Garuda - Garba Rujukan Digital

Discovery Learning Model Optimizing Digital Thematic Multilingual Dictionary to Improve Literacy Skills Ni Made Ratminingsih; I Gede Budasi; Made Hery Santosa; Ni Nyoman Padmadewi; Luh Putu Artini; I Putu Yoga Purandina
Journal of Education Technology Vol. 7 No. 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i4.67155

A preliminary study found that the students faced literacy skill problems. The results of pre-tests proved that the mean score achieved by grade 4 was 42.49 (very low), grade 5 was 63.06 (low), and grade 6 was 49.58 (very low). Regarding these findings, this study further aimed to analyze whether implementing a discovery learning model that optimized a digital thematic multilingual dictionary could improve the elementary students’ literacy skills. This study involved four main steps, plan, act, observe, and reflect. The samples were 84 students determined purposively for deciding three classes among those nine classes representing 4th, 5th, and 6th grades. There were two kinds of tests, pre-test and post-test. The pre-tests were used to measure the literacy level before treatments, while the post-tests were employed to count for the literacy level after treatment. After four sessions of treatments and two post-tests, it was discovered that students' literacy skills could have been notably improved. The mean scores obtained on the second cycle, respectively, were 86.77 (high), 93.66 (very high), and 95.55 (very high). These results imply that the discovery learning model utilizing a digital thematic multilingual dictionary can enhance elementary school students’ literacy skills. Thus, it is strongly recommended that students regularly use dictionaries for their self-directed learning.

Pre-Service Teachers’ Perception of Digital Literacy Sudana, Putu Ayu Prabawati; Made Hery Santosa; Ni Made Ratminingsih; Ni Nyoman Padmadewi; Luh Putu Sri Adnyani; Luh Putu Artini
Journal of Education Technology Vol. 7 No. 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i4.68867

Digital Literacy for teachers, including future teachers is one prominent and influential aspect of living in the 21st century. They need to be digitally literate to be engaged in this digital world and to prepare their students to be digitally literate too. This research aims to assess the level of the pre-service teachers’ digital literacy in one public university in Bali, Indonesia. This study was using a survey study. The participants were involving 158 pre-service teachers. Pre-service teachers are students of teaching training or educational study programs, who are prepared with pedagogical content and skills to prepare them to become teachers. The instrument used in collecting the data was a 5-point-Likert-questionnaire, data triangulation a semi-structured interview with seven pre-service teachers was conducted. The questionnaires were analyzed quantitatively. The study revealed that most of the pre-service teachers reported high levels of literacy in all areas. The results of this study would be beneficial as reflections on the pre-service teachers’ digital literacy as a consideration in the institution’s regular review of the curriculum or training for the pre-service teachers.

CIPP Evaluation Study on Listening for Daily Context Course in English Language Education Study Program Murtini, Ni Made Wersi; Ni Nyoman Padmadewi; I.G.A. Lokita Purnamika Utami
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v8i3.82595

The Listening for Daily Context course in the English Language Education Study Program, Mahasaraswati University, Denpasar, has never been evaluated even though listening is an important skill in language learning. This study aims to evaluate the implementation of the course using the CIPP (Context, Input, Process, Product) evaluation model. This research is a qualitative study involving study program managers, lecturers, and students as participants. Data collection was carried out through open interviews and document studies. The results of the study show that this course is well designed, in accordance with clear curriculum goals, combines theory and practice, and is supported by adequate human resources and facilities. The evaluation also showed that this course was proactive in overcoming challenges, integrating feedback from students, and having a positive impact on students' listening comprehension and communication skills. However, there is still a need for improvements in technological updates and the use of more authentic materials. This study concludes that this course is effective in developing students' listening skills and recommends increased use of technology as well as opportunities for listening practice in real contexts to prepare students to communicate academically and professionally. This evaluation provides insight to continue to improve this program so that students are ready to communicate in English academically and professionally.

Technology-Based Project-Based Learning in Teaching Content Subjects in University: A Study of Need Analysis Untari, Fatimah Dwi; Ni Nyoman Padmadewi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.58364

Technology plays an important role in the 21st century. Technology-based project-based learning is needed by lecturers in teaching content courses and analyzing learning characteristics. Therefore this study aims to analyze the conceptual framework for implementing technology-based project-based learning needed in teaching content courses in tertiary institutions. The subjects of this study were several lecturers at the STKIP Agama Hindu Singaraja which included four lecturers who taught content courses. This study used a mixed methods approach paradigm with a mixed methods explanatory design, in which the qualitative research design was more dominant. The instrument used in the data collection process is a questionnaire for quantitative research. Whereas qualitative research uses interview guidelines in which the questions to be asked have been prepared and there is also an analysis of documents such as syllabus, semester lesson plans, and lecture contracts. In analyzing the data, the researcher also uses the OEM (Organizational Elements Model) and CIPP models which analyze data based on context, input, process, and product. Researchers analyze based on current conditions and expected conditions so that the needs of each lecturer are known when teaching content courses. The results of the research that has been collected are the lack of readiness between lecturers and students in implementing project-based learning in the classroom. Therefore, institutions need a conceptual framework regarding the implementation of technology-based project-based learning so that the content provided must be in accordance with 21st century skills where the focus of this learning is students.

The Need Analysis of Technology-Based Project-Based Learning in Higher Education Gede Angga Pratama Anugraha; Ni Nyoman Padmadewi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.58466

21st-century learning places more emphasis on student-centered learning and requires students to develop 6C competencies. In line with this, the project-based learning method can be used as a method that can help students to develop their abilities, especially in language skills subjects. This study aims to analyses the characteristics of technology-based project-based learning needed in teaching language skills in tertiary institutions. This research used an explanatory mixed method. The language skills courses were analyzed in terms of the current and desired conditions in four aspects such as context, input, process, and product. The data were collected using questionnaires, interviews, and document analysis. To provide trustworthiness or validity and reliability, this study used the source triangulation method.The results of the study revealed that the conceptual framework regarding the application of project-based learning through technology in teaching language skills courses should be added to higher education. The existence of a conceptual framework can assist lecturers in implementing project-based learning in the language skills class.

BALANCED BILINGUAL EDUCATION IN EFL SETTINGS: INSIGHTS FROM A BILINGUAL SCHOOL CASE STUDY Dewi, Made Raninta Candra; Ni Nyoman Padmadewi
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18381

This study aims to describe the implementation of balanced bilingual education in an EFL context. Adopting a basic qualitative research approach, the research focuses on a bilingual elementary school in Singaraja. Data were gathered through classroom observation and interviews, using the researcher, an observation sheet, and an interview guide as instruments. The interview participant was a first-grade classroom teacher. Data analysis was conducted using content analysis. The results indicate that balanced bilingual education is facilitated through the use of bilingual learning media and consistent language use in daily activities. Learning media include both instructional tools used during lessons and materials displayed in the school environment. Language use encompasses communication during instruction, positive reinforcement practices, as well as school policies and routines that support bilingualism.

BALANCED BILINGUAL EDUCATION IN EFL SETTINGS: INSIGHTS FROM A BILINGUAL SCHOOL CASE STUDY Dewi, Made Raninta Candra; Ni Nyoman Padmadewi
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18381

This study aims to describe the implementation of balanced bilingual education in an EFL context. Adopting a basic qualitative research approach, the research focuses on a bilingual elementary school in Singaraja. Data were gathered through classroom observation and interviews, using the researcher, an observation sheet, and an interview guide as instruments. The interview participant was a first-grade classroom teacher. Data analysis was conducted using content analysis. The results indicate that balanced bilingual education is facilitated through the use of bilingual learning media and consistent language use in daily activities. Learning media include both instructional tools used during lessons and materials displayed in the school environment. Language use encompasses communication during instruction, positive reinforcement practices, as well as school policies and routines that support bilingualism.

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