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INTEGRASI PENDEKATAN ANTROPOLOGIS, FILOSOFIS, PSIKOLO GIS, DAN SOSIOLOGIS DALAM PENGEMBANGAN TEORI PENDIDI KAN DI INDONESIA : SYSTEMATIC LITERATURE REVIEW Adi, Ni Nyoman Serma; Adnyana, Putu Budi; Ariawan, I Putu Wisna; Wesnawa, I Gede Astra
Suluh Pendidikan : Jurnal Ilmu-Ilmu Pendidikan Vol 23 No 2 (2025): SULUH PENDIDIKAN : Jurnal Ilmu-Ilmu Pendidikan
Publisher : IKIP SARASWATI TABANAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46444/suluh-pendidikan.v23i2.872

Abstract

Artikel ini bertujuan untuk menganalisis dan mensintesis pengembangan teori pendidikan di Indonesiamelalui pendekatan antropologis, filosofis, psikologis, dan sosiologis dengan metode Systematic LiteratureReview (SLR). Kajian ini dilakukan untuk mengidentifikasi kontribusi integratif dari keempat perspektifdalam pengembangan teori pendidikan di Indonesia. Melalui telaah terhadap 10 artikel ilmiah dari jurnalterakreditasi SINTA 2 hingga Scopus periode 2015–2025, ditemukan bahwa pendidikan perlu dipahamisebagai proses pembudayaan manusia secara utuh, yang melibatkan dimensi nilai, kepribadian, danstruktur sosial. Hasil sintesis menunjukkan bahwa integrasi keempat pendekatan mampu menghasilkankerangka teoritis pendidikan yang menempatkan manusia sebagai subjek belajar yang aktif, reflektif,dan sosial. Kontribusi utama artikel ini adalah menawarkan model konseptual pendidikan komprehensif berbasis integrasi multidisipliner, yang relevan untuk menjawab tantangan pendidikan abad ke-21.
TRANSFORMASI GURU LITERASI MELALUI REFLEKSI TUJUH DOSA, SINERGI EMPAT PENDEKATAN, DAN INSPIRASI DAERAH 3T: SEBUAH KAJIAN PUSTAKA Yuliati, Ni Komang Dwi Eka; Ariawan, I Putu Wisna; Adnyana, Putu Budi; Wesnawa, I Gede Astra
Suluh Pendidikan : Jurnal Ilmu-Ilmu Pendidikan Vol 23 No 2 (2025): SULUH PENDIDIKAN : Jurnal Ilmu-Ilmu Pendidikan
Publisher : IKIP SARASWATI TABANAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46444/suluh-pendidikan.v23i2.880

Abstract

Bahasa Indonesia sebagai bahasa resmi internasional. Hasil analisis menunjukkan bahwa integrasi kritik etis Horne dengan teori konstruktivisme, dilengkapi dengan pendekatan humanistik dan partisipatoris, dapat membangun fondasi model pendidikan literasi berbasis etika yang inklusif. Kajian empiris SMERU Institute menegaskan pentingnya kolaborasi guru, keluarga, dan komunitas dalam menghindari tujuh dosa guru serta mengoptimalkan literasi membaca di kelas awal, terutama di wilayah rural dan 3T. Kesimpulan penelitian ini merekomendasikan model pendidikan literasi partisipatif berbasis etik dan konstruktivisme yang dapat diintegrasikan ke dalam kebijakan inovatif dan pengembangan kapasitas guru di era global berbasis Bahasa Indonesia.
PENERAPAN STRATEGI PEMBELAJARAN CROME BERBANTUAN LKS UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA Andriani, Ni Kadek Ari; Adnyana, Putu Budi; Heny, Ajeng Purnama
JURNAL BIOEDUCATION Vol 11 No 2 (2024): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v11i2.6879

Abstract

This research aims to determine the application of the student worksheet-assisted CROME learning strategy to improve students' cognitive learning outcomes on human excretory system material and to determine the difference between the application of the student worksheet-assisted CROME learning strategy and conventional learning strategies on students' cognitive learning outcomes. The type of research is quasi-experimental with a non-equivalent control-group design research design. The research sample was class XI students at SMA Negeri 2 Bangli who were chosen randomly by lottery. Based on the results of random class selection, class the method in this research uses multiple choice tests related to cognitive process dimensions. Data were analyzed using quantitative descriptive analysis and Anacova (Analysis of Covariance) to determine the application of the student worksheet-assisted CROME learning strategy to improve students' cognitive learning outcomes on human excretory system material and to determine the difference between the application of the student worksheet-assisted CROME learning strategy and conventional learning strategies on students' cognitive learning outcomes. The results of the hypothesis test show that the p value (0.0001) < 0.05 and the Partial Eta Squared (effect size) value obtained is 0.320, which means that the application of the CROME learning strategy assisted by worksheets on the human excretory system material improves students' cognitive learning outcomes by 32 %, with an increase percentage in the experimental class of 62% and the control class of 34%. Based on this data, it proves that there are differences in cognitive learning outcomes between students who were taught using the CROME learning strategy assisted by worksheets on the human excretory system and conventional learning strategies
HUBUNGAN ANTARA GAYA BELAJAR VARK DENGAN PREFERENSI MEDIA DIGITAL DALAM PEMBELAJARAN BIOLOGI SISWA KELAS XII SMA NEGERI DI KOTA SINGARAJA Dewi, Ni Kadek Yun Yun Rosita; Adnyana, Putu Budi; Arnyana, Ida Bagus Putu
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.9299

Abstract

ABSTRACT This study aims to examine the relationship between VARK learning styles and digital media preferences in biology learning, considering the limited empirical evidence linking these two variables among senior high school students. The study employed a quantitative approach with a correlational research design. Data were collected using a VARK learning styles questionnaire and a digital media preference questionnaire. Data analysis was conducted descriptively using cross-tabulation and inferentially using Pearson’s Chi-Square test and the contingency coefficient (C). The results indicate that students’ learning styles vary, with the majority classified as multimodal learners, while the read/write learning style showed the lowest percentage. Students’ digital media preferences also demonstrated diversity, with most students categorized as Multimodal Digital Learners, whereas e-module showed the lowest preference level. Although students tend to be flexible in utilizing various types of digital media, each learning style group still exhibits specific tendencies in selecting media that align with their learning characteristics. Hypothesis testing revealed a significant relationship between VARK learning styles and digital media preferences (Sig. = 0.013), with a weak strength of association (C = 0.32). These findings indicate that learning styles contribute to students’ digital media preferences; however, they are not the sole determining factor in the selection of learning media. ABSTRAK Penelitian ini bertujuan untuk mengkaji hubungan antara gaya belajar VARK dan preferensi media digital dalam pembelajaran biologi, mengingat masih terbatasnya bukti empiris yang mengaitkan kedua variabel tersebut pada konteks siswa SMA. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Data dikumpulkan melalui kuesioner gaya belajar VARK dan kuesioner preferensi media digital. Analisis data dilakukan secara deskriptif menggunakan tabulasi silang, serta secara inferensial menggunakan uji Pearson’s Chi-Square dan koefisien kontingensi (C). Hasil penelitian menunjukkan bahwa gaya belajar siswa bervariasi, dengan mayoritas siswa termasuk dalam kategori multimodal, sedangkan gaya belajar read/write memiliki persentase terendah. Preferensi media digital siswa juga menunjukkan keragaman, di mana sebagian besar siswa tergolong sebagai Multimodal Digital Learner, sementara media e-modul memiliki tingkat preferensi terendah. Meskipun siswa cenderung fleksibel dalam memanfaatkan berbagai jenis media digital, setiap kelompok gaya belajar tetap memperlihatkan kecenderungan tertentu dalam memilih media yang selaras dengan karakteristik belajarnya. Hasil uji hipotesis menunjukkan adanya hubungan yang signifikan antara gaya belajar VARK dan preferensi media digital (Sig. = 0,013) dengan kekuatan hubungan yang tergolong lemah (C = 0,32). Temuan ini mengindikasikan bahwa gaya belajar berkontribusi terhadap preferensi media digital siswa, namun bukan merupakan satu-satunya faktor penentu dalam pemilihan media pembelajaran.
Development of Science Process Skills Instrument on Ecology Material: A Validity and Reliability Study Muhammad Wahyu Setiyadi; Sofyan Syamratulangi; Ni Ketut Rapi; Putu Budi Adnyana; Swandi Swandi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6642

Abstract

This research uses the Theory-Based Instrument Development Model. This model develops an instrument based on existing theories to ensure that the instrument has a strong theoretical basis. The steps are determining relevant theories, compiling instrument items based on theoretical concepts, validating content with theoretical experts, and testing the reliability and validity of empirical evidence. To determine the validity of the content, the VCR (content validity ratio) and CVI (content validity index) methods are used, item validity and reliability. The result is the validity of the content, the validity of the items, and the reliability of the developed instruments are important aspects in the development of assessment instruments. The development of science process skills instruments has great significance in the context of education. This instrument helps in measuring students' ability to carry out scientific processes such as observing, classifying, measuring, communicating, inferring, predicting, identifying variables, using number, and using spice/time relation Integrated processes: formulating hypotheses, controlling variables, devining operationally, investigating and experimenting. In this study, the science process skill instrument developed obtained the result of content validity declared very valid (0.91) based on the CVR and CVI tests, and based on the empirical test of the validity of the item and reliability (0.940) , it was stated that 21 items of science process skills were in the valid and reliable category.
Pengaruh Kompensasi dan Motivasi Terhadap Kepuasan Kerja Driver Gojek di Jembrana I Putu Budi Adnyana; I Nengah Suarmanayasa
Prospek: Jurnal Manajemen dan Bisnis Vol. 8 No. 1 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/pjmb.v8i1.95187

Abstract

Penelitian ini bertujuan untuk menguji pengaruh kompensasi dan motivasi secara parsial maupun simultan terhadap kepuasan kerja driver Gojek di Kecamatan Jembrana. Jenis penelitian yang digunakan dalam studi ini adalah kuantitatif kausal. Penentuan sampel dilakukan dengan menggunakan teori ferdinad (2006), dengan jumlah responden sebanyak 60 orang. Instrumen utama dalam pengumpulan data adalah kuesioner, dan teknik analisis data yang digunakan adalah regresi linier berganda. Hasil dari penelitian ini menunjukkan bahwa: (1) kompensasi berpengaruh positif dan signifikan terhadap kepuasan kerja driver Gojek; (2) motivasi juga berpengaruh positif dan signifikan terhadap kepuasan kerja driver Gojek; (3) kompensasi dan motivasi secara simultan berpengaruh signifikan terhadap kepuasan kerja driver Gojek di Kecamatan Jembrana.
Analisis Hasil Belajar Kognitif Siswa Pada Pembelajaran IPA Fisika Kelas X Sekolah Menengah Atas Dengan Pendekatan Konstruktivisme Baiq Azmi Sukroyanti Yanti; Putu Budi Adnyana; I Gede Astra Wesnawa; I Putu Wisna Ariawan
Kappa Journal Vol 8 No 3 (2024): Kappa Journal
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v8i3.27682

Abstract

The aim of this research is to analyze students' cognitive learning outcomes in Physics subjects using a constructivist approach in class X of high school. This research uses a descriptive method with a qualitative approach. Data was collected through observation, interviews and documentation. Data analysis techniques involve three stages: data reduction, data presentation, and drawing conclusions. This research involved 32 students as research subjects. The results showed that 6 students got low scores, 15 students got medium scores, and 11 students got high scores. The highest score obtained by students was 100, while the lowest score was 65. The average student cognitive learning outcomes in Physics learning with a constructivist approach was 73,28, which is included in the currently category (55-74 interval). Based on these findings, it is recommended to use media and other innovative models in learning that can better support improving students' cognitive learning outcomes in class X physics learning in high school.
IMPLEMENTASI TEORI KECERDASAN GANDA DALAM PEMBELAJARAN BAHASA INGGRIS: KAJIAN PENDEKATAN MULTIDISIPLINER Md. Yudyantara Risadi; Putu Budi Adnyana; I Putu Wisna Ariawan; I Gede Astra Wesnawa
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.3249

Abstract

This study aims to analyse the implementation of Multiple Intelligences (MI) theory in English language education through a multidisciplinary approach. The investigation is motivated by the need for more inclusive instructional models amidst the prevailing dominance of educational systems that prioritize singular cognitive abilities. Employing a literature review methodology, the study examines nationally indexed (SINTA) and internationally indexed (Scopus) articles to identify patterns, relevance, and contributions of MI theory to the enhancement of English language learning quality. The analysis reveals that MI-based instruction significantly improves students’ motivation, engagement, and learning outcomes by aligning pedagogical strategies with individual intelligence profiles. Furthermore, the theory reinforces cultural, social, and humanistic values within educational contexts. Theoretically, this research affirms that MI is not merely a theoretical framework but a humanistic paradigm in language education. The implications suggest that English language instruction should be oriented toward the development of multidimensional potentials and instructional differentiation that respects learner diversity.
Persepsi Literasi Sains Calon Guru IPA: Domain Manakah yang Bermasalah? Anak Agung Inten Paraniti; Ni Komang Dina Suciari; Putu Budi Adnyana
Jurnal Pendidikan Biologi Undiksha Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpb.v13i2.115819

Abstract

Literasi sains merupakan kompetensi esensial untuk membentuk masyarakat yang responsif terhadap isu lingkungan dan kemajuan teknologi. Mahasiswa calon guru IPA memegang peran kunci dalam mewujudkan generasi melek ilmiah, sehingga penguasaan domain literasi sains yang komprehensif menjadi keharusan. Penelitian survei deskriptif kuantitatif ini mengeksplorasi persepsi literasi sains 216 mahasiswa calon guru di wilayah Bali, Lombok, dan Nusa Tenggara Timur yang berasal dari lima institusi pendidikan.Temuan menunjukkan bahwa secara umum persepsi responden berada pada kategori "baik" (98,6%). Namun, domain "etika sains" memerlukan perhatian khusus karena 20,4% responden masih berada pada kategori "rendah". Rendahnya pemahaman pada domain ini berisiko menciptakan pemisahan antara sains modern dan nilai-nilai etnosains (kearifan lokal). Tanpa dasar etika sains yang kuat, calon guru cenderung menganggap kearifan lokal sekadar tradisi budaya dan bukan ilmu pengetahuan yang valid, sehingga gagal mengintegrasikannya ke dalam pembelajaran kontekstual. Hal ini menegaskan bahwa penguatan etika sains dalam kurikulum persiapan guru sangat krusial untuk memastikan efektivitas pendidikan sains yang mampu menjembatani ilmu pengetahuan dengan realitas sosial-budaya siswa.
IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF JIGSAW BERBANTUAN LEMBAR KERJA SISWA DENGAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF PADA MATERI PERUBAHAN LINGKUNGAN DI SMA Ika Eunike Br Sembiring; Putu Budi Adnyana; Ida Bagus Putu Arnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61575

Abstract

This study aimed to describe the profile of students' cognitive learning outcome improvement, to analyze differences in cognitive learning outcomes between students taught using the Jigsaw cooperative learning model assisted by contextual student worksheets (LKS) and students taught using the Jigsaw model without contextual worksheets, and to determine the magnitude of the effect of the treatment on environmental change material. This study used a quantitative approach with a quasi-experimental type and a Pretest-Posttest Nonequivalent Control Group Design. The population comprised all Grade X students of SMA Negeri 1 Banjar in the 2025/2026 academic year, totaling 256 students. The sample was determined through purposive sampling with an intact-group approach, namely class X8 as the experimental class and class X6 as the control class, each consisting of 34 students. Data were collected through multiple-choice cognitive learning outcome tests administered before and after treatment, then analyzed using N-Gain, prerequisite tests, Analysis of Covariance (ANCOVA), and effect size through Partial Eta Squared. Results showed that the mean N-Gain of the experimental class was 0.62, higher than the control class at 0.36, although both fell into the moderate category. The most notable improvement in the experimental class occurred in the evaluating (C5) and creating (C6) aspects. The ANCOVA results showed a significance (p) of 0.005 (<0.05), indicating a significant difference in cognitive learning outcomes between the two classes after controlling for pretest scores. A Partial Eta Squared value of 0.117 indicated a moderate effect. This study concludes that the Jigsaw cooperative learning model assisted by contextual worksheets is more effective in improving cognitive learning outcomes, particularly students' higher-order thinking skills.
Co-Authors ., Adi Purusha Das ., Hasby Wahid Harris ., I Gusti Lanang Agus Awitama ., I MADE ADI SANTIKA ., I Made Pasek Anton Santiasa, S.Pd.,M.Sc. ., I Putu Ari Budi Artama ., I Putu Eka Suakarya Utama ., Ida Ayu Kade Trisnayanthi ., Lailatus Saadah ., Made Ari Sanjaya ., Ni Kadek Delis Tina ., NI KD MIRAH ASTUTI ., Ni Made Ari Ryantini ., Ni Made Dwi Pradnyani ., Ni Made Ninda Pradani ., Ni Putu Indah Kumala Sari ., NILUH PUTU PUTRI P D ., Putu Rahma Dewi ., SUSAN SIDABUTAR AAIN Marhaeni Abu Yazid Abu Bakar Adi Purusha Das . Adi, Ni Nyoman Serma Agus Wijaksono Ajeng Purnama Heny Anak Agung Inten Paraniti Anak Agung Istri Sri Wiadnyani Anantawikrama Tungga Atmadja Andriani, Ni Kadek Ari Anton Santiasa, I Made Pasek Ariani, NM Dewi Ariasih, I Gusti Agung Ayu Cinthya Meitri AUGUSTA DE JESUS MAGALHAES Baiq Azmi Sukroyanti Yanti Baiq Fatmawati Dea Rorencia Br Tarigan Desak Made Citrawathi Devy Dyah Wulandari Dewi, Luh Gede Wulan Kurnia Dewi, Ni Kadek Yun Yun Rosita DR. I GST.AGUNG NYM.SETIAWAN . DR. I GST.AGUNG NYM.SETIAWAN ., DR. I GST.AGUNG NYM.SETIAWAN DR. I GST.AGUNG NYM.SETIAWAN, M.Si. . Dr. I Nyoman Tika,M.Si . DR. LUH PT.MANIK WIDIYANTI, S.Si, M.Kes . Dyah Aini Purbarani Ebenezer Omolafe Babalola Egianina Karina Br Tarigan Fachry Abda El Rahman Fifi Fitriana Sari, Fifi Fitriana Fitria Sarnita Fitriani, Herdiyana Fitriyah, Siti Aminatul Franklin Calaminos Gede Ari Yudasmara Hajiriah, Titi Laily Handayani, Baiq Vina Harefa, Darmawan Hasby Wahid Harris . Hunaepi Hunaepi I G A N Setiawan I Gede Astra Wesnawa I Gusti Agung Nyoman Setiawan I GUSTI BAGUS SUMARTA . I Gusti Lanang Agus Awitama . I M P Anton Santiasa, S.Pd.,M.Si. . I Made Adi Santika I MADE ADI SANTIKA . I Made Ari Winangun I Made Oka Riawan I Made Pasek Anton Santiasa I Made Pasek Anton Santiasa, S.Pd.,M.Sc. . I MADE WIRASANA JAGANTARA . I Nengah Suarmanayasa I Putu Ari Budi Artama . I Putu Eka Suakarya Utama . I Putu Wisna Ariawan I Wayan Lasmawan I Wayan Rudiarta I Wayan Sadia I Wayan Sukra Warpala IB Jelantik Swasta Ida Ayu Cindya Prawesti p . Ida Ayu Kade Trisnayanthi . Ida Ayu Purnama Bestari Ida Ayu Purnama Bestari Ida Ayu Putu Suryanti Ida Bagus Jelantik Swasta Ida Bagus Putu Arnyana Ika Eunike Br Sembiring Kadek Hengki Primayana . Ketut Suma KOMANG SUSILAWATI . Lailatus Saadah . Leonlie Cheng Ina R Luh Putu Marhaeni Made Ari Sanjaya . MADE DWIPAYANA . Mahendra Data, I Gede Teguh Arya Marhaeni, Luh Putu Md. Yudyantara Risadi Muhammad Wahyu Setiyadi N. Adiputra N. Adiputra Nadi, Desak Putu Merta Ni Kadek Delis Tina . NI KD MIRAH ASTUTI . NI KETUT HENDRAWATI SANTOSA . Ni Ketut Rapi Ni Komang Dina Suciari Ni Komang Prasinta Nusantari . Ni Luh Julianti NI LUH PUTU CARIASTINI . NI LUH PUTU MANIK WIDIYANTI NI LUH PUTU WIDYA DHARMAYANTHI . NI LUH RATNA TIRTAWATI . Ni Luh Rin Riantini . Ni Luh Rin Riantini ., Ni Luh Rin Riantini Ni Made Ari Ryantini . Ni Made Dwi Pradnyani . Ni Made Ninda Pradani . NI NYOMAN KARTINI . NI NYOMAN SERMA ADI . Ni Nyoman Sri Rasthiti . Ni Nyoman Sri Rasthiti ., Ni Nyoman Sri Rasthiti Ni Putu Dian Pertiwi, Ni Putu Dian Ni Putu Indah Kumala Sari . Ni Putu Sri Ratna Dewi NI WAYAN HENI DESIANTI . NI WAYAN HENI DESIANTI ., NI WAYAN HENI DESIANTI NILUH PUTU PUTRI P D . NM Dewi Ariani NURHAYATI . Nyoman Dantes Pahriah, Pahriah PE Sastrika Ayu PROF. DR. I B. PUTU ARNYANA, M.Si. . PROF. DR. KETUT SUMA, M.S. . Purwanti, Ni Kadek Lovita Putra, I Gede Somia Dangka Putu Artawan PUTU NOVI KURNIAWATI . Putu Rahma Dewi . Rayyan, Wildan Babul S.Pd. M Kes I Ketut Sudiana . S.Pd.,M.Si. I M P Anton Santiasa . sabrina intan maulida Santiasa, I Made Pasek Anton Santiasa, Made Pasek Anton Santiasa, Made Pasek Anton Santika, I Made Adi Setiawan, I G A N Siti Maryam siti rabiatul fajri, siti rabiatul Sofyan Syamratulangi SURATNI . Suryati Suryati SUSAN SIDABUTAR . Swandi Swandi Swasta, IB Jelantik Syamsiar, Syamsiar Taufiqurrahman, M. Wulandari, Devy Dyah YOSEFINA UGE LAWE . Yuliandari, Sri Ayu Yuliati, Ni Komang Dwi Eka