Desia
Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Vol 24 No 01 (2024): Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Publisher : LP2M UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/dinamika.2024.24.01.19-34

This research aims to develop a STEM-based mathematics learning design for elementary school students. Therefore, this research is included in research and development. The learning design development process follows the Plomp model, which consists of five stages: 1) the initial investigation phase; 2) the design phase; 3) the construction phase (realization); 4) the test, evaluation and revision phase; and 5) implementation phase. The data was collected through interviews, observation, and essay tests. Interviews are used to identify student and teacher responses to learning design. Observations are carried out during the implementation of learning to monitor the process directly. The essay test is used to measure students' mathematical literacy abilities. Data from interviews and observations were analyzed using qualitative descriptive analysis, while quantitative descriptive analysis was used to describe the average student success and the effectiveness of the learning design. The STEM-based mathematics learning design developed is based on the Project Based Learning learning model, adapted to STEM theories and the needs of elementary school students. This design includes six phases: orientation, strategy construction, application, communication, reflection, and assessment. The results of limited trials show that STEM-based mathematics learning designs are effectively implemented in the classroom and can improve students' abilities in solving mathematical literacy problems according to the PISA dimensions.

STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) IN IMPROVING PRIMARY SCHOOL STUDENTS' MATHEMATICS LITERACY Diputra, Komang Sujendra; Tristiantari, Ni Ketut Desia
Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Vol 24 No 01 (2024): Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Publisher : LP2M UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/dinamika.2024.24.01.19-34

This research aims to develop a STEM-based mathematics learning design for elementary school students. Therefore, this research is included in research and development. The learning design development process follows the Plomp model, which consists of five stages: 1) the initial investigation phase; 2) the design phase; 3) the construction phase (realization); 4) the test, evaluation and revision phase; and 5) implementation phase. The data was collected through interviews, observation, and essay tests. Interviews are used to identify student and teacher responses to learning design. Observations are carried out during the implementation of learning to monitor the process directly. The essay test is used to measure students' mathematical literacy abilities. Data from interviews and observations were analyzed using qualitative descriptive analysis, while quantitative descriptive analysis was used to describe the average student success and the effectiveness of the learning design. The STEM-based mathematics learning design developed is based on the Project Based Learning learning model, adapted to STEM theories and the needs of elementary school students. This design includes six phases: orientation, strategy construction, application, communication, reflection, and assessment. The results of limited trials show that STEM-based mathematics learning designs are effectively implemented in the classroom and can improve students' abilities in solving mathematical literacy problems according to the PISA dimensions.

PENGARUH INQUIRI-BASED MATHEMATICS EDUCATION DAN GAYA KOGNITIF TERHADAP PRESTASI BELAJAR MAHASISWA PGSD Diputra, Komang Sujendra
Jurnal Pendidikan Progresif Vol 6, No 2 (2016): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Effect of Inquiri-Based Mathematics Education and Cognitive Style on PGSD Students’ Academic Achievement. This study aimed to determine the effect of Inquiry-Based Mathematics Education on learning mathematics achievement of PGSD students on Undiksha on Mathematical Subjects with attention to student cognitive style. The study was designed in the form of quasi-experimental with 2×2 factorial design. The population in this study was the second semester students of PGSD Undiksha Academic Year 2015/2016, amounting to 263 students and distributed into groups. Data were collected through mathematics achievement tests which were further analyzed using by Tukey test at the 0.05 significance level. Based on the findings, it can be concluded that the inquiry-based mathematics educationvery effectively applied to students who have the cognitive style of field – independent, and conventional learning effectively applied to students who have the cognitive style of field-dependent. Keywords: Inquiri-Based Mathematics Education, cognitive style,mathematic academic achievement DOI: http://dx.doi.org/10.23960/jpp.v6.i2.201601

TRANSFORMASI DIGITAL PENGINAPAN LOKAL DI KUTA BALI Julianto, I Putu; Tristiantari, Ni Ketut Desia; Agustika, Gusti Ngurah Sastra; Diputra, Komang Sujendra
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 5 (2024): Vol. 5 No. 5 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i5.36170

Transformasi digital menjadi keharusan bagi pelaku usaha, termasuk di industri penginapan lokal agar tetap kompetitif. Program pengabdian kepada masyarakat ini bertujuan untuk mendukung adopsi teknologi digital pada empat penginapan lokal di Kuta, Bali, yaitu Pondok Ramayana, Pondok Ramayana 2, Pondok Nakula, dan Pondok Sariqu. Program ini melibatkan 12 mitra yang terdiri dari pemilik dan staf penginapan, dengan fokus pada peningkatan efisiensi operasional, penerapan Standar Operasional Prosedur (SOP), dan optimalisasi strategi pemasaran digital. Kegiatan dimulai dengan sosialisasi kepada mitra, diikuti dengan pelatihan intensif tentang penggunaan sistem informasi akuntansi berbasis cloud, komunikasi hospitality, dan pemasaran digital. Setelah pelatihan, dilakukan penerapan teknologi dalam operasional penginapan dan pendampingan berkelanjutan untuk memastikan implementasi yang efektif. Evaluasi program menggunakan pretest dan posttest, observasi keterampilan, serta analisis omzet. Hasil menunjukkan peningkatan signifikan dalam pengetahuan dan keterampilan mitra terkait teknologi digital. Rata-rata skor posttest meningkat dari kategori rendah ke sangat tinggi. Penerapan teknologi juga mendorong peningkatan omzet hingga 46,67% dalam tiga bulan. Namun, masih ada tantangan dalam mengelola ulasan pelanggan secara digital, menyoroti perlunya strategi yang lebih efektif dalam manajemen umpan balik online. Program ini berhasil meningkatkan efisiensi operasional dan daya saing penginapan lokal, namun diperlukan tindak lanjut pada manajemen ulasan digital untuk memaksimalkan dampak program.

PENGARUH PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA KELAS V SD Siswanti, Ni Made Ary; Dibia, I Ketut; Diputra, Komang Sujendra
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 5 No. 2 (2018)
Publisher : STKIP Citra Bakti

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Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan kemampuan berpikir kritis matematika siswa antara siswa yang mengikuti pembelajaran dengan pendekatan open-ended dengan siswa yang mengikuti pembelajaran konvensional di kelas V SD Gugus VIII Kedewatan Kecamatan Ubud Kabupaten Gianyar tahun pelajaran 2017/2018. Jenis penelitian ini merupakan penelitian eksperimen semu (quasi eksperiment) dengan rancangan penelitian menggunakan post-test only control group design. Populasi dalam penelitian adalah siswa kelas V SD Gugus VIII Kedewatan Kecamatan Ubud Kabupaten Gianyar tahun pelajaran 2017/2018. Data yang diperoleh dianalisis menggunakan teknik analisis statistik deskriptif dan analisis statistik inferensial (uji-t) dengan rumus polled varians. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan kemampuan berpikir kritis matematika siswa antara siswa yang mengikuti pembelajaran dengan pendekatan open-ended dengan siswa yang mengikuti pembelajaran konvensional pada siswa kelas V SD Gugus VIII Kedewatan Kecamatan Ubud Kabupaten Gianyar tahun pelajaran 2017/2018. Hal ini ditunjukkan oleh thitung (11,75) > ttabel (2,002).

PENGARUH PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK BERBASIS OPEN-ENDED TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS IV Danic, Ismi; Japa, I Gusti Ngurah; Diputra, Komang Sujendra
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 6 No. 1 (2019)
Publisher : STKIP Citra Bakti

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Permasalahan dalam penelitian ini adalah apakah terdapat pengaruh yang signifikan pendekatan pembelajaran matematika realistik berbasis open-ended terhadap kemampuan pemecahan masalah matematika siswa kelas IV SD. Penelitian ini bertujuan untuk mengetahui pengaruh yang signifikan pendekatan pembelajaran matematika realistik berbasis open-ended terhadap kemampuan pemecahan masalah matematika siswa kelas IV SD. Jenis penelitian ini adalah penelitian eksperimen semu dengan desain penelitian Post-test Only Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas IV SD di Gugus XII Kecamatan Buleleng dengan jumlah 224 siswa. Dengan teknik random sampling, sampel penelitian ini adalah siswa kelas IV SD Negeri 4 Banyuasri yang berjumlah 36 orang dan siswa kelas IV SD Negeri 2 Banyuasri yang berjumlah 38 orang. Data kemampuan pemecahan masalah Matematika dikumpulkan menggunakan tes uraian yang berjumlah 10 butir soal. Data yang diperoleh dianalisis dengan menggunakan analisis statistik deskriptif dan analisis statistik inferensial uji-t. Hasil pengujian hipotesis menunjukkan bahwa nilai = 5,68 lebih besar dari = 1,99 yang diuji pada taraf signifikan 5% dengan dk = 72. Hal ini berarti terdapat perbedaan yang signifikan kemampuan pemecahan masalah matematika kelompok siswa yang mengikuti pembelajaran menggunakan pendekatan pembelajaran matematika realistik berbasis open-ended dan kelompok siswa yang mengikuti pembelajaran tidak menggunakan pendekatan pembelajaran matematika realistik berbasis open-ended. Hasil penelitian menunjukkan mean kelompok eksperimen yaitu sebesar 77 lebih besar dari mean kelompok kontrol yaitu 56. Dengan demikian, pendekatan pembelajaran matematika realistik berbasis open-ended berpengaruh terhadap kemampuan pemecahan masalah matematika siswa kelas IV di SD Gugus XII Kecamatan Buleleng Tahun Pelajaran 2017/2018.

Innovative Deep Learning–Driven Indonesian Language Instruction: Development and Effectiveness in Improving Elementary Reading Literacy Ni Ketut Desia Tristiantari; Dani Gunawan; Decenni Amelia; Ni Wayan Monik Rismadewi; Komang Sujendra Diputra; Gusti Ayu Putu Sukma Trisna
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20616

This study aims to develop an innovative Indonesian language learning design based on a deep learning approach and to evaluate its effectiveness in improving elementary school students' reading literacy. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research participants included two content experts, two instructional design experts, and 65 elementary school students. Data were collected through validation questionnaires to assess product feasibility and multiple-choice tests to measure students’ reading literacy skills. The data were analyzed using descriptive quantitative techniques and the normalized gain (N-Gain) test. The results revealed that: (1) students’ initial reading literacy achievement, as measured by the pre-test, was categorized as moderate, with a mean score of 63.61; (2) the developed learning design was rated as highly feasible by expert validators, achieving an average score of 4.63 out of 5.00; (3) students’ post-test performance improved substantially, reaching a mean score of 84.54 and falling within the very high category; and (4) the N-Gain value was 0.58, indicating a moderate level of improvement. These findings indicate that the deep learning-based Indonesian language learning design is effective in enhancing elementary school students’ reading literacy. This study highlights the potential of integrating cognitive and affective dimensions through a deep learning approach to foster a more meaningful learning environment. Such an approach enables students not only to comprehend texts but also to critically analyze, evaluate, and reflect on information. Therefore, the proposed learning design may serve as a valuable reference for educators seeking to transform literacy instruction into a more student-centered and meaningful learning experience at the elementary school level.

Rethinking Differentiated Mathematics Instruction: Teachers’ Readiness and Instructional Challenges in Elementary Schools Komang Sujendra Diputra; I Putu Julianto; Ni Ketut Desia Tristiantari; Gusti Ayu Putu Sukma Trisna; Khabibur Rohman
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24096

Background: Differentiated instruction has become increasingly important in addressing students’ diverse learning needs, particularly in elementary mathematics classrooms characterized by varying levels of numeracy readiness and learning abilities. Previous studies have rarely examined teachers’ pedagogical readiness and implementation challenges simultaneously, although both may shape whether conceptual understanding translates into adaptive classroom practice. Aims: This study aims to analyze teachers’ readiness and instructional challenges in differentiated mathematics instruction within elementary school contexts, as well as the relationship between them. Methods: This study employed a mixed methods approach involving elementary school teachers in Bali Province, Indonesia. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation analysis, while qualitative data from open-ended responses were analyzed using thematic analysis. Results: The findings indicated that teachers’ readiness was generally at a moderate level. Conceptual readiness obtained the highest mean score, whereas assessment readiness showed the lowest level among the readiness dimensions. Classroom heterogeneity challenges emerged as the most dominant instructional challenge. The study also revealed a significant negative relationship between teachers’ readiness and instructional challenges. Thematic findings further showed that teachers experienced difficulties in managing diverse mathematical abilities, conducting differentiated assessment, and implementing adaptive instruction within limited instructional time. Conclusions: Differentiated mathematics instruction requires not only conceptual understanding but also stronger pedagogical readiness and institutional support to foster more adaptive mathematics learning practices in elementary schools. Examining readiness and challenges together clarifies the factors shaping its implementation in elementary schools.

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