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All Journal International Journal of Evaluation and Research in Education (IJERE) E-JURNAL LINGUISTIK Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Jurnal Kajian Bali PBSI Jurnal Santiaji Pendidikan (JSP) Jurnal Bakti Saraswati JEES (Journal of English Educators Society) REiD (Research and Evaluation in Education) JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) SOSHUM : Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Journal of English Education and Teaching (JEET) International Journal of Linguistics and Discourse Analytics (ijolida) Jurnal Skripta Jurnal Pengabdian kepada Masyarakat International Journal of Social Science JURNAL ILMIAH GLOBAL EDUCATION International Journal of Applied Science and Sustainable Development (IJASSD) Jurnal Cakrawala Ilmiah Jurnal Pengabdian Mandiri Soshum: Jurnal Sosial dan Humaniora Abdimas Indonesian Journal Academic Journal on English Studies (AJOES) Journal on Studies in English Language Teaching (JOSELT) Suluh Pendidikan: Jurnal Ilmu-ilmu Pendidikan Jurnal Abdi Dharma Masyarakat International Journal of Multidisciplinary Approach Research and Science Pancasila International Journal of Applied Social Science FENOMENA: Journal of Social Science SUBSERVE: Community Service and Empowerment Journal Jurnal Pendidikan Progresif As-Sulthan Journal of Education Open Access DRIVERset International Journal of Multidisciplinary Reseach Jurnal bahasa, sastra, seni, dan pengajarannya
Ida Ayu Made Sri Widiastuti
Universitas Mahasaraswati Denpasar
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BUILDING UP STUDENTS’ SPEAKING SKILLS THROUGH BRAINSTORMING, EXPLORING, SHARING, TRANSFERRING KNOWLEDGE (BEST) STRATEGY ida Ayu Made Sri Widiastuti; Ida Bagus Nyoman Mantra; Nengah Dwi Handayani
International Journal of Applied Science and Sustainable Development (IJASSD) Vol. 4 No. 2 (2022): International Journal of Applied Science and Sustainable Development (IJASSD)
Publisher : Lembaga Penelitian dan `Pengabdian Kepada Masyarakat (LPPM)

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Abstract

Speaking skills as a medium to develop and broaden horizons. Speaking skills, which are classified as productive language skills, are not only a medium for conveying various kinds of information and for expressing themselves. Speaking skills also apply media to broaden students' knowledge and insight into various fields of life. This study made use of a classroom action research design with two cycles of learning activities to improve students' speaking skills through BEST strategy. Data were collected through pre-test, post-test, and questionnaire. The results showed that the speaking skills of the students improved significantly from the first and second cycles when compared to the results of the pre-test. Therefore, the BEST strategy is considered effective for teaching speaking skills. This study implies that teachers should consider using BEST strategy in their classroom to build up students' speaking skills.
BRAINSTORMING, EXPLORING, SHARING, TRANSFERRING KNOWLEDGE (BEST) AS A METHOD TO DEVELOP STUDENTS’ LANGUAGE COMPETENCE Ida Bagus Nyoman Mantra; Nengah Dwi Handayani; Ida Ayu Made Sri Widiastuti
International Journal of Applied Science and Sustainable Development (IJASSD) Vol. 5 No. 2 (2023): International Journal of Applied Science and Sustainable Development (IJASSD)
Publisher : Lembaga Penelitian dan `Pengabdian Kepada Masyarakat (LPPM)

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Abstract

Language competence is the act of using language for communication purposes. Therefore, language competence is a natural manifestation of a person's linguistic competence. The student's linguistic competence level is generally reflected in their language skills. This study used a classroom action research design with two cycles of learning activities to improve students' language competence through the BEST learning method. Data were collected through pre-test, post-test, and questionnaire. The results showed that students' language competence improved significantly from cycles 1 and 2 compared to the pre-test results. Therefore, the BEST is an effective learning method for teaching language competence. This study implies that teachers should consider using the BEST learning method to develop students' language competence.
Embedding Local Wisdom in Digital Formative Assessment: Students' Experiences with Wayground in Indonesian Elementary Schools Ni Wayan Bella Berliani; Ida Ayu Made Sri Widiastuti; I Gde Putu Agus Pramerta; Ida Bagus Nyoman Mantra
Fenomena Vol 25 No 1 (2026): FENOMENA: Journal of the Social Sciences
Publisher : LP2M Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v25i1.628

Abstract

The growing use of digital formative assessment often overlooks cultural contexts, particularly in multicultural nations like Indonesia. Anchored in culturally responsive pedagogy, this study addresses the gap between global digital assessment tools and locally relevant educational practices. This study aims to examine students' experiences of integrating local wisdom into digital formative assessment through Wayground in Indonesian elementary schools. Using a qualitative phenomenological approach, data were gathered via semi-structured interviews and classroom observations with students who consistently used Wayground for formative assessment activities integrating local wisdom. The data were thematically analyzed. Findings indicate that incorporating local wisdom promotes meaningful learning by linking academic content to students' daily experiences. Students reported heightened engagement and motivation, diminished assessment anxiety, and more favorable emotional responses when cultural contexts were recognizable. Culturally contextualized feedback supported reflection and deeper learning. Furthermore, integrating local wisdom strengthened identity affirmation and cultural pride, demonstrating that digital assessment can promote character development alongside cognitive growth. This study concludes that culturally integrated digital formative assessment enhances learning, engagement, and identity development. It is recommended that educators incorporate local wisdom into digital assessment design, that policymakers align digital assessment initiatives with cultural preservation, and that future research employ mixed-methods designs across diverse contexts. Penerapan asesmen formatif digital yang semakin berkembang sering mengabaikan konteks budaya, khususnya di negara multikultural seperti Indonesia. Berlandaskan pedagogi responsif budaya, penelitian ini mengatasi kesenjangan antara alat asesmen digital global dan praktik pendidikan yang relevan secara lokal. Penelitian ini bertujuan mengkaji pengalaman siswa dalam mengintegrasikan kearifan lokal ke dalam asesmen formatif digital melalui Wayground di sekolah dasar Indonesia. Menggunakan pendekatan kualitatif fenomenologis, data dikumpulkan melalui wawancara semi-terstruktur dan observasi kelas terhadap siswa yang rutin menggunakan Wayground dalam asesmen formatif yang memuat kearifan lokal. Data dianalisis secara tematik. Hasil penelitian menunjukkan bahwa integrasi kearifan lokal mendorong pembelajaran bermakna dengan mengaitkan materi akademik dengan pengalaman sehari-hari siswa. Siswa menunjukkan peningkatan keterlibatan dan motivasi, penurunan kecemasan, serta respons emosional positif ketika konteks budaya familiar. Umpan balik yang dikontekstualisasikan secara budaya mendukung refleksi dan pembelajaran mendalam. Selain itu, integrasi kearifan lokal memperkuat identitas dan kebanggaan budaya siswa. Penelitian ini menyimpulkan bahwa asesmen digital terintegrasi budaya meningkatkan pembelajaran, keterlibatan, dan pengembangan identitas. Direkomendasikan agar pendidik mengintegrasikan kearifan lokal dalam desain asesmen digital, pembuat kebijakan menyelaraskan asesmen digital dengan pelestarian budaya, dan penelitian selanjutnya menggunakan metode campuran di berbagai konteks.
Local Wisdom and Pedagogical Innovation: Integrating Tradition into Modern Learning Practices Ida Bagus Nyoman Mantra; Ida Ayu Made Sri Widiastuti; Dewa Gede Bambang Erawan; Ida Ayu Made Wedasuwari; Ketut Alit Pratiwi
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.104076

Abstract

This study investigates the integration of local wisdom into contemporary pedagogical innovations to develop meaningful and culturally sensitive educational practices. A qualitative descriptive methodology was employed, incorporating semi-structured interviews with educators and cultural practitioners, classroom observations, and document analysis. The aim was to understand how cultural traditions are integrated into classroom instruction and the challenges that arise during this process. Research indicates that educators perceive local wisdom as a cultural legacy and a teaching asset that enhances student involvement, moral growth, and cultural identification. Interview excerpts demonstrate that traditional narratives and practices enhance students' engagement and critical thinking skills when integrated with modern approaches, such as project-based learning and digital media. Classroom observations revealed that children engaged more actively when classes incorporated cultural content; however, a document analysis indicated a disparity between policy support for cultural integration and the absence of explicit implementation measures in schools. The study suggests that incorporating local wisdom into pedagogy enhances teaching and learning, but it requires more robust institutional and policy support. The consequence is that education can concurrently equip pupils for global concerns while instilling their cultural values.
EXPLORING TEACHERS’ EXPERIENCES IN IMPLEMENTING DIGITAL FORMATIVE ASSESSMENT IN TECHNOLOGY-ENHANCED CLASSROOMS Wayan Maba; Ida Bagus Nyoman Mantra; Ida Ayu Made Sri Widiastuti
International Journal of Multidisciplinary Reseach Vol. 2 No. 3 (2026): June
Publisher : International Journal of Multidisciplinary Reseach

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Abstract

The rapid development of digital technology has altered the way formative assessment is implemented in English language education by allowing teachers to track learning progress, deliver instant feedback and promote student-centred instruction. The objective of this study is to investigate the experiences of English teachers in adopting digital formative assessment in technology-enhanced classrooms. A qualitative multiple case study design was adopted to explore in depth teachers' perceptions, instructional practices, problems and adaptive strategies. The study involved five purposively selected English teachers from secondary schools who had experience in incorporating digital technology into formative assessment. Data were gathered from semi-structured interviews, non-participant classroom observation and document analysis. Results showed that digital formative assessment helped teachers to deliver timely and meaningful feedback, continuously monitor students' progress, improve classroom engagement and make data-based instructional decisions. Teachers used various digital platforms and AI-assisted technologies to enhance formative assessment activities. However, the participants faced problems such as unreliable internet access, different digital skills of students, longer preparation time and worries about academic integrity. Teachers met these problems by blending several digital platforms, using authentic assessment activities, encouraging collaborative learning, and using assessment data for continual reflection to improve instruction
CHALLENGES AND OPPORTUNITIES IN ONLINE ASSESSMENT: VOCATIONAL TEACHERS’ PERSPECTIVES ON PEDAGOGICAL TRANSFORM IN DIGITAL ERA Ida Ayu Candrawati; Ida Ayu Made Sri Widiastuti; Ida Bagus Nyoman Mantra
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 10, No 4 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v10i4.9358

Abstract

This study examines the challenges and opportunities encountered by vocational high school teachers in implementing online assessments and how these experiences facilitate their pedagogical development. The research employed a qualitative phenomenological design, involving six vocational teachers from several disciplines who had administered online exams for a minimum of one academic year. Data were gathered via semi-structured interviews, document analysis, and a focus group discussion. Thematic analysis was employed to identify emerging patterns and meanings within the participants' stories. The results indicate that teachers initially encountered several obstacles, including insufficient technological proficiency, inadequate institutional support, and unequal access to digital resources among students.Notwithstanding these challenges, teachers have shown flexibility and ingenuity by formulating innovative assessment methods, including digital portfolios, performance-based activities, and interactive rubrics. These improvements promoted increased student autonomy and involvement, converting assessment into a learning-focused process rather than a simple evaluation task. Teacher collaboration developed as a vital element in surmounting challenges and maintaining professional development. The study indicates that online assessment functions as both a challenge and a driver of educational transformation. It underscores the necessity for ongoing professional development and institutional backing to improve teachers' digital literacy and reflective practices. The study implies that well-designed and adequately supported online assessments can foster genuine learning and professional rejuvenation in vocational education.
Konservasi Burung di Hutan Adat: Refleksi Kritis Mahasiswa Belajar dari Kearifan Lokal Desa Demulih Bangli Sang Putu Kaler Surata; I Gusti Agung Sri Rwa Jayantini; Ida Ayu Made Sri Widiastuti; I Gusti Agung Paramitha Eka Putri
Jurnal Kajian Bali (Journal of Bali Studies) Vol. 12 No. 2 (2022): Volume 12 No 2 Oktober 2022
Publisher : Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/JKB.2022.v12.i02.p05

Abstract

This paper focuses on undergraduate students’ critical reflection in a service-learning (S-L) project to promote the conservation of the birds based on local wisdom in a village in Bali. The students are working in a partnership with researchers and local communities from a traditional rural village, namely Desa Adat Demulih, Bangli regency. The objective of this paper is to show what students can learn and how they gain personal growth, civic-learning and academic enhancement during the S-L project. The finding shows students’ positive improvements in self-confidence, civic awareness, and community engagement. This study indicates a significance role of S-L based on critical reflection in documenting, deepening and promoting local identity and culture as a key component of community-bird conservation. In line with the finding, this study is expected to show how the interdisciplinary studies are cooperatively applied to draw knowledge from different disciplines by acquiring mutual relationship in learning their local knowledge.
Co-Authors Ali Saukah Ali Saukah Aliyatul Fikriyah Anak Agung Istri Yudhi Pramawati Anak Agung Istri Yudhi Pramawati Anak Agung Putri Maharani Anak Agung Rai Laksmi Anto, Ruli Dewa Ayu Ari Wiryadi Joni Dewa Ayu Ari Wiryadi Joni Dewa Ayu Puspawati Dewa Gede Agung Gana Kumara Dewa Gede Bambang Erawan Dewa Sang Made Widiantara Gunadi Harry Sulistyo Heru Sukoco I Gde Putu Agus Pramerta I Gusti Agung Paramitha Eka Putri I Gusti Agung Paramitha Eka Putri I Gusti Agung Sri Rwa Jayantini I Ketut Wardana I Komang Budiarta I Made Muliana I Nengah Astawa I Nengah Astawa I Nengah Dasi Astawa I Nyoman Adi Susrawan I Nyoman Suparsa I Nyoman Suwandi I.G.A. Lokita Purnamika Utami Ida Ayu Candrawati Ida Ayu Chandra Surya Pratiwi Ida Ayu Made Wedasuwari Ida Ayu Praba Iswari Dewi Ida Bagus Nyoman Mantra Ida Bagus Nyoman Mantra Kadek Gangga Dwi Putra Katie Weir Ketut Alit Pratiwi Made Hery Santosa Made Sita Paramita Mira Suantari Ni Luh Putu Muliana, I Made Nengah Dwi Handayani Ni Gusti Ayu Ari Wahyuni Ni Kadek Muliahati Ni Komang Dea Astuti Ni Luh Sukanadi Ni Luh Sukandi Ni Made Ade Sandayana Dewi Ni Made Parida Yanti Ni Made Wersi Murtini Ni Made Wik Pradani Ni Nyoman Fenta Sariasih Ni Putu Suryani Putri Ni Wayan Adi Priantini Ni Wayan Bella Berliani Ni Wayan Krismayani Paulina Romario Putu Ayu Paramita Dharmayanti Putu Ayu Trisna Devi Putu Dian Sastrani Ruli Anto Sang Putu Kaler Surata Sukma Nadi Ulandari, Ni Nyoman Susanti, Putu Herny Utami , IGA. Lokita Purnamika Wayan Maba Wirastuti, I Gusti Agung Putri