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Putu Budi Adnyana
Universitas Pendidikan Ganesha
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Uji Validitas dan Reliabelitas Instrumen Literasi Numerasi Materi Tata Surya untuk Siswa Tunanetra Sarnita, Fitria; Adnyana, Putu Budi; Rapi, Ni Ketut
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 6, No 2 (2025): November 2025
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v6i2.298

Abstract

This study investigates the validity and reliability of a numeracy literacy instrument tailored for visually impaired students, focusing on solar system materials. The methodology involved distributing a questionnaire to three randomly selected experts who rated the instrument's content validity using the Content Validity Ratio (CVR) and the Content Validity Index (CVI). The results indicated that 9 out of 12 items were valid with CVI ? 0.68, while 3 items required revision. The reliability analysis, performed using Cronbach's Alpha, yielded a high value of 0.916, surpassing the critical threshold, thus confirming the instrument's consistency. These findings suggest that, with minor modifications, the instrument is both valid and reliable for assessing numeracy literacy among visually impaired students, highlighting its potential application in inclusive education settings.
EFEKTIVITAS MEDIA PEMBELAJARAN POWERPOINT INTERAKTIF BERBASIS PROBLEM BASED LEARNING DALAM MENINGKATKAN KEMAMPUAN BERNALAR KRITIS SISWA SMA Putra, I Gede Somia Dangka; Adnyana, Putu Budi; Bestari, Ida Ayu Purnama
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 12 No. 4 (2025): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v12i4.6243

Abstract

Penelitian ini dilatarbelakangi rendahnya kemampuan bernalar kritis siswa pada materi perubahan lingkungan serta minimnya penggunaan media pembelajaran interaktif yang mendukung sintaks Problem Based Learning (PBL). Penelitian ini bertujuan untuk mengetahui profil kemampuan bernalar kritis siswa, perbedaan pengaruh antara pembelajaran menggunakan media PowerPoint interaktif berbasis PBL dengan pembelajaran tanpa media tersebut, serta efektivitas media dalam meningkatkan kemampuan bernalar kritis. Metode yang digunakan adalah quasi experiment dengan desain Nonequivalent Control Group Design melibatkan kelas eksperimen dan kelas kontrol. Instrumen berupa tes uraian bernalar kritis yang telah divalidasi dan diuji reliabilitasnya. Profil kemampuan dianalisis menggunakan N-Gain, sementara perbedaan pengaruh diuji dengan ANCOVA, dan efektivitas media dianalisis melalui uji effect size. Hasil penelitian menunjukkan bahwa N-Gain rata-rata kelas eksperimen sebesar 0,61 (kategori sedang) dan kelas kontrol sebesar 0,21 (kategori rendah). Uji hipotesis menghasilkan nilai signifikansi 0,0001 (<0,05) yang menunjukkan adanya perbedaan peningkatan kemampuan bernalar kritis secara signifikan antar kelas. Nilai effect size sebesar 0,714 mengindikasikan pengaruh besar dari penggunaan media. Temuan ini menunjukkan bahwa integrasi PowerPoint interaktif dalam sintaks PBL secara sistematis mampu memfasilitasi tahapan berpikir kritis siswa dari orientasi masalah hingga refleksi akhir. Dengan demikian, media ini efektif digunakan untuk meningkatkan kemampuan bernalar kritis pada pembelajaran biologi.
Kontekstualisasi Experiential Learning Theory David Kolb pada Pembelajaran Pendidikan Agama Hindu Rudiarta, I Wayan; Adnyana, Putu Budi; Ariawan, I Putu Wisna; Wesnawa, I Gede Astra
Jawa Dwipa Vol. 6 No. 2 (2025): Jawa Dwipa
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54714/jd.v6i2.123

Abstract

Learning is an activity that is an important part of the Education. Experiential learning is one of the learning options that can be given to students that allows student involvement to be greater. One of the learning models that seeks to accommodate experience as an essential part is Experiential Learning Theory which encourages students to think more, explore, question, make decisions, and apply something learned. This research aims to conduct a critical analysis related to David A. Kolb's ideas in the context of learning Hindu Religious Education in the school environment. Qualitative research methods with the literature review paradigm are an option in conducting research with a philosophical hermeneutic approach. Research data was obtained through book reviews, scientific articles, and other relevant scientific writings. Data analysis follows the steps outlined by Miles and Huberman, namely data collection, data reduction, data presentation, and presentation of results. The results of the study show that the Experiential Learning Kolb model contextualized with Hindu Religious Education learning will provide convenience for teachers in achieving the formulation of learning outcomes, especially in the material aspects of Sradha and Bhakti, Susila, and Events. By following the cycle structure of Concrete Experience, Reflection Observation, Abstract Conceptualization, and Active Experimentation, teachers can determine the right learning steps for all dimensions of knowledge, ranging from factual, metacognitive, conceptual to procedural. Through this model, the Deep Learning approach can also be implemented to provide a more meaningful, conscious and fun learning experience for students.
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.
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 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 Desak Made Citrawathi Devy Dyah Wulandari Dewi, Luh Gede Wulan Kurnia Dewi, Ni Kadek Yun Yun Rosita Dewi, Putu Lia Rusita 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 Fachry Abda El Rahman Fifi Fitriana Sari, Fifi Fitriana Fitria Sarnita Fitriani, Herdiyana Fitriyah, Siti Aminatul Gede Ari Yudasmara Hajiriah, Titi Laily Handayani, Baiq Vina Harefa, Darmawan Hasby Wahid Harris . 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 Pasek Anton Santiasa I Made Pasek Anton Santiasa, S.Pd.,M.Sc. . I MADE WIRASANA JAGANTARA . 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 Putu Suryanti Ida Bagus Jelantik Swasta Ida Bagus Putu Arnyana Kadek Hengki Primayana . KOMANG SUSILAWATI . Lailatus Saadah . Luh Putu Marhaeni Made Ari Sanjaya . MADE DWIPAYANA . Mahendra Data, I Gede Teguh Arya Marhaeni, Luh Putu 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 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 Yanti, Baiq Azmi Sukroyanti YOSEFINA UGE LAWE . Yuliandari, Sri Ayu Yuliati, Ni Komang Dwi Eka Zahara, M.Pd, Laxmi