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I Gede Ratnaya
Universitas Pendidikan Ganesha
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Evaluasi Pelaksanaan Program Live In Pesantren Abdurrohman Abdurrohman; I Wayan Widiana; I Gede Ratnaya; Nurun Sholeh; Lalu M. Istiqlal
Kaganga:Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora Vol 6 No 2 (2023): Kaganga:Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/kaganga.v6i2.6866

Abstract

Penelitian ini bertujuan menganalisis implementasi program "live-in" di Pondok Pesantren Abul Barokat Wannafahat NWDI dan efektivitasnya dengan model evaluasi CIPP. Metode penelitian ini menggunakan pendekatan deskriptif kualitatif. Menggunakan model evaluasi CIPP (Konteks, Input, Proses, dan Produk). Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi, dengan analisis data menggunakan pendekatan kualitatif model Miles dan Huberman yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil Penelitian menemukan bahwa program "Live-in" Pesantren berhasil membentuk karakter "kesantrian" melalui pendalaman ilmu agama dan transfer nilai, meski waktu pelaksanaan perlu kritik; afektifitas dan pemahaman kognitif mahasiswa mencerminkan karakter santri, namun diperlukan pengembangan berkelanjutan. Simpulan penelitian ini adalah program "live-in" di Pesantren berhasil membentuk karakter santri melalui pendalaman ilmu agama, transfer nilai afektif, dan pemahaman kognitif terhadap tradisi pesantren, namun perlu pengembangan lebih lanjut. Kata Kunci: Evaluasi, Live in Pesantren, Model CIPP
Analysis of Curriculum Policy on the Performance of Early Childhood Education Teachers I Made Ardika Yasa; I Wayan Widiana; I Gede Ratnaya
Journal of Social Science Vol. 4 No. 5 (2023): Journal of Social Science
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jss.v4i5.699

Abstract

This research aims to analyze the impact of curriculum policies on teacher performance in the context of early childhood education. The research method used in this study is policy analysis. Data was collected through literature study, interviews with education stakeholders, and direct observation of teacher performance. The collected data was then analyzed qualitatively to identify the impact of curriculum policies on teacher performance. The research results show that curriculum policies have a significant influence on the performance of early childhood education teachers. Implementing a clear and comprehensive curriculum helps teachers develop learning plans that suit children's needs. Apart from that, a curriculum that is closely linked to teacher competency standards also encourages improvements in teachers' skills and knowledge in teaching. However, this research also identified several challenges faced by teachers in dealing with curriculum policies. This research concludes that curriculum policy plays an important role in improving the performance of early childhood education teachers. To maximize the positive impact, greater efforts need to be made to increase the support and resources available to teachers, as well as improve their training and understanding regarding the implementation of the new curriculum. Thus, it can be hoped that the quality of early childhood education will continue to improve.
Evaluation of Character Education in Public High School Using the CIPP Model Gusti Ayu Putu Budi Aryati; Dewa Gede Hendra Divayana; I Gede Ratnaya
Jurnal Pendidikan dan Pengajaran Vol 56 No 2 (2023): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v56i2.66144

Abstract

Character education becomes one of the contemporary concerns nowadays. This study aims to analyze the character education program at Public High School by using the CIPP model evaluation. Data in this study were collected through questionnaires, observation and documentation. The collected data was processed by univariate analysis with quantitative descriptive method. The results of the data analysis showed that the effectiveness of the character education program at Public High School from the four types of respondent groups all indicated the very effective category. The first group of educator respondents in the category is very effective in terms of the Context variable 88.20% of the Input variable of 81.27%, of the Process variable of 87.11% and of the Product variable of 81.65% simultaneously producing (+++ +). The second group of education staff respondents in the very effective category in terms of the Context variable is 85.66.% of the Input variable is 86.11%, the Process variable is 91.25% and the Product variable is 93.75% simultaneously producing (+ +++). The third group of student respondents in the very effective category in terms of the Context variable 91.78% of the Input variable of 86.63%, of the Process variable of 82.73% and of the Product variable of 86.66% simultaneously produce (++ ++). Furthermore, the fourth group of committee respondents in the very effective category in terms of the Context variable 82.08% of the Input variable of 83.71%, of the Process variable of 72% and of the Product variable of 89.15% simultaneously produces (++++).
EDUCATION POLICY ANALYSIS IN ORDER TO IMPROVE TEACHER PROFESSIONALISM Nuraeni Nuraeni; I Wayan Widiana; I Gede Ratnaya
Jurnal Syntax Transformation Vol 4 No 8 (2023): Jurnal Syntax Transformation
Publisher : CV. Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jst.v4i8.806

Abstract

Teacher professionalism can be seen from its role in carrying out tasks, namely developing the potential of students with heterogeneous backgrounds, both basic abilities, social, economic and cultural. Today's teacher professionalism is still included in the "semi" or "quasi" professional category because their work, such as teaching, is not fully given autonomy rights in practice. Professionalism in relation to the right to autonomy for a teacher in carrying out his main duties as an educator and teacher includes the ability to plan, implement and evaluate learning. Meanwhile, without mastering various basic knowledge about science, about students, about the society and culture in which the school operates, learning theory, various learning models, and various evaluation models, it is difficult for teachers to easily adapt to the new demands of implementing national education keep changing. As for achieving the real category of teacher professionalism, teacher positions must require further education and special training, namely at least having a Bachelor's degree and continuing with specialized education in their field which currently can be pursued in teacher professional education (PPG).
The Influence of Project-Based Learning on Entrepreneurial Crafts Learning Outcomes through Learning Independence I Kadek Artayasa; I Gusti Lanang Agung Parwata; I Gede Ratnaya
Interdisciplinary Social Studies Vol. 2 No. 10 (2023): Special Issue
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v2i10.510

Abstract

Background: The development of learning independence is very necessary in the success of the learning process. Students who have high learning independence tend to learn better, are able to monitor, evaluate, and manage their study schedules effectively. More than that, students can estimate the time in working on the project. Aim: This study aims to examine the effect of the implementation of the project-based learning model on the learning outcomes of entrepreneurial crafts in terms of the learning independence of class X students. Method: This research is an experimental research with a factorial design method. The research data was obtained through a student learning independence questionnaire and also a student comprehension test. This study involved 32 students who were taken using a random sampling technique. The data were analyzed by using SPSS 26, by conducting descriptive statistical tests, prerequisite tests namely normality and homogeneity tests, and then tested research hypothesis using two-way Anova. Findings: Project-based learning models are more effective than direct learning models in improving learning outcomes. Project-based learning models provide positive interactions with students' independent learning. Learning outcomes of students with high learning independence shows a significant difference between the Project-based learning and direct learning model. The learning outcomes of students with low learning independence show a significant difference between the learning model of Project-based learning and direct learning model.
DESAIN EVALUASI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA MODEL COUNTENANCE STAKE PADA MATA PELAJARAN IPS Muzakir; I Wayan Widiana; I Gede Ratnaya
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 7 No. 2 (2023): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v7i2.2063

Abstract

Evaluation of the project to strengthen the profile of Pancasila students in social studies subjects is very important in an effort to determine the success of the program. Evaluation design is certainly needed so that it can become a reference in carrying out evaluations. One of the evaluation models used is the Countenance Stake Model. This article aims to examine the project evaluation design for strengthening the profile of Pancasila students with the Countenance Stake model. This evaluation design includes 3 aspects, namely the antecedent, transaction and outcome. The method used in this study is a literature study that uses the Stake countenance evaluation model as a reference in the evaluation design of the Pancasila profile student strengthening project. Data collection is carried out by searching literature sourced from journals, both national journals and international journals, as well as other relevant sources. The results of this study indicate that the Countenance Stake Model can be used as a design in evaluating projects to strengthen the Pancasila student profile which includes planning (antecedents), implementation (transactions) and results (outcomes).
Analisis Penerapan Pembelajaran Berdiferensiasi Menggunakan Model Evaluasi CIPP Baiq Aryani Novianti; I Wayan Widiana; I Gede Ratnaya
Educatio Vol 18 No 2 (2023): Educatio: Jurnal Ilmu Kependidikan
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v18i2.19738

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran berdiferensiasi menggunakan model evaluasi CIPP (Context, Input, Process, Product). Metode penelitian kualitatif digunakan untuk mengumpulkan data melalui observasi kelas, wawancara dengan guru, dan analisis dokumen. Hasil analisis menunjukkan bahwa konteks pembelajaran berdiferensiasi, termasuk lingkungan sekolah dan dukungan administrasi, memainkan peran penting dalam keberhasilan implementasi. Faktor input seperti kurikulum yang relevan, materi pembelajaran yang disesuaikan, sumber daya yang memadai, dan keterampilan guru dalam merencanakan pembelajaran berdiferensiasi juga berperan penting. Proses pembelajaran berdiferensiasi melibatkan penggunaan strategi pengajaran yang beragam dan interaksi guru-siswa yang aktif. Hasil belajar siswa, termasuk pemahaman materi, keterampilan berpikir kritis, motivasi belajar, partisipasi aktif, dan rasa percaya diri, meningkat sebagai produk dari penerapan pembelajaran berdiferensiasi. Penelitian ini menekankan pentingnya dukungan kontekstual, input yang tepat, proses yang efektif, dan produk yang positif dalam penerapan pembelajaran berdiferensiasi. Implikasi dari penelitian ini adalah perlunya komitmen dari semua pemangku kepentingan untuk menciptakan lingkungan yang mendukung dan memberikan dukungan yang memadai bagi guru dan siswa dalam melaksanakan pembelajaran berdiferensiasi
Evaluation of Teachers' Technological Pedagogical Content Knowledge (TPACK) Understanding Profile I Gede Ratnaya; Hunaepi Hunaepi; Ketut Sri Kusuma Wardani; Sukiastini Sukiastini
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 1: January 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i1.10561

Abstract

This research aimed to assess teachers' understanding of the Technological Pedagogical Content Knowledge (TPACK) structure and investigate whether TPACK components differ based on gender characteristics. The research method used was a cross-sectional survey, a quantitative approach aimed at examining a condition at a specific point in time and exploring relationships between variables. Respondents were randomly selected from 102 teachers spread across Lombok Island, comprising 48 female teachers and 56 male teachers. The research instrument utilized a TPACK questionnaire measuring CK, PK, TK, TPTCK, and TPCK, adapted from Liang et al., 2013. The analysis results indicated that teachers demonstrated a solid understanding of Content Knowledge (CK) and Pedagogical Knowledge (PK), signifying a strong grasp of the taught material and effective teaching techniques. However, concerning Pedagogical Content Knowledge (PCK), their understanding of how to teach specific content required further attention. Nevertheless, they exhibited a robust understanding of Technological Knowledge (TK), Technological Pedagogical Content Knowledge (TPTCK), and Pedagogical Content Knowledge (TPCK), although the level of understanding in TPCK was slightly higher than TPTCK. Meanwhile, the gender-based analysis showed significant differences in TPACK understanding between the genders in the TK, TPTCK, and TPCK components, but no significant differences were observed in the PK, CK, and PCK components. This highlights the importance of understanding gender differences related to specific aspects of technology, education, and content knowledge. Further research or in-depth analysis is needed to comprehend the underlying factors causing these differences and their implications within the educational context and curriculum development.
The Effect of Parenting, Job Expectancy, And Learning Motivation Towards Students’ Learning Outcomes: Vocational High School I Made Umbara; I Nyoman Jampel; I Gede Ratnaya; Ni Ketut Widiartini
Jurnal Pendidikan dan Pengajaran Vol 56 No 3 (2023): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v56i3.65946

Abstract

Both of internal and external factor that have been elaborated above directly influence students’ learning motivation. This study was aimed to analyze the effect of parenting, job expectancy, and learning motivation towards students’ learning outcomes conducted in the form of quantitative research by adapting exp-post facto design. There were 200 students who took accountant major as the research sample. They were selected by using simple random sampling technique. The data were collected through observation, questionnaire distribution, and document analysis. The instruments used were observation sheet and questionnaire. The data were analysed by using Structural Equation Method (SEM-PLS) in which the data were tested through perquisite test. The results showed that; 1) there was a significant effect of parenting towards students’ motivation which directly impacted their learning outcomes, 2) there was a significant effect of job expectancy towards students’ learning motivation which directly influenced their learning outcomes, 3) there was an effect of parenting, job expectancy, and learning motivation towards students’ learning outcomes.
The Effect of Students’ Anxiety, Learning Discipline, and Learning Motivation on Students’ Mathematic Learning Outcomes in Vocational High School Komang Agus Adi Saputra; I Gede Ratnaya; I Gusti Lanang Agung Parwata; Ni Ketut Widiartini
Jurnal Pendidikan dan Pengajaran Vol 56 No 3 (2023): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v56i3.68105

Abstract

The low student mathematics learning outcomes are caused by several factors such as students' anxiety, learning discipline, and learning motivation. The study was aimed to analyze the effect of students’ anxiety, learning discipline, and learning motivation towards students’ mathematic learning outcomes.  The research design was in the form of ex post-facto by involving 235 vocational high school students. They were selected by using proportional random sampling. The data were obtained by conducting test and non-test technique. The test was conducted to obtain the students’ learning outcomes meanwhile the questionnaire was distributed to the students to gather their anxiety, learning discipline, and learning motivation. The research instruments were test and questionnaire. The obtained data were analysed through structural equation modelling (SEM). The result showed that;  1) there  was a positive effect of learning discipline on students’ mathematic learning , 2) there was a negative effect of students’ anxiety on students’ learning discipline, 3) there  was a direct negative influence contributed by students’ anxiety towards students’ learning motivation, 4) there was a direct positive effect of students’ learning motivation on students’ learning discipline, 5) there was a direct positive effect of learning motivation towards students’ mathematic learning outcomes, 6) there was a direct negative effect of anxiety on students’ learning discipline, and 7) there was indirect positive effect of learning motivation on students’ mathematic learning outcomes through learning discipline.
Co-Authors Abdurrohman Achmad, Fariz Adam Smith Bago Adi, Surya Negara Agus Adiarta,ST,MT . Ajito, Timoteus Anak Agung Gde Ekayana Anak Agung Gede Agung Anak Agung Inten Paraniti andiarta tangkas, wayan Andika, I Gede Aniek Suryanti Kusuma, Aniek Suryanti Ari Nurjaya Asshobra, Muhammad Sinbad Astrawan, Gede Budi Baiq Aryani Novianti balsilio rae, alfiano Bayangkari Bayangkari Bayangkari, Bayangkari Bestari Laia Billik, Agsen H.S. candra puspayana, candra Daindo Milla Desak Putu Parmiti Dessy Seri Wahyuni Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewantara, Gede Puja Diarini, I Gusti Ayu Agung Sinta Didin Agung Gumelar Diqi, Hasbi Hasyid Durasa, Helfa Edy Wibowo, Sarwo Eko Risdianto Emma Rumahlewang Erlin Erlin Ferryana, I Gede Indra Fitriani, Herdiyana Fitriani, Siti Nurul Gaguk Margono Gede Asmara Yudha Gede Budi Astrawan Gede Gede Mahardika Gede Puja Dewantara gede wijayoga nata renjaya Gede Yogi Adhi Parawansa Gede, Eka Ghanaputri, Made Maharani Calistha Gunada, I Wayan Agus Gunarti, Gunarti Gusti Ayu Putu Budi Aryati Hajiriah, Titi Laily Hartawan, Gede Dedi Hasbi Hasyid Diqi Hidayat, Sholeh Huldiya Syamsiar Hunaepi Hunaepi I Dewa Ayu Made Budhyan I Dewa Ayu Made Budhyani I Gede Arya Sutarja Kajeng I Gede Bayu Perbawa I Gede Indra Ferryana I Gede Krisma Eka Putra I Gede Krisna Mahendra I Gede Pradnya Wibawa I Gede Sudirtha I Gst Lanang Agung Parwata I Gusti Lanang Agung Parwata I Gusti Lanang Agung Parwata I Kadek Artayasa I Ketut Gede Putrayasa I Ketut Suyasa I Made Adi Pramana I Made Ardika Yasa I Made Ardika Yasa I Made Candiasa I Made Umbara I Made Yudi Arsana I Nyoman Bagus Suweta Nugraha I Nyoman Jampel I Nyoman Prastita I Nyoman Puja Astawa I Putu Darmayasa I Putu Herry Widhi Andika I PUTU PASEK SURYAWAN I Putu Suharta I Putu Suka Arsa I Wayan Lasmawan I Wayan Widiana I Wayan Widiana I Wayan Widiana Ida Bagus Alit Arta Wiguna Imanuel Adhitya Wulanata Chrismastianto Indra Himayatul Asri Johanna Matitaputty Kadek Arya Kertajaya Kadek Odi Arimbawa Kadek Reda Setiawan Suda Kadek Roni Saputra Kertajaya, Kadek Arya Ketut Agustini Ketut Sri Kusuma Wardani Komang Agus Adi Saputra Komang Kerta Wijaya Komang Ogiprayoga Kusuma, Ketut Chandra Adinata Lalu M. Istiqlal Lanang Agung Parwata, I Gusti Made Adi Krisman Made Agus Wahyu Dwi Kusuma Made Ani Suprapta Made Baskara Adi Paramarta Made Budhyana, I Dewa Ayu Made Budhyani, I Dewa Ayu Made Dhira Danu Wiguna made satria pandu sancaya Made Surya Bumi Pracasitaram, I Gede Mahendra, I Gede Krisna Mahendra, Putu Surya Mola, Mansuetus Muhamad Nazim Muhammad Sinbad Asshobra Muhammad Turmuzi Mujiburrahman Mujiburrahman Muzakir Muzakki Muzakki, Muzakki Nazim, Muhamad Ni Ketut Widiartini Ni Ketut Widiartini Ni Komang Sri Yuliastini Ni Luh Ika Windayani Ni Luh Putri Srinadi Ni Luh Rosa Diarsanthi Ni Made Sri Mertasari Ni Nyoman Parwati Ni Putu Erna Surim Virnayanthi Ni Wayan Risna Dewi Nova Ariawan, Kadek Noviyanti, Putu Ledyari NURAENI NURAENI Nuraeni Nuraeni Nurhasanah, Enung Nurun Sholeh Nyoman Santiyadnya Paramarta, Made Baskara Adi Perbawa, I Gede Bayu Pracasitaram, I Gede Made Surya Bumi Prastita, I Nyoman Putra, I Gede Krisma Eka Putrayasa, I Ketut Gede Putu Erika Saraswati Dewi Putu Gede Subhaktiyasa Putu Satria Wibawa Putu Surya Mahendra Putu Yulia Angga Dewi Rahmi, Wifqi Ramadhan, Maulana Rauldatul Husni S.Pd. I Kd. Happy Kardiawan . Saputra, Kadek Roni siti rabiatul fajri, siti rabiatul Son, Rosalina Sisilia Santriana Son Sopalauw, Syeik Maulana Siwa Sri Florina Laurence Zagoto Suda, Kadek Reda Setiawan Sukiastini Sukiastini Suprapta, Made Ani Suratmin Surya Bumi Pracasitaram, I Gede Made Sutadarma, I Wayan Wahyu Pramana w Suwardika, Kadek Agus Suwardika Syamsul Mujahidin, Syamsul Syarifa Wahidah Al Idrus Syarifa Wahidah Al Idrus Syeik Maulana Siwa Sopalauw udiyani komala Virnayanthi, Ni Putu Erna Surim Wadi, Hairil Wayan Indra Praekanata Wayan Mahardika Prasetya Wiratama Wibawa, I Gede Pradnya Wibawa, Putu Satria Wiguna, Made Dhira Danu Yuda Asmara, Anak Agung Gde Yulia puspita sari