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GLOBALISASI MEMPERKUAT KEARIFAN LOKAL Komang Trisna Mahartini
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v3i1.810

Globalization must be interpreted according to the local thinking of the Indonesian people. All problems that arise from globalization, must be accessible based on the local wisdom of the local community. Global problem solving is focused on two fields in the field of education as software and culture as hardware that will form local people who can solve problems that arise globalization locally. Hope that can be made by Indonesians who are global in mind but act locally. The next step of the learning process is a comprehensive activity (physical and mental) that is carried out gradually and continuously to develop knowledge and skills. These activities emphasize human abilities, namely the ability to move, talk, and the ability to think. In addition, the more turbulent in choosing globalization, the stronger the local wisdom of the Indonesian people to be preserved. Thus, there is globalization that can be approved by local wisdom of the Indonesian people.

STRATEGI PEMBELAJARAN GURU AGAMA HINDU RELEVANSINYA DALAM PENGEMBANGAN KECERDASAN EMOSIONAL SISWA KELAS X IPA 1 SMA NEGERI 1 SUKASADA Komang Trisna Mahartini
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 1 (2019): Vol 2, No 1 (2019)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

This study aims to 1) describe the strategy of Teacher of Hindu Religion SMA Negeri 1Sukasada. 2) to describe the emotional intelligence of the students of class X IPA 1 in SMANegeri 1 Sukasada. 3) to describe the relevance of teacher's learning strategy in developingemotional intelligence of X IPA 1 students in SMA Negeri 1 Sukasada. The method of this researchis qualitative (analytical descriptive). Research data in the form of facts related to teacher learningstrategies and students' emotional intelligence. The main instrument in this study is the researchersthemselves. In addition to the main instruments, researchers are also assisted with a companioninstrument that is observation guides, interview guides, and questionnaires. The number ofteachers who become the source of data is 1 person and the number of students who become thedata source is 9 people. The data source was chosen using purposive sampling technique. Datawere taken through observation, interview, documentation, and questionnaire. Analysis is doneduring and after data collection, data analysis phase is data reduction, data exposure, and dataverification. The research took place at SMA Negeri 1 Sukasada. The result of research that is 1)Teachers have been able to apply contextual learning strategy. 2) The emotional intelligence ofstudents tends to be well characterized by the emergence of dimensions recognizing emotions ofself, managing emotions, motivating, recognizing the emotions of others, and fosteringrelationships with others. 3) Teaching strategies applied by the teacher seen from the planningand implementation have been able to develop the five dimensions of students' emotionalintelligence.

POLA PENGELOLAAN PASRAMAN NON FORMAL PASIR UKIR DI DESA PEDAWA, KECAMATAN BANJAR, KABUPATEN BULELENG (KAJIAN MANAJEMEN PENDIDIKAN HINDU) Komang Trisna Mahartini
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 1 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i1.1480

This study aims to determine (1) the management pattern of Pasraman Non Formal Pasir Ukir; (2) constraints faced in the management of the non-formal Pasraman Pasir Ukir; and (3) efforts to overcome obstacles in the management of Pasraman Non Formal Pasir Ukir in Pedawa Village, Banjar District, Buleleng Regency. The research method used is descriptive qualitative. The instruments used were the researchers themselves, interview guides, recording devices, writing instruments, and a number of other tools. The findings indicate that there are activities for the management of Pasraman Non Formal Pasir Ukir namely (1) planning (2) organizing; (3) staffing; (4) leading; and (5) controlling. The constraints faced in managing Pasraman are the implementation of the pasraman work program and human resources (managers, instructors, and students) as well as the social environment of the pasraman which greatly influences efforts in achieving goals. Efforts to overcome obstacles in the management of the non-formal Pasraman Pasir Ukir are optimizing the implementation of the pasraman program and empowering human resources and the social environment of the Pasraman in order to achieve the stated educational goals.

Pengembangan Media Buku Pendamping Sebagai Alternatif Dari Permasalahan Literasi Dini Pada Anak Sekolah Dasar Made Adi Nugraha Tristaningrat; Komang Trisna Mahartini
Edukasi: Jurnal Pendidikan Dasar Vol 2, No 2 (2021)
Publisher : STAHN Mpu Kuturan Singaraja

This study aims to provide an understanding of the stages of developing companion book media in solving problems that occur in early literacy. Education in the 2013 curriculum requires an integrated thematic concept of education. Integrated thematic learning was chosen because it has the advantage that it can make learning more meaningful. Meaningful learning must also be supported by good and correct media. The most appropriate media at the elementary school level is media that is able to present good visuals and is easily understood by students in the age range of 6-12 years, so that book media can be the choice of companion for the 2013 curriculum. Development of the 2013 curriculum companion book media instrument using the ADDIE Model (Analysis, Design, Development, Implementatian, Evaluation). The stages that will be passed according to the model, among others: at the Analysis stage, an analysis and description of attitude values will be carried out, at the Design stage, a prototype of the book media will be made, at the Development stage the book media will be made as well as the refinement of the book. In the previous prototype, at the Implementation stage, they started using book media to students, while at the Evaluation stage, it was carried out to measure the level of effectiveness of using book media for students.

PENGARUH PENDEKATAN SAINTIFIK BERBANTUAN ASESMEN PORTOFOLIO TERHADAP PRESTASI BELAJAR IPA DENGAN KOVARIABEL GAYA BELAJAR PADA SISWA KELAS IV A SD NEGERI 4 KAMPUNG BARU Komang Trisna Mahartini
Widyacarya: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2018)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

This study aims to determine (1) differences in students ' science learning achievementafter learning by using a scientific approach aided the portfolio assessment, (2) differences instudents' science learning achievement after learning by using a scientific approach aidedassessment portfolio, after controling the learning variable styles, and (3) contribution ofcovariates learning style on science learning achievement in IV grade of SD Negeri 4 KampungBaru. The type of this study is pre-experimental study with research design with one grouppretest posttest design. The study population was all students in IV grade on A class of SD N 4Banjar Tegal at 2014/2015 academic year and consisting of 28 students. This research sample isIV grade on A class of SD Negeri 4 Kampung Baru and the totaling 28 students selected to studycensus techniques. Data collection instruments used in this study is the science achievement testand test Learning Styles. Data were analyzed using descriptive and inferential statistics. Basedon the results of the data analysis, the results are as follows. First there are significant differencesof science student learning achievement after learning by using scientific approach assistedassessment portfolio (Fhitung = 62.642> Ftabel = 4.22), second, there is a significant differenceon students' science learning achievement after learning by using a scientific approach aidedthe portfolio assessment after learning styles are controlled the variable (F count = 45.526>Ftabel = 4.22), and third, there are a significant contribution on covariates learning stylestoward students' science learning achievement (Fhitung = 0.505> Ftabel = 0.374).Keywords: Learning Achievement, Scientific Approach, Learning Style

MENGEMBANGKAN ASSESSMENT DALAM MATEMATIKA MENJADI SUATU INSTRUKSI YANG JELAS BAGI PESERTA DIDIK Made Adi Nugraha Tristaningrat; Komang Trisna Mahartini
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 5, No 2 (2022)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v5i2.2020

This study aims to analyze through the literature related to developing assessment into the form of instruction. there are 4 specific objectives this is done, among others: 1) monitor student progress; 2) make instructional decisions; 3) evaluate student achievement; 4) evaluate the program. Instruction-based assessment can measure not only student learning outcomes, but must be able to measure how well students understand mathematical concepts so that they can be used in everyday life. This study uses literature analysis and produces several instruments that can be used as a reference by educators in teaching mathematics to students. In general, the implementation of the assessment is important in the learning process. A good assessment is an assessment that not only measures learning outcomes, but also requires revision of the teaching design itself. Classification or classification of assessments in the field of education is very diverse. This very diversity is due to the different points of view in doing these classifications. In this case, the classification of the assessment in question is formative and summative assessment. Specifically in the field of mathematics, there is an Assessment Standard by the NCTM (National Council of Teachers of Mathematics) which states that assessment is the process of gathering evidence about students' knowledge, ability to use, and disposition towards mathematics and drawing conclusions from that evidence for various purposes.Keywords: Assessment, Mathematics, and NCTM

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