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PENGARUH PENGGUNAAN MEDIA AUDIO VISUAL TERHADAP MOTIVASI DAN PRESTASI BELAJAR SISWA PADA MATA PELAJARAN IPA KELAS V SD E. Susanto; I.M. Ardana; I.W. Lasmawan
PENDASI Jurnal Pendidikan Dasar Indonesia Vol 9 No 1 (2025): Pebruari, PENDASI (Jurnal Pendidikan Dasar Indonesia)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_pendas.v9i1.5303

Abstract

Penelitian ini bertujuan untuk mengidentifikasi: Pengaruh penggunaan media audio visual terhadap motivasi siswa pada mata pelajaran Ilmu Pengetahuan Alam (IPA) di kelas V Sekolah Dasar (SD) Gugus Suntalngu Kec.Suela Kabupaten Lombok Timur . Terdapat pengaruh penggunaan media audio Visual terhadap prestasi belajar Siswa Kelas V SD Gugus Suntalangu Kecamatan Suela Kabupaten Lombok Timur, dan ada perbedaan pengaruh penggunaan Media Audio Visual di bandingkan dengan konvensional terhadap motivasi dan prestasi belajar Sisswa Kelas V SD Gugus Suntalangu Kecamatan Suela Kabupaten Lombk Timur. Metode penelitian yang digunakan adalah metode eksperimen dengan desain Nonequivalent Comprasion Grup Design pretest-posttest control group. Dalam penelitian ini, peneliti menggunakan beberapa teknik dalam mengumpulkan data, yaitu: Observasi, Tes, Angket, dan Dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis statistik deskriptif dan inferensial. Subjek penelitian ini adalah siswa kelas V SD yang dibagi menjadi dua kelompok, yaitu kelompok eksperimen yang menggunakan media audio visual dan kelompok kontrol yang menggunakan metode pembelajaran konvensional.Hasil penelitian menunjukkan bahwa penggunaan media audio visual secara signifikan meningkatkan motivasi belajar siswa dibandingkan dengan metode konvensional. Peningkatan motivasi ini diindikasikan oleh minat yang lebih besar terhadap materi yang diajarkan, peningkatan partisipasi dalam kegiatan kelas, dan sikap positif terhadap pembelajaran IPA. Selain itu, hasil posttest menunjukkan bahwa prestasi belajar siswa dalam kelompok eksperimen lebih tinggi dibandingkan dengan kelompok kontrol, yang mengindikasikan bahwa media audio visual efektif dalam meningkatkan pemahaman konsep dan pencapaian akademik siswa. Penelitian ini menyimpulkan bahwa penggunaan media audio visual memiliki dampak positif yang signifikan terhadap motivasi dan prestasi belajar siswa dalam mata pelajaran IPA. Oleh karena itu, disarankan agar guru mempertimbangkan penggunaan media ini sebagai alat bantu pembelajaran untuk meningkatkan kualitas pendidikan, terutama dalam mata pelajaran yang memerlukan visualisasi konsep yang kompleks seperti IPA.
Problematics of Implementing The MBKM (Independent Learning Campus Independent) Curriculum In The History Education Study Program FKIP Unmas Denpasar Anto, Ruli; Ari, Ida Ayu Nyoman Maye Denia; Lasmawan, I Wayan; Suharta, I Gusti Putu; Sartika, Lianda Dewi
International Journal of Applied Science and Sustainable Development (IJASSD) Vol. 6 No. 1 (2024): International Journal of Applied Science and Sustainable Development (IJASSD)
Publisher : Lembaga Penelitian dan `Pengabdian Kepada Masyarakat (LPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/ijassd.v6i1.9025

Abstract

The aim of this research is to find problems in implementing the MBKM curriculum, which is a new curriculum, implemented by the Ministry of Education, Culture, Research and Technology to provide students with independence in organizing their study time. However, there are several challenges in its implementation in the History Education Study Program, FKIP, Mahasaraswati University, Denpasar. This type of research is qualitative with a phenomonological approach. The data collection technique in this research went through the stages of observation, source interviews, and documentation collection. Testing the validity of the data by reducing the data, explaining the data, and drawing conclusions. This research produces data related to the problems experienced in implementing MBKM, namely 1) Limited human resources (lecturers and support staff) to guide and accompany students optimally in organizing study time. The ratio of lecturers and students is not appropriate. 2) Limited supporting infrastructure for the Independent Learning program such as laboratories, libraries and other supporting facilities. 3) Student independence is still low in organizing study time effectively and efficiently according to the expected competencies. 4) Lack of flexible curriculum readiness to accommodate various individual student learning needs. 5) The assessment and evaluation system is not yet optimal for measuring the achievement of the expected competencies from the Merdeka Belajar program. Therefore, systemic improvement efforts are needed to optimize the implementation of the MBKM Curriculum in the History Education Study Program, FKIP, Mahasaraswati University, Denpasar.
Curriculum Development For Children With Adhd Reviewed From Learning Innovation Ledyari Noviyanti, Putu; Suharta, I Gusti Putu; Lasmawan, I Wayan
International Journal of Applied Science and Sustainable Development (IJASSD) Vol. 6 No. 1 (2024): International Journal of Applied Science and Sustainable Development (IJASSD)
Publisher : Lembaga Penelitian dan `Pengabdian Kepada Masyarakat (LPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/ijassd.v6i1.9418

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that commonly occurs in children who often have difficulty paying attention, controlling impulses, and having a high level of activity. Curricula designed specifically for children with ADHD aim to maximize their potential, while accommodating the challenges they face in information processing, attention regulation, and self-regulation. The aim of this research is to provide an overview of curriculum developments for children with ADHD in terms of innovations in learning using research methods, namely literature reviews and research results in the form of various curriculum developments for children with ADHD, especially in the form of innovations in inclusive learning in the application of kinesthetic learning styles, application of models. Project Based Learning and CTL learning with the help of Self Instruction and innovative learning aids in the form of playdough, Montessori teaching aids and play equipment with QR codes.
Penerapan Restorative Justice dalam Kasus Penadahan Melalui Facebook Marketplace di Kejaksaan Negeri Buleleng Claudia Magdalena Ritonga; Made Sugi Hartono; I Wayan Lasmawan
Presidensial: Jurnal Hukum, Administrasi Negara, dan Kebijakan Publik Vol. 2 No. 2 (2025): Juni : Presidensial : Jurnal Hukum, Administrasi Negara, dan Kebijakan Publik
Publisher : Asosiasi Peneliti dan Pengajar Ilmu Hukum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/presidensial.v2i2.922

Abstract

This research aims (1) examine the implementation of restorative justice by the Buleleng District Prosecutor's Office in cases of receiving stolen goods (penadahan) committed through the Facebook Marketplace platform, with a primary focus on the application of restorative justice despite the loss value exceeding the threshold set by prevailing laws and regulations; and (2) identify the considerations used by the Buleleng District Prosecutor’s Office in applying restorative justice to cases of receiving stolen goods conducted via Facebook Marketplace. The research adopts an empirical juridical method with a descriptive approach. Participants were selected purposively using purposive sampling. Data collection techniques included direct observation, interviews with relevant parties, and a review of legal documents, which were then analyzed qualitatively.The findings indicate that (1) resolution through Restorative Justice remains possible even if the loss exceeds IDR 2,500,000, as long as all substantive requirements stipulated in Prosecutor's Regulation Number 15 of 2020 are fulfilled. The decision to terminate prosecution in this case was based on considerations of justice for the victim and the fact that the perpetrator’s level of culpability was not considered severe; and(2) the victim did not object to the act of receiving stolen goods and prioritized the return of their motorcycle, which was successfully recovered in its original condition. The victim also supported the peace process and did not file charges against the alleged receiver.
EVOLUSI KURIKULUM SEKOLAH DASAR DI INDONESIA DARI MASA KE MASA Syudirman; I Wayan Suastra; I Wayan Lasmawan
Global Education Trends Vol. 3 No. 1 (2025): GLOBAL EDUCATION TRENDS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/get.v3i1.345

Abstract

This research explores the evolution of the primary school curriculum in Indonesia over time, with the aim of understanding how social changes, cultural and scientific developments affect curriculum design and implementation. From the beginning of independence, curricula tended to be rigid, focusing on content mastery and memorization. Over time, especially after reformasi, there has been a significant shift towards a more flexible and competency-oriented curriculum that emphasizes character development, 21st century skills and relevance to the local context. This research found that modern curricula, such as Curriculum 2013, integrate a holistic approach that links knowledge, skills and attitudes, creating more meaningful learning experiences for students. The findings show the importance of continuous curriculum evaluation and renewal to face global challenges and create inclusive and quality education in the future.
Integration of the Concept of Critical Awareness Paulo Freire in the Merdeka Curriculum: Efforts to Foster Critical Awareness of Students and Teachers Durasa, Helfra; Suharta, I Gusti Putu; Lasmawan, I Wayan; Wijaksono, Cahyo Febri
Studies in Philosophy of Science and Education Vol. 5 No. 2 (2024): July
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i2.444

Abstract

Implementing a Merdeka Curriculum in Indonesia has not been able to foster critical awareness among students and educators entirely. This research focuses on how integrating Paulo Freire's concept of conscientization in the Merdeka Curriculum can facilitate a more holistic and learner-centered approach to education. In this context, this study uses a literature review approach. The results showed that 1) The integration of critical awareness in the Merdeka Curriculum can be realized through problem-posing methods and dialogical methods emphasizing the importance of critical awareness and reflective action. 2) Applying this method can foster students' critical awareness in developing their knowledge more broadly, empowering students while respecting human values. 3) The involvement of all relevant parties in listening to and understanding the concerns of teachers and staff and active student involvement in the learning process can overcome teacher unpreparedness in implementing the Merdeka Curriculum. In addition, digital platforms and online learning resources can effectively provide education focusing on student empowerment and social awareness. Comprehensive training programs for educators are crucial to overcoming the diversity of teacher competencies.
Transformasi Pendidikan di Era Digital Solusi Kreatif dalam Meningkatkan Kualitas Pembelajaran Mujiono Sang Putra; I Wayan Lasmawan; I Gusti Putu Suharta; I Wayan Widiana
JPSL : Jurnal Pendidikan, Sosial dan Lingkungan Vol. 3 No. 2 (2025): JPSL : Jurnal Pendidikan, Sosial dan Lingkungan
Publisher : STKIP Al-Amin Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Transformasi pendidikan di era digital merupakan kebutuhan strategis dalam menghadapi tantangan Revolusi Industri 4.0 dan era Society 5.0 yang menekankan pentingnya literasi digital, berpikir kritis, kreativitas, kolaborasi, dan kemampuan problem solving. Artikel ini bertujuan untuk mengkaji secara mendalam dinamika transformasi pendidikan digital serta solusi kreatif yang dapat diterapkan untuk meningkatkan kualitas pembelajaran di Indonesia. Metode yang digunakan adalah kualitatif deskriptif dengan pendekatan studi pustaka (library research), melalui analisis terhadap berbagai literatur akademik, dokumen kebijakan nasional, serta laporan lembaga internasional seperti UNESCO dan OECD. Hasil penelitian menunjukkan bahwa transformasi pendidikan digital tidak hanya menuntut adopsi teknologi, tetapi juga perubahan paradigma pedagogis, peran guru sebagai fasilitator, dan penguatan kurikulum berbasis kompetensi abad ke-21. Tantangan yang diidentifikasi meliputi kesenjangan akses digital, rendahnya literasi teknologi pendidik, serta belum meratanya infrastruktur pembelajaran daring. Untuk menjawab tantangan tersebut, artikel ini menawarkan solusi berupa pengembangan kurikulum digital kontekstual, pelatihan guru berkelanjutan, penguatan platform lokal, serta pemanfaatan teknologi inovatif seperti gamifikasi dan augmented reality. Simpulan dari kajian ini menegaskan bahwa keberhasilan transformasi pendidikan digital membutuhkan sinergi antara kebijakan, teknologi, inovasi pedagogis, dan partisipasi aktif seluruh pemangku kepentingan.
RUANG LINGKUP PEMBELAJARAN IPS DI SEKOLAH DASAR: RELEVANSI DAN PENERAPAN DALAM KURIKULUM Syudirman; I Wayan Kertih; I Wayan Lasmawan
Walada: Journal of Primary Education Vol. 4 No. 2 (2025): IN PROGRESS
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v4i2.378

Abstract

Penelitian ini membahas “Ruang Lingkup Pembelajaran IPS di Sekolah Dasar: Relevansi dan Penerapan dalam Kurikulum”. Fokus utama penelitian ini adalah untuk mengeksplorasi bagaimana pembelajaran IPS dapat diintegrasikan secara efektif dalam kurikulum sekolah dasar, dengan memperhatikan relevansi materi terhadap konteks lokal dan tantangan global. Metode yang digunakan meliputi analisis dokumen kurikulum untuk mengidentifikasi praktik terbaik dalam penerapan kurikulum IPS. Hasil penelitian menunjukkan bahwa pembelajaran IPS yang kontekstual tidak hanya meningkatkan pemahaman siswa tentang isu-isu sosial, tetapi juga membekali mereka dengan keterampilan berpikir kritis. Penerapan kurikulum yang responsif terhadap kebutuhan siswa sangat penting untuk menciptakan lingkungan belajar yang efektif. Selain itu, kolaborasi antara guru, sekolah, dan pemerintah menjadi kunci dalam mengoptimalkan implementasi kurikulum. Penelitian ini menyimpulkan bahwa pembelajaran IPS di sekolah dasar harus diarahkan untuk membentuk karakter dan keterampilan sosial siswa, sehingga mereka menjadi individu yang kompeten dan siap menghadapi tantangan di masa depan. Rekomendasi diberikan untuk pengembangan kurikulum yang lebih adaptif dan inovatif, serta peningkatan dukungan bagi pendidik dalam proses implementasi
Analisis Metode Pengajaran Guru PJOK Berbasis Permainan Tradisional Enjang-Enjang Rusdiana Yusuf; I Wayan Lasmawan; I Gusti Putu Suharta; I Wayan Widiana
Jurnal Pengetahuan dan Pendidikan Vol 4 No 2 (2025): Journal of Media, Sciences and Education
Publisher : Yayasan Baru Haji Samsudin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jomet.v4i2.123

Abstract

This study aims to analyze the teaching method of physical education, sports, and health (PJOK) based on the traditional game of enjang-enjang. The background of this study departs from the need for a contextual, fun, and local wisdom-based learning approach in accordance with the demands of the Independent Curriculum. Traditional games are seen as having educational and character values that can enrich students' learning experiences. This study used a descriptive qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with teachers and students, and documentation. The results showed that the enjang-enjang-based teaching method was able to increase learning motivation, active involvement, and the formation of student character such as sportsmanship, responsibility, and cooperation. Teachers designed and implemented learning systematically by integrating local cultural values into the lesson plan (RPP). Supporting factors for the success of this method included school support, student enthusiasm, and teacher readiness. Meanwhile, obstacles faced included limited learning time, unpredictable weather, and students' unfamiliarity with the game rules. However, teachers were able to overcome these obstacles through adaptive strategies. These findings indicate that the integration of traditional games into physical education (PJOK) learning is not only curricularly relevant but also effective in shaping students' character, contextualization, and appreciation for local culture
Pengaruh Implementasi Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Terhadap Self Efficacy dan Hasil Belajar Matematika Siswa Sekolah Dasar Gazali, Gazali; Ardana, I Made; Lasmawan, I Wayan
SENTRI: Jurnal Riset Ilmiah Vol. 4 No. 7 (2025): SENTRI : Jurnal Riset Ilmiah, Juli 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v4i7.4216

Abstract

This study aims to determine the differences in the effect of the cooperative learning model Number Heads Together (NHT) on self-efficacy and mathematics learning outcomes of elementary school students. The population of the study consisted of all fourth-grade students at SD Negeri 03 Mamben Lauk, totaling 69 students, with 68 students selected as the sample using simple random sampling. This research employed a quasi-experimental design with a Single Factor Independent Group Design. The results of the first hypothesis test showed an F-value of 6.026 with a significance of 0.017 < 0.05, indicating that H₀ is rejected and H₁ is accepted. This means there is a significant difference in self-efficacy between students who received the NHT cooperative learning model and those who received conventional learning. The second hypothesis test revealed an F-value of 14.538 with a significance of 0.000 < 0.05, suggesting a significant difference in students’ science literacy between those taught using portfolio assessment and those with conventional assessment. The third hypothesis test yielded an F-value of 7.965 with a significance of 0.001 < 0.05, indicating a significant simultaneous difference in both self-efficacy and learning outcomes between students taught using the NHT model and those taught conventionally.
Co-Authors ., I Made Sukaya ., I Wayan Doni ., Komang Satria Wibawa A.A. Ketut Agung Cahyawan W A.A.I.P. Ari A.A.R. Paramitha Abdul Rahman Abed Nego Tampubolon Adi Winata, I Made Oka Afnan, M. Agata, Febriella Happy Agus Rofi’i Agwe Sheling Dranisa Ahmad, Zaqinah Aiman, Ummu Amalia Puspayanti ANAK AGUNG GDE ANOM SEPARSA . Anak Agung Istri Ngurah Marhaeni Anak Agung Nia Trisilya Anak Agung Sri Haryanti Anantawikrama Tungga Atmadja Andari, Ni Wayan Puji Andi Wapa Andriadi Andriadi Andriadi Andriadi Angga Mahendra, Putu Ronny Antara, I Gede Wahyu Suwela Anto, Ruli Apriani, Luh Ari, Ida Ayu Nyoman Maye Denia Arianti, Ni Nyoman Sri Aridiantari, Putu Ariestu, I Putu Dwika Arini, Ni Putu Piki Pia Artanayasa, Wayan Asthadi Mahendra Bhandesa, Asthadi Mahendra Astiti - Astiti, Ni Nyoman Sari Astuti, Ni Made Ignityas Prima Atiaturrahmaniah Atiaturrahmaniah Ayu Ngurah Trisna Widya N, I Gusti Ayu Swandewi Baiq Aryani Novianti Cintya Dewi Claudia Magdalena Ritonga D.B. Sanjaya Defa Defa, Defa Desak Gede Suryawati Desak Gede Twelva Wiryani Desak Putu Parmiti Dewa Bagus Sanjaya Dewa Gede Sudika Mangku Dewa Nyoman Wija Astawa, Dewa Nyoman Wija Dewi , Ni Luh Putu Santika Dewi, Kadek Ayu Permana Dewi, Luh Kadek Ari Krisna dewi, Ni Ketut Dessy Fitri yanti DEWI, NI PUTU ELLYS SUCITHA Dewi, Ni Wayan Risna Dewi, Patricia Komang Ayu Asmara Dharma Tari, I Dewa Ayu Eka Purba Dhea Adela Dina Apriana - Dranisa, Agwe Sheling Drs. I Wayan Mudana,M.Si. . Dukha Yunitasari Durasa, Helfra Dwisukamsurya, P.Md.Desy E. Susanto Edi Saputra EDI SAPUTRA Edwin Edwin Eka Junaidi Elizabeth Prima Erdi Guna Utama Ester, Kartini Eva Zulfa Ariyani Febriyanto, Budi Fernando Tobing Firmansah Koesyono Efendi G.K. Mantra Gazali Gazali Gede Hendri Ari Susila Gede Kamardana Gede Metta Adnyana Gelgel Anom Sarwa Adi Widagda, I Nyoman Gunada, I Wayan Agus GUSTI AYU ARTATIK . Gusti Ayu Gita Cemara Gusti Komang Ngurah Wiratama Hanapi Hanapi Hanifah Hanifah Haris, Iyus Akhmad Hasyda, Suryadin Hela Anggraini Hela Anggraini Hermayuni, Ni Made Tri Dhana Hidayat Hidayat Husin, Vivi E. R Husnul Mukti I Gede Astra Wesnawa I Gede Margunayasa I Gede Ratnaya I Gede Suardana I Gusti Agung Ayu Lily Purnami I Gusti Ayu Ngurah Trisna Widya N I Gusti Ayu Ngurah Trisna Widya Ningrum I Gusti Ayu Sri Trisna Dewi I Gusti Ayu Sundari Meyanti I Gusti Ketut Arya Sunu I Gusti Ngurah Santika I Gusti Putu Suharta I Gusti Putu Suharta I Kadek Arta I Kadek Tediana Saputra I Ketut Suparya I KT GD ADI TRISNA SUGARA . I M. Diartawan I MADE ADI WIRANATA . I Made Aditya Dharma I Made Aditya Dharma I Made Aditya Dharma I Made Ardana I Made Astra Winaya I Made Astra Winaya I Made Candiasa I Made Gunamantha I Made Hendra Sukmayasa I Made Oka Adi Winata I Made Pasek Anom Sarwa Adi Wisesa I Made Pasek Anom Sarwa Adi Wisesa I Made Satyawan I Made Subandi I MADE SUJANA . I Made Sukaya . I Made Yudana I Nengah Muliarta, I Nengah I Nengah Suastika I Nengah Suastika I Nengah Suastika I Nengah Suastika I Nyoman Gelgel Anom Sarwa Adi Widagda I Nyoman Jampel I Nyoman Natajaya I Nyoman Pursika I Nyoman Sudirman I Nyoman Sujana I PUTU PASEK SURYAWAN I Putu Sriartha I Putu Suardika Putra I Putu Suharta I Putu Windu Mertha Sujana I Putu Wira Adi Kusuma I Wayan Dedi Armana I Wayan Doni . I Wayan Kertih I Wayan Landrawan I Wayan Pardi I Wayan Pardi I Wayan Putra Yasa I WAYAN SUANDI I Wayan Suastra I Wayan Suja I Wayan Widiana I Wayan Yudi Antara I.B. Putrayasa I.D.A.I. Swari I.G. Marganuyasa I.G. Margunayasa I.K. Gading I.K. Gading I.K. Supriana I.M. Ardana I.W. Suastra Ida Bagus Putrayasa Ida Bagus Putu Arnyana Imanuel A. W. Chrismastianto Imanuel Adhitya Wulanata Chrismastianto Indahwati, Christine Indra Himayatul Asri Iyus Akhmad Haris Jamaah Jamaah Jayadiningrat, Made Gautama Johar Permana Kadek Hengki Primayana . Kadek Uki Septiani Kadek Yudiana Karno Dinata, Karno Kasanah, Uswantun Kertih, Wayan Ketut Suarni Ketut Suma Ketut Susiani Khairun Nisa Komang Febrinayanti Dantes Komang Febrinayanti Dantes Komang Satria Wibawa Komang Satria Wibawa . Komang Tri Wahyu Utama Kristoforus Dowa Bili, Kristoforus Kusrianto, Wiwin Kusuma, I Dewa Made Aryananda Wijaya Kusuma, Ketut Chandra Adinata Kusuma, Komang Nada Kusumasari, Putu Rastiti L.P.S. Maharani Lakapu, Pifa A Lase, ndah Permata Sari laxmi zahara Ledyari Noviyanti, Putu LETASADO, MUHAMAD RUSADI Lia Widiastuti Lianda Dewi Sartika Lina Wahyuni Lughelsa Wiliang Nisandra Luh De Liska Luh Gede Ria Utami Agustin Luh Kadek Ari Krisna Dewi Luh Putu Mina Kusuma Dewi, Mina Luh Tu Selpi Wahyuni Luh Tu Selpi Wahyuni M.A.D.P. Dita M.Pd Prof. Dr. I Nyoman Sudiana . Made Agus Dwi Pradnyana Dita Made Kurnia Widiastuti Giri Made Padmarani Sudewiputri Made Sri Astika Dewi . Made Sugi Hartono Mahayanti, Kadek Mahlianurrahman Mahlianurrahman Margunayasa, I G Mijahamuddin Alwi Muh. Yazid Muhamad Ajwar Muhammad Romli dan Suprihatin Andes Ismayana Muhammad Sururuddin Muhammad Zainul Majdi Murzani Mustakim Mustakim N.K. Suarni N.K. Suarni N.L.P.J. Dewi N.L.R.A. Dewi N.M.D.A. Astari Nengah Bawa Atmaja Nengah Kadek Selamet Ni Kadek Ena Juliatni Ni Ketut Alit Yudi Astuti Ni Ketut Suarni Ni Ketut Suarni Ni Luh Julianti Ni Luh Putu Cahayani Ni Luh Putu Yesy Anggreni Ni Luh Wayan Yasmiati Ni Made Ari Dwijayanti NI MADE AYU DWI ANGGRENI . Ni Made Dina Rahmawati Ni Made Ignityas Prima Astuti Ni Made Milayani Suarningsih Ni Made Wisudarini Pratiwi Ni Nengah Septiari NI NYOMAN AYU SUNIADI . Ni Nyoman Kurnia Wati Ni Nyoman Risna Yanti Ni Nyoman Rusmini Ni Nyoman Sari Astiti Ni Nyoman Satriani Ni Putu Eni Astuti Ni Putu Era Marsakawati Ni Putu Kusuma Widiastuti Ni Putu Melsa Putri Aryani Ni Putu Melsa Putri Aryani Ni Putu Rai Yuliartini NI PUTU SUMIATI . Ni Putu Yuniari Ni Putu Yuniarika Parwati Ni Wayan Cika Pratiwi Ni Wayan Ramastuti NI WAYAN SUDARMINI . Ni Wayan Widia Astuti Ningsih, Kadek Ayu Mira Purnama Nyoman Ayu Putri Lestari Nyoman Dantes Nyoman Natajaya Nyoman Natajaya Nyoman Tia Resita Dewi P.Md.Desy Dwisukamsurya Pande Ni Luh Putu Ayu Riantini Pande Ni Luh Putu Ayu Riantini Patiung, Amos Pidada, Ida Ayu Intania Sari Pramana, Pande Made Aditya Pratiyaksi, Ni Made Diantari Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Pujiani, Ni Luh Nopi Purwanti - Putra , Adnyana Putra, Mujiono Sang Putu Aridiantari Putu Asih Ardani Putu Budi Adnyana PUTU DWILA YOSIANI . Putu Gede Asnawa Dikta PUTU INDAH LESTARI Putu Ronny Angga Mahendra RELA, NI LUH CINDY Ria Utami Agustin, Luh Gede Rodiyah, Hadiatul Rodiyah, Hadiatul Rudi Hartono Rudi Hartono Rukmana, Gede Weda Rusdiana Yusuf Rusdianto S. Megawati Sanjaya, I W. Heru Saputra, Dudu Suhandi Sariyasa . Sarwa Adi Wisesa, I Made Pasek Anom Sella Marsellena Mercury Sepnita Lestari Yanti, Ni Putu Septiari, Ni Nengah Shinta Dila Pinastiti Shinta Dila Pinastiti SI NGURAH GEDE OKADANA . Sinta Javani Sriariani, Ni Luh Made Sriartha, Putu Suantini, Ni Nyoman SUARDIANI, NI PUTU Suarsika, I Made Agus Subarjo, Michael Donny Pradana Suci, I Made Sudiarti, Ni Putu Sudiartini, Ni Putu Suharta, Gusti Putu Suherpan, Suherpan SUKUR . SUMARTINI, NI WAYAN Supriani, Ni Made Swadnyana, Ida Bagus Yoga Syafruddin Syafruddin Syudirman TATI NURHAYATI Tauhid Hidayat Trisilya, Anak Agung Nia Uki, Nonci Melinda Ummu Aiman Wadi, Hairil Wahyuni, Lina Wahyuni, Luh Tu Selpi Walad, Muzakkir Wayan Koyan Wibawa, Komang Satria Widiartha, Kadek Dwi Rahayu Wijaksono, Cahyo Febri Windasari, Rizkika Windayani, Ni Luh Ika Wisudarini Pratiwi, Ni Made Yamtinah Yanuarius Bria Seran Yasmiati, Ni Luh Wayan Yonanda, Devi Afriyuni Yovhandra Ockta yudyantara Yuliawati