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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan Fisika Undiksha Prosiding Seminar Nasional MIPA Wahana Matematika dan Sains Jurnal Pendidikan dan Pembelajaran IPA Indonesia JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Cetta: Jurnal Ilmu Pendidikan Jurnal Penelitian dan Pengembangan Pelayanan Kesehatan Kwangsan: Jurnal Teknologi Pendidikan Jurnal Pendidikan Fisika dan Teknologi Jurnal Onoma: Pendidikan, Bahasa, dan Sastra J-PiMat : Jurnal Pendidikan Matematika Indonesian Review of Physics (IRiP) Jurnal Paedagogy Jurnal Jendela Pendidikan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Indonesian Journal of Educational Development (IJED) PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Buletin Edukasi Indonesia JPP (Jurnal Pendidikan dan Pembelajaran)
I Wayan Santyasa
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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THE EFFECT OF PROBLEM BASED FLIPPED LEARNING ON HISTORICAL CONSCIOUSNESS AND CRITICAL THINKING SKILL OF STUDENTS AT SMK NEGERI 1 DENPASAR I Gede Juli Suwirtana Putra; I Wayan Santyasa; I Gde Wawan Sudatha
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 4 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20724518

Abstract

The background of this research is the low levels of historical consciousness and critical thinking skills among students, caused by the dominance of conventional learning which tends to focus on factual memorization. This condition results in students' difficulty in connecting past events with present-day reality. This study aims to examine the effect of the Problem-Based Flipped Learning (PBFL) model on the historical consciousness and critical thinking skills of students at SMK Negeri 1 Denpasar. The method employed was a quasi-experiment with a pretest-posttest nonequivalent control group design . The research population consisted of 9 classes totaling 352 eleventh-grade students, with three classes selected through group random sampling to serve as the experimental group (PBFL), control group I ( Problem-Based Learning ), and control group II ( Direct Instruction ). Data were collected using historical consciousness questionnaires and critical thinking skills tests, then analyzed using multivariate analysis of covariance (MANCOVA) with pre-test scores as the covariates. The results indicated significant differences in both historical consciousness and critical thinking skills, simultaneously and individually, between students taught with the PBFL model compared to those taught with PBL and Direct Instruction models. Further analysis confirmed that the average scores of the PBFL group consistently outperformed the other groups. This research concludes that the implementation of the PBFL model effectively enhances students' historical consciousness and critical thinking sharpness through learning time efficiency and contextual problem-solving.
The Effect of Problem-Based Digital Educational Technology on Students’ Achievement and Creativity in Chemistry Learning Minglan Hou; I Wayan Santyasa; Gede Rasben Dantes
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18473

Abstract

This study aims to examine the effectiveness of problem-based digital learning in enhancing students’ chemistry achievement and creativity. A quasi-experimental design with pretest–posttest control groups was employed. The participants were second-year undergraduate chemistry students selected through purposive sampling to ensure comparable academic backgrounds. Two intact classes were assigned as the experimental and control groups to maintain ecological validity. The research instruments included a chemistry achievement test, a chemistry creativity scale, and a learning behavior observation sheet. Data were analyzed using analysis of covariance (ANCOVA), multivariate analysis of variance (MANOVA), and thematic analysis for qualitative data. The results indicate that problem-based digital learning significantly improves students’ knowledge application, problem-solving skills, and chemistry creativity, particularly in terms of the uniqueness of experimental design, flexibility in solution optimization, and cross-context knowledge transfer. However, no significant difference was found between the two groups in the mastery of basic chemical knowledge. These findings suggest that chemistry instruction in higher education should move beyond the mere transmission of concepts toward problem-based digital learning that emphasizes application, problem solving, and creativity. The integration of authentic problems with virtual laboratory environments enables students to design experiments, test solutions, and transfer knowledge across contexts. In this approach, lecturers function as facilitators, while digital tools serve as cognitive instruments that bridge theoretical understanding and innovative chemical practice.
The effectiveness of artificial intelligence-based personalized feedback in teaching English as a foreign language Guo Xiojing; I Made Tegeh; I Wayan Santyasa
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5649

Abstract

This study is important because students' low writing skills indicate the need for faster, more accurate, and personalized feedback. This study used a quasi-experimental mixed-methods design involving 35 tenth-grade students selected through purposive sampling. Data were collected through analytical writing tests, questionnaires on learning interest and independence, observations, and interviews, using rubrics and standardized instruments. Quantitative results show that AI feedback has a significant positive impact (large effect size). After receiving AI feedback, students' writing performance scores increased by an average of 6.63 points (9.2%), interest in writing increased by an average of 20.1%, and independent learning skills increased by 15.8%. AI feedback is significantly superior to traditional teacher feedback in overall teaching effectiveness. Qualitative findings indicate that students appreciate the AI system's real-time responses, personalization features, and non-judgmental approach. This study concludes that personalized AI feedback is an effective pathway to transform writing instruction from teacher-centered to student-centered, and suggests adopting a human-machine collaborative model in teaching practice.
The Relationship between Learning Motivation and Emotional Intelligence with Physics Learning Achievement of Public High School Students Class XI MIA in Singaraja City Putu Ratni Ayu Utami; I Wayan Santyasa; Ni Ketut Rapi
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 25 No. 1 (2018)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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Abstract

This research aimed to analyzing the relationship between learning motivation and physics learning achievement, emotional intelligence and physics learning achievement, and learning motivation and emotional intelligence with physics learning achievement at SMA Negeri in Singaraja city. The type of this research was ex-post facto with correlation quantitative method. The result of this research was the students’ physics learning achievement which is low and it shows that there are the positive relationship between learning motivation and emotional intelligence with physics learning achievement.
The Effect of Problem Based Learning Teaching Method on Students’ Critical Thinking Skills in Physics Lesson at SMA Negeri 4 Singaraja Ni Putu Ayu Lisniandila; I Wayan Santyasa; Iwan Suswandi
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 25 No. 1 (2018)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study aims to find the effect of problem based-learning method (PBL) on students’ critical thinking skills in a physics course at SMA Negeri 4 Singaraja. The study is a quasi-experiment study with a pretest-posttest nonequivalent control group design. The population of this study was 245 tenth graders majoring in science at SMA 4 Singaraja. The sample of this study was 67 students distributed to two different classes. The data were analyzed by using descriptive analysis and one-way analysis of covariance (ANCOVA). The result of the study shows that there was critical thinking skills gaps between the students using PBL and students using the direct instruction method (DIM). The average score of PBL group had higher average critical thinking skills score (posttest) then the MDI group, in which the scores of PBLM group were in adequate category (M = 54,84; SD = 14,50), meanwhile the scores of DIM group were in low category (M = 43,05; SD = 14,29).
The Effect of Project Based E-Learning Models toward Learning Outcomes and Critical Thinking Skills of Vocational High School Students Made Delina Rusnawati; I Wayan Santyasa; I Made Tegeh
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 27 No. 2 (2020)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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Abstract

Learning outcomes and critical thinking skills are main competencies that students must achieve in Digital Simulation subjects. This study aimed to describe the differences in learning outcomes and critical thinking skills together between students who learned by using project-based e-learning model and students who learned by using direct e-learning in Digital Simulation subjects. This research used quasi experiment method. The research design used was a pretest-posttest control group design. The research sample consisted of 4 classes or 133 students by using a simple random sampling technique. This study used two test instruments namely, the learning outcomes test in the form of objective tests and the critical thinking skills test in the form of essay test. Data were analyzed descriptively and Multivariate Analysis of Covariate (Mancova) with hypothesis testing using a significance level of 0.05. The findings showed that first, there were differences in learning outcomes and critical thinking skills simultaneously between students who learned by using a project-based e-learning model and students who learned by direct e-learning model. Second, there was no difference in learning outcomes between students who learned by using the project-based e-learning model and students who learn by direct e-learning model. Third, there were differences in critical thinking skills between students who learned by using the project-based e-learning model and students who learned by using direct e-learning model.
Cognitive scaffolding module in the Vilokka virtual laboratory for coding and artificial intelligence learning Gede Saindra Santyadiputra; I Wayan Santyasa; Made Juniantari
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i2.7020

Abstract

Indonesia’s Coding and Artificial Intelligence (KKA) curriculum mandate (BSKAP No. 046/H/KR/2025) requires Vocational High School (VHS) students to master Python programming and generative AI, exposing infrastructure inequality and cognitive overload as dual barriers. This study reports five ADDIE phases of developing and evaluating a cognitive scaffolding module integrated with Vilokka, an on-premises virtual laboratory embedding a guardrailed Local Large Language Model (Local-LLM). Participants were recruited through purposive sampling: five KKA teachers (Analysis), three validators (Expert Validation), and 30 VHS students (Implementation and Evaluation). Analysis identified three cognitive barrier patterns: pre-coding abstraction failure, logic-syntax conflation, and AI-induced cognitive passivity. The Design phase produced a 17-module architecture synchronising a three-level scaffolding framework (Sense-making, Process-scaffolding, and Fading) with KKA curriculum elements. The study employed four instruments: a teacher interview guide, an expert validation rubric, pre-test and post-test assessments, and practicality questionnaires. Expert validation yielded a mean validity of 89.72% (Very Valid). The field trial yielded a mean N-Gain of 0.39 (Moderate), confirmed by paired sample t-test (t(29) = 6.385, p < 0.05; Cohen’s d = 1.17). Practicality ratings were Very Practical for teachers (88.12%) and students (86.96%). The findings establish a replicable framework for AI-assisted vocational programming instruction, recommended for schools with infrastructure constraints.
Integrating Deep Learning and Artificial Intelligence in the National Learning Ecosystem I Wayan Santyasa; Ihwan Ghazali; Mohammad Soleimani Amiri
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.949

Abstract

The integration of Artificial Intelligence (AI) and Deep Learning (DL) in education has gained significant global attention as countries adapt to the demands of Industry 4.0 and Society 5.0. In Indonesia, where the education system serves over 60 million students, the potential of these technologies is both promising and underutilized. A fundamental challenge lies in the dual interpretation of the term “deep learning”: globally, it is defined as an AI technique using neural networks, whereas in Indonesian educational policy, it refers to pedagogical strategies fostering higher-order thinking skills. This semantic dissonance risks miscommunication and fragmented implementation. Through a combined literature review and policy-oriented analysis, this paper critically examines Indonesia’s current position in adopting AI and DL within its education system. The study highlights conceptual inconsistencies, infrastructural limitations, and equity concerns, especially in underserved regions. It calls for a standardized terminology framework, investment in inclusive AI infrastructure, teacher training on ethical AI use, and the development of a national AI-in-education roadmap. By addressing these issues, Indonesia can align its educational transformation with global standards while preserving its local pedagogical values.
Co-Authors A. A. Istri Agung Rai Sudiatmika Cok Gde Krisparinama Gede Rasben Dantes Gede Saindra Santyadiputra Guo Xiojing I Gede Juli Suwirtana Putra I Gusti Kadek Surya Adnyana I Kadek Suartama I Ketut Surya Negara I Komang Sudarma I Made Sutajaya I Made Tegeh I Nengah Edi Budiarta I Nengah Wardana I Nyoman Kanca I Wayan Sukra Warpala Ihwan Ghazali Iwan Suswandi Ketut Agustini M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Delina Rusnawati Made Devayana Krisna Pendit Made Juniantari Minglan Hou Mohammad Soleimani Amiri N. P. P. D. Savitri Ni Ketut Rapi Ni Ketut Sri Wedani Ni Ketut Suriani Ni Luh Putu Nurhaeni Ni Made Aries Minarti Ni Nyoman Parwati Ni Putu Ayu Lisniandila Ni Putu Nadia Nikki Utami Ni Wayan Intan Permatasari Ni Wayan Nursarita Prasistayanti P. A. Arimbawa Poni Ariramdani Fariansyah Pradnyana, I Ketut Andika Puji Ariyati Putu Agus Primandana Putu Ratni Ayu Utami Putu Sudarmika Putu Yasa Ryan Ardiansyah Putra Saridewi, Desak Putu Sinta Ayu Damayanti