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<![CDATA[PENGEMBANGAN INSTRUMEN PENGUKURAN TINGKAT PERKEMBANGAN ANAK USIA DINI (PAUD) ]]>
<![CDATA[Gunartha, I Wayan]]>;
<![CDATA[Kartowagiran, Badrun]]>;
<![CDATA[Suardiman, Siti Partini]]>
<![CDATA[ Widyadari : Jurnal Pendidikan Vol 20 No 2 (2019): Oktober 2019 ]]>
Publisher : <![CDATA[LP2M IKIP PGRI Bali ]]>
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<![CDATA[This study aims to: (1) develop instrument for measuring the level of early childhood development (kindergarten group B), and (2) assess the quality of developed instrument. This study is a kind of research and development. The research subject was the students of kindergarten group B. The developed instrument was in the form of questionnaires. Instrument testing was carried out in three stages with the number of subjects increased on each stage. The validity analysis of the questionnaire used cofirmatory factor analysis (CFA). The reliability estimation of the questionnaire used the CFA by calculating the composite reliability. The results of the study are in the form of instruments for measuring the level of early childhood development, which consists of an instrument to measure religious morality, social-emotional, language, cognitive, and physical-motoric development. Based on field study, all instruments have good fit model, construct validity, and reliability that meet the academic requirements.]]>
<![CDATA[PENGEMBANGAN INSTRUMEN PENGUKURAN TINGKAT PERKEMBANGAN ANAK USIA DINI (PAUD) ]]>
<![CDATA[Gunartha, I Wayan]]>;
<![CDATA[Kartowagiran, Badrun]]>;
<![CDATA[Suardiman, Siti Partini]]>
<![CDATA[ Widyadari: Jurnal Pendidikan Vol. 20 No. 2 (2019): Oktober 2019 ]]>
Publisher : <![CDATA[LPPM IKIP PGRI Bali ]]>
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<![CDATA[This study aims to: (1) develop instrument for measuring the level of early childhood development (kindergarten group B), and (2) assess the quality of developed instrument. This study is a kind of research and development. The research subject was the students of kindergarten group B. The developed instrument was in the form of questionnaires. Instrument testing was carried out in three stages with the number of subjects increased on each stage. The validity analysis of the questionnaire used cofirmatory factor analysis (CFA). The reliability estimation of the questionnaire used the CFA by calculating the composite reliability. The results of the study are in the form of instruments for measuring the level of early childhood development, which consists of an instrument to measure religious morality, social-emotional, language, cognitive, and physical-motoric development. Based on field study, all instruments have good fit model, construct validity, and reliability that meet the academic requirements.]]>
<![CDATA[PENGEMBANGAN MEDIA KOMIK MATEMATIKA DIGITAL UNTUK PEMBELAJARAN MATERI PECAHAN DI SEKOLAH DASAR ]]>
<![CDATA[Ni Luh Wahyu Kusumadewi]]>;
<![CDATA[I Wayan Gunartha]]>;
<![CDATA[Putu Wisna Ariawan]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Citra Bakti Vol 9 No 1 (2022) ]]>
Publisher : <![CDATA[STKIP Citra Bakti ]]>
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DOI: 10.38048/jipcb.v9i1.660
<![CDATA[Penelitian ini bertujuan untuk (1) mendeskripsikan prosedur pengembangan media pembelajaran komik matematika digital (KOMEDI). (2) mengetahui kelayakan media pembelajaran komik matematika digital. Penelitian ini merupakan penelitian pengembangan model ADDIE. Data yang dikumpulkan dalam penelitian ini adalah data kuantitatif dan kualitatif. Pengumpulan data yang digunakan adalah metode wawancara, pencatatan dokumen, dan angket. Analisis data yang digunakan adalah teknik analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian (1) Prosedur pengembangan media komik matematika digital dengan model ADDIE meliputi lima tahap: (a) tahap analisis, (b) tahap desain, (c) tahap pengembangan, (d) tahap implementasi, dan (e) evaluasi. (2) Media komik matematika digital valid dengan hasil: (a) hasil validasi dari ahli materi menunjukkan bahwa media pembelajaran komik matematika digital memiliki predikat sangat baik (94%), (b) hasil validasi dari ahli media menunjukkan bahwa media pembelajaran komik matematika digital memiliki predikat sangat baik (96%), (c) hasil review dari guru menunjukkan bahwa media komik memiliki predikat sangat baik (97%), (d) hasil uji kelompok kecil menunjukkan bahwa komik media memiliki predikat sangat baik (98%). Hal ini membuktikan bahwa komik matematika digital layak dan praktis digunakan untuk pembelajaran matematika kelas 5 SD materi pecahan.]]>
<![CDATA[HUBUNGAN DISIPLIN BELAJAR, MOTIVASI BERPRESTASI, EFIKASI DIRI DENGAN HASIL BELAJAR MATEMATIKA SISWA SD ]]>
<![CDATA[Ary Dwijayanti]]>;
<![CDATA[I Putu Wisna Ariawan]]>;
<![CDATA[I Wayan Gunartha]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Citra Bakti Vol 9 No 1 (2022) ]]>
Publisher : <![CDATA[STKIP Citra Bakti ]]>
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DOI: 10.38048/jipcb.v9i1.665
<![CDATA[Penelitian ini bertujuan untuk mengetahui hubungan disiplin belajar, motivasi berprestasi dan efikasi diri dengan hasil belajar matematika siswa kelas V SD di Gugus II Kecamatan Pekutatan Tahun Pelajaran 2020/2021. Penelitian ini adalah penelitian “korelasi”. Populasi pada penelitian ini adalah siswa kelas V SD di Gugus II Kecamatan Pekutatan Tahun Pelajaran 2020/2021 yang berjumlah 140 orang dan jumlah sampel 100 orang. Penentuan sampel pada penelitian ini menggunakan teknik propotional random sampling yaitu pengambilan sampel dari anggota populasi secara acak dan berstrata secara proporsioal. Setiap sekolah diambil beberapa sampel dari 8 sekolah dengan jumlah sampel penelitian 100 orang. Data disiplin belajar, motivasi berprestasi dan efikasi dikumpulkan dengan instrumen berupa kuesioner dan data hasil belajar matematika dilakukan dengan pencatatan dokumen. Teknik analisis data dilakukan dengan teknik korelasi sederhana dan korelasi ganda. Hasil penelitian menunjukkan bahwa: 1) terdapat hubungan yang signifikan antara disiplin belajar dan hasil belajar matematika dengan koefisien korelasi sebesar 0,418, 2) terdapat hubungan yang signifikan antara motivasi berprestasi dan hasil belajar matematika dengan koefisisen korelasi sebesar 0,350,3) terdapat hubungan yang signifikan antara efikasi diri dan hasil belajar matematika dengan koefisien korelasi sebesar 0,365, 4) secara bersama-sama terdapat hubungan yang signifikan antara disiplin belajar, motivasi berprestasi dan efikasi diri dengan hasil belajar matematika dengan koefesien korelasi sebesar 0,470 dengan hasil belajar matematika siswa kelas V SD di gugus II Kecamatan Pekutatan Tahun Pelajaran 2020/2021.]]>
<![CDATA[PENGARUH METODE PEMBELAJARAN KOLABORATIF TERHADAP MINAT DAN HASIL BELAJAR MATEMATIKA SISWA KELAS V ]]>
<![CDATA[Kade Adisaka]]>;
<![CDATA[I Gede Margunayasa]]>;
<![CDATA[I Wayan Gunartha]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Citra Bakti Vol 9 No 1 (2022) ]]>
Publisher : <![CDATA[STKIP Citra Bakti ]]>
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DOI: 10.38048/jipcb.v9i1.670
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh penerapan metode pebelajaran kolaboratif terhadap minat dan hasil belajar matematika siswa kelas V SD di Gugus VI Kecamatan Melaya. Penelitian ini merupakan penelitian eksperimen semu. Populasi dalam penelitian ini sebanyak 185 orang siswa. Sampel penelitian berjumlah 72 siswa yang ditentukan dengan teknik random sampling. Data minat belajar dikumpulkan dengan lembar kuesioner, sedangkan data hasil belajar matematika siswa dikumpulkan dengan tes pilihan ganda. Data dianalisis menggunakan MANOVA berbantuan program SPSS 25.0 for windows. Hasil penelitian menunjukkan bahwa: (1) Terdapat pengaruh metode pembelajaran kolaboratif terhadap minat dan hasil belajar matematika siswa secara simultan, antara siswa yang dibelajarkan menggunakan metode pembelajaran kolaboratif dengan siswa yang dibelajarkan menggunakan metode pembelajaran konvensional dengan harga Fhitung memiliki nilai signifikansi (sig) = 0,000 kurang dari (p < 0,05). (2) Terdapat pengaruh metode pembelajaran kolaboratif terhadap minat belajar siswa antara siswa yang dibelajarkan menggunakan metode pembelajaran kolaboratif dengan siswa yang dibelajarkan menggunakan metode pembelajaran konvensional dengan harga Fhitung sebesar 52,931 dengan signifikansi (sig) = 0,000 kurang dari (p < 0,05). (3) Terdapat pengaruh metode pembelajaran kolaboratif terhadap hasil belajar matematika siswa antara siswa yang dibelajarkan menggunakan metode pembelajaran kolaboratif dengan siswa yang dibelajarkan menggunakan metode pembelajaran konvensional dengan Harga Fhitung sebesar 53,019 dengan signifikansi (sig) = 0,000 kurang dari (p < 0,05). Jadi, dapat disimpulkan bahwa terdapat pengaruh metode pembelajaran kolaboratif terhadap minat dan hasil belajar matematika pada siswa kelas V SD di Gugus VI Kecamatan Melaya.]]>
<![CDATA[The use of modality markers to perform hegemony politeness in using Balinese language: a case study on Awig-awig ]]>
<![CDATA[Nengah Arnawa]]>;
<![CDATA[I Wayan Gunartha]]>;
<![CDATA[I Nyoman Sadwika]]>
<![CDATA[ English Vol 1 No 1 (2017): December 2017 ]]>
Publisher : <![CDATA[Politeknik Negeri Bali ]]>
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<![CDATA[This research was aimed at expressing motivation to use modality markers in text of traditional village regulation (awig-awig). The data was obtained from some major regulations in five regencies and city in Bali province. Sampling was done based on area considering dialectical and sociocultural diversity. Based on theory of pragmatics, it could be concluded that the use of Balinese language modality in text of traditional village regulation was not merely demanded by syntax and grammatical semantics. It can be proven with deletion technic. Upon the modality deletion, it did not change the prime meaning of text, but the sentences were still grammatical instead. The use of modality was motivated with pragmatic needs, i.e. performing hegemony politeness in accordance with the sense of modality as interpersonal rhetoric.]]>
<![CDATA[PRAGMA-GRAMATIKAL KESANTUNAN HEGEMONIS BAHASA BALI DALAM AWIG-AWIG ]]>
<![CDATA[Nengah Arnawa]]>;
<![CDATA[I Wayan Gunartha]]>;
<![CDATA[I Nyoman Sadwika]]>
<![CDATA[ Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 46, No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Sastra Universitas Negeri Malang ]]>
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<![CDATA[This study aims to reveal the relation between pragmatics and grammar, especially in Balinese language, which usually has been widely separated. The data were collected through document recording on a number of manuscripts and interviews with informants spreading out over five districts/cities in Bali Province as a representation of dialectal variation. Based on the theory of semantic structure it revealed that grammatical choice was motivated by pragmatic needs to realize Balinese hegemonic politeness in awig-awig of pakraman of the villages. The grammatical choices were: (1) personification of nouns desa, banjar, or subak, i.e. [+ CONCRETE] given the role as noun [+ HUMAN]. This grammatical choice is motivated by the adherence of members to the adat (custom) institutions. (2) Agents' dissipation to accentuate actions, especially those with negative images. This choice of syntactic structure is motivated by the maxim of wisdom and face-saving to reduce threats to someone.]]>
<![CDATA[Developing instruments for measuring the level of early childhood development ]]>
<![CDATA[I Wayan Gunartha]]>;
<![CDATA[Tajularipin Sulaiman]]>;
<![CDATA[Siti Partini Suardiman]]>;
<![CDATA[Badrun Kartowagiran]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v6i1.21996
<![CDATA[The aims of the study were to: (1) develop a set of instruments to measure the level of early childhood development (kindergarten group B), and (2) assess the quality of the developed instruments. This study is developmental research. The samples of the study were the students of kindergarten group B. The developed instrument was a set of questionnaires. Instrument testing was carried out in three stages with the number of subjects increased on each stage. The validity analysis of the questionnaire used confirmatory factor analysis (CFA). The reliability estimation of the questionnaire used composite reliability. The results of the study are in the form of instruments for measuring the level of early childhood development, which consists of an instrument to measure religious morality, social-emotional, language, cognitive, and physical-motor development. Based on field study, all instruments have a good fit model, construct validity, and reliability that meet the academic requirements of early childhood education.]]>
<![CDATA[PENGEMBANGAN INSTRUMEN PENGUKURAN TINGKAT PERKEMBANGAN ANAK USIA DINI (PAUD) ]]>
<![CDATA[I Wayan Gunartha]]>;
<![CDATA[Badrun Kartowagiran]]>;
<![CDATA[Siti Partini Suardiman]]>
<![CDATA[ Widyadari : Jurnal Pendidikan Vol. 20 No. 2 (2019): Oktober 2019 ]]>
Publisher : <![CDATA[LP3M Universitas PGRI Mahadewa Indonesia ]]>
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<![CDATA[This study aims to: (1) develop instrument for measuring the level of early childhood development (kindergarten group B), and (2) assess the quality of developed instrument. This study is a kind of research and development. The research subject was the students of kindergarten group B. The developed instrument was in the form of questionnaires. Instrument testing was carried out in three stages with the number of subjects increased on each stage. The validity analysis of the questionnaire used cofirmatory factor analysis (CFA). The reliability estimation of the questionnaire used the CFA by calculating the composite reliability. The results of the study are in the form of instruments for measuring the level of early childhood development, which consists of an instrument to measure religious morality, social-emotional, language, cognitive, and physical-motoric development. Based on field study, all instruments have good fit model, construct validity, and reliability that meet the academic requirements.]]>
<![CDATA[ESTIMASI KESALAHAN PENGUKURAN DALAM BIDANG PENDIDIKAN BERDASARKAN TEORI TES KLASIK ]]>
<![CDATA[I Wayan Gunartha]]>
<![CDATA[ Widyadari : Jurnal Pendidikan Vol. 23 No. 1 (2022): April 2022 ]]>
Publisher : <![CDATA[LP3M Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.5281/zenodo.6390889
<![CDATA[Measurement results play an important role in providing information about the achievement of student learning outcomes. Unfortunately, accurate and objective information in the measurement of psychological aspects is not easily obtained because of measurement errors. These measurement errors need to be known by the teacher so that the measurement results can be interpreted appropriately. To determine the magnitude of measurement errors, the indicator used by classical test theory is the reliability index. The higher the reliability index, the lower the measurement error; and the smaller the reliability index, the higher the measurement error. This paper aims to describe the approach in calculating reliability index in order to find out the measurement errors of the measuring instrument used. The method used in this study is the study of literature, which is to examine various literature related to measurement errors and reliability of measuring instruments. In estimating measurement errors, there are three approaches that can be applied to estimate the amount of reliability index of a measuring instrument. That approach is the test-retest, the parallel-forms approach, and the internal consistency approach. Each approach is developed in accordance with the nature and function of the measuring instrument concerned with practical aspects in mind.]]>
