Article Per Year (5 Year)
p-Index From 2021 - 2026
3.312
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Bahasa Jurnal EDUTECH Undiksha UTAMAX : Journal of Ultimate Research and Trends in Education Lexeme : Journal of Linguistics and Applied Linguistics Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Lingua Susastra The Art of Teaching English as a Foreign Language (TATEFL) Metta : Jurnal Ilmu Multidisiplin Journal for Lesson and Learning Studies Journal of Educational Study Litera Kultura TEACHER : Jurnal Inovasi Karya Ilmiah Guru Indonesian Journal Of Educational Research and Review Daiwi Widya : Jurnal Pendidikan FKIP Unipas Abdi Cendekia: Jurnal Pengabdian Masyarakat International Journal of Multidisciplinary Sciences Jurnal Bimbingan dan Konseling Indonesia Glosains: Jurnal Sains Global Indonesia
Ni Wayan Monik Rismadewi
STKIP Agama Hindu Singaraja
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
Innovative Deep Learning–Driven Indonesian Language Instruction: Development and Effectiveness in Improving Elementary Reading Literacy Ni Ketut Desia Tristiantari; Dani Gunawan; Decenni Amelia; Ni Wayan Monik Rismadewi; Komang Sujendra Diputra; Gusti Ayu Putu Sukma Trisna
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20616

Abstract

This study aims to develop an innovative Indonesian language learning design based on a deep learning approach and to evaluate its effectiveness in improving elementary school students' reading literacy. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research participants included two content experts, two instructional design experts, and 65 elementary school students. Data were collected through validation questionnaires to assess product feasibility and multiple-choice tests to measure students’ reading literacy skills. The data were analyzed using descriptive quantitative techniques and the normalized gain (N-Gain) test. The results revealed that: (1) students’ initial reading literacy achievement, as measured by the pre-test, was categorized as moderate, with a mean score of 63.61; (2) the developed learning design was rated as highly feasible by expert validators, achieving an average score of 4.63 out of 5.00; (3) students’ post-test performance improved substantially, reaching a mean score of 84.54 and falling within the very high category; and (4) the N-Gain value was 0.58, indicating a moderate level of improvement. These findings indicate that the deep learning-based Indonesian language learning design is effective in enhancing elementary school students’ reading literacy. This study highlights the potential of integrating cognitive and affective dimensions through a deep learning approach to foster a more meaningful learning environment. Such an approach enables students not only to comprehend texts but also to critically analyze, evaluate, and reflect on information. Therefore, the proposed learning design may serve as a valuable reference for educators seeking to transform literacy instruction into a more student-centered and meaningful learning experience at the elementary school level.
The Effect of Mindful Learning on Senior High School Students’ English Writing Skills and Affective Engagement Kadek Sonia Piscayanti; IGA Lokita Purnamika Utami; Ni Wayan Monik Rismadewi; I Wayan Wistiananta; Putu Ryan Hardy Kurniawan
Glosains: Jurnal Sains Global Indonesia Vol. 7 No. 2 (2026): Glosains: Jurnal Sains Global Indonesia
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/glosains.v7i2.743

Abstract

Background: This study explores the impact of mindful learning in English as a foreign language (EFL) among high school students, with a focus on affective engagement. Mindful learning techniques have gained attention for enhancing students’ focus, anxiety management, and overall academic performance; however, their effects in EFL settings have been less studied. Objective: To examine the influence of mindful learning on students’ writing skills and their engagement during the writing process in EFL contexts. Methods: The study employed a convergent parallel mixed-methods design integrated with a quasi-experimental post-test control group design. Two intact classes from a high school in Singaraja, Indonesia, were selected, with one group receiving mindful learning instruction and the other receiving conventional EFL teaching. Data were collected through post-test writing scores, classroom observations, teacher interviews, and student journals. Results: Post-test results, analyzed using an independent-samples t-test, revealed that the experimental group outperformed the control group in writing scores. Qualitative data indicated that students in the experimental group demonstrated better concentration, lower anxiety, and a more positive attitude toward their learning. Conclusion: Mindful learning significantly enhances writing competency and affective engagement among high school EFL students. This study contributes by integrating analysis of writing skills and affective engagement in the application of mindful learning within a high school EFL context.
Bridging Cognition and Pedagogy: A Transcendental Meditation-Based Deep Learning Model in English Language Teaching Ni Wayan Surya Mahayanti; Ni Wayan Monik Rismadewi; Nice Maylani Asril; Luh Ayu Tirtayani
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1142

Abstract

Recent advances in English Language Teaching (ELT) emphasize deep learning approaches that promote higher-order thinking skills; however, insufficient attention has been given to students’ cognitive readiness as a prerequisite for meaningful engagement. While Transcendental Meditation (TM) has been widely reported to enhance psychological wellbeing and attention, existing studies largely focus on general outcomes rather than its integration within subject-specific pedagogy and its effect on higher-order literacy processes. Addressing this gap, the present study aims to (1) design a TM-based deep learning instructional model for ELT and (2) examine students’ perceptions of its integration in learning. This study employed a design-based research approach combined with qualitative inquiry, involving Grade 10 students. Data were collected through a student perception questionnaire, reflective journals, and focus group discussions (FGDs). The intervention model was implemented through a structured five-phase learning cycle: cognitive centering (TM), activation of prior knowledge, deep engagement, collaborative knowledge construction, and reflective metacognition. Data were analyzed using descriptive statistics and thematic analysis. The findings reveal that the TM-based model effectively supports students’ concentration, emotional stability, and readiness to learn, which subsequently enhances their engagement in complex literacy tasks. Students perceive TM as an integral component of learning that facilitates clearer thinking, reduced anxiety, and deeper comprehension. The study contributes a novel pedagogical framework that integrates cognitive preparation with deep learning processes in ELT. Pedagogically, the findings suggest that embedding TM within instructional design can optimize students’ cognitive conditions, enabling more effective engagement with higher-order language tasks. This highlights the importance of incorporating cognitive-affective readiness into contemporary ELT practices for future research, including investigating long-term impacts and broader classroom applications.
Needs Analysis for Developing an SDG 14 (Life Below Water) Big Book to Support Preschoolers’ English Learning through Shared Reading Ni Nyoman Anti Prianti; Putu Kerti Nitiasih; Ni Wayan Monik Rismadewi
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.882

Abstract

In early childhood education, English language learning played an important role in developing children’s early literacy skills. This study aimed to analyze the need for developing an SDG 14 (Life Below Water)-based Big Book to support preschool children’s English learning through shared reading activities at PAUD Pelita Kasih Singaraja. The study employed a descriptive qualitative method involving classroom observations and semi-structured interviews with the English teacher of Class A2. The findings indicated that current teaching practices had not fully supported children’s early literacy development due to a lack of engaging and effective learning materials. Although teachers used strategies such as questioning, repetition, and picture guessing, student engagement tended to decline as the lesson progressed. The use of media such as flashcards and small storybooks was insufficient to sustain children’s interest and support meaningful shared reading activities. Furthermore, environmental education related to SDG 14 (Life Below Water) had not been effectively integrated into shared reading activities. Teachers expressed positive views regarding the development of SDG 14-based Big Books, as they could enhance student engagement, support shared reading activities, and build environmental awareness.
TEACHER AND STUDENT NEEDS ANALYSIS FOR DEVELOPING AN SDG 10-BASED BIG BOOK TO PROMOTE PRESCHOOL STUDENTS' BEHAVIORAL READING ENGAGEMENT Kadek Citra Gotra Jaya; Luh Gd Rahayu Budiarta; Ni Wayan Monik Rismadewi
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13524

Abstract

ABSTRACT Behavioral reading engagement plays an important role in fostering preschool students' literacy experiences; however, its effectiveness is influenced by the suitability of the instructional media used during shared reading activities. This study was conducted to identify teachers' and students' needs as the basis for developing an SDG 10-based Big Book for English shared reading instruction. A qualitative descriptive approach was employed involving one English teacher and preschool students at Girikarnika Montessori Preschool, Bali. Data were collected through classroom observations and semi-structured interviews and subsequently analyzed using Braun and Clarke's thematic analysis. The findings indicate that although shared reading has successfully promoted students' attention, participation, and interaction, its effectiveness remains constrained by reading materials that are not fully aligned with the characteristics of preschool students and have yet to incorporate the values of equality, inclusion, and respect for diversity. These findings highlight the need to develop a Big Book featuring engaging illustrations, simple language, and contextually relevant stories that integrate SDG 10 values in order to sustain students' engagement throughout reading activities. Overall, this needs analysis provides an empirical foundation for the development of literacy media that not only enhances preschool students' behavioral reading engagement but also strengthens the integration of inclusive values into English learning from an early age. ABSTRAK Behavioral reading engagement menjadi salah satu aspek penting dalam membangun pengalaman literasi siswa prasekolah, namun keberhasilannya dipengaruhi oleh kesesuaian media yang digunakan selama kegiatan shared reading. Kondisi tersebut mendorong penelitian ini untuk mengidentifikasi kebutuhan guru dan siswa sebagai dasar pengembangan Big Book berbasis SDG 10 pada pembelajaran English shared reading. Penelitian menggunakan pendekatan deskriptif kualitatif yang melibatkan seorang guru English dan siswa prasekolah di Girikarnika Montessori Preschool, Bali. Data diperoleh melalui observasi kelas dan wawancara semi-terstruktur, kemudian dianalisis menggunakan analisis tematik Braun dan Clarke. Analisis menunjukkan bahwa pelaksanaan shared reading telah mampu mendorong perhatian, partisipasi, dan interaksi siswa, tetapi efektivitasnya masih dibatasi oleh media bacaan yang kurang sesuai dengan karakteristik siswa prasekolah serta belum mengintegrasikan nilai-nilai kesetaraan, inklusi, dan penghargaan terhadap keberagaman. Temuan tersebut mengindikasikan perlunya pengembangan Big Book dengan ilustrasi yang menarik, bahasa yang sederhana, serta cerita yang kontekstual dan memuat nilai-nilai SDG 10 agar keterlibatan siswa selama membaca dapat dipertahankan. Dengan demikian, analisis kebutuhan ini memberikan landasan empiris bagi pengembangan media literasi yang tidak hanya mendukung peningkatan behavioral reading engagement siswa prasekolah, tetapi juga memperkuat penanaman nilai-nilai inklusif dalam pembelajaran English sejak usia dini.
The Implementation of Educandy Towards Students’ Vocabulary Mastery in Fifth-Grade at Elementary School Ni Putu Utami Riyanthi; Luh Gd Rahayu Budiarta; Ni Wayan Monik Rismadewi
Lingua Susastra Vol 7, No 1 (2026)
Publisher : Departemen Bahasa dan Sastra Indonesia dan Daerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ls.v7i1.539

Abstract

This study aims to determine whether there is a significant effect of the use of Educandy on students’ vocabulary mastery of fifth-grade in elementary school. This study used a quantitative method with a quasi-experimental design. The sampling technique used is total sampling with intact group. The population of this study was all fifth-grade students. The sample used was class 5A as the control group with 32 students, and class 5B as the experimental group with 32 students. The instrument used was a vocabulary test in the form of multiple choices consisting of 20 questions. Data were collected using a pre-test and post-test, and analyzed using the Mann-Whitney test. The results of this study showed that the mean score of the experimental group was higher than the control group. The calculation results of the Mann-Whitney test showed Asymp. Sig. (2-tailed) .001 α = 0.05, which means Ha is accepted and H0 is rejected. The calculation of the effect size also showed that Educandy has a large effect. Therefore, this study concluded that the use of Educandy is effective in mastering the vocabulary of fifth grade students in elementary school.
From Anxiety to Authenticity: Empowering Senior High School EFL Writers Through Mindful Learning I Wayan Wistiananta; Kadek Sonia Piscayanti; Ni Wayan Monik Rismadewi
Journal of Educational Study Vol. 6 No. 2 (2026): Upcoming
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i2.1165

Abstract

This study investigated the implementation of mindful learning in teaching writing and examined its empirical effects on secondary EFL students' writing skills and affective factors. Utilizing a concurrent triangulation mixed-methods design, data were gathered from classroom observations, reflective journals, interviews, and descriptive questionnaires alongside a quasi-experimental post-test component involving 68 senior high school students. Qualitative findings revealed that operationalizing mindful learning through a four-stage instructional sequence (mindful breathing, concept awareness, mindful writing, and reflection) significantly enhanced students' metacognitive awareness, classroom engagement, emotional regulation, and self-acceptance. Quantitatively, the independent samples t-test demonstrated that the experimental group significantly outperformed the control group (M = 82.4 vs M = 77.1, p = 0.003) with a large effect size (Cohen’s d = 0.89). The integration of these findings confirms that mindful learning simultaneously optimizes cognitive text production and mitigates academic anxiety. Consequently, this pedagogical framework offers a robust, holistic approach to language acquisition by reframing writing as an interconnected cognitive and emotional process.
NEED ANALYSIS OF AFFORDABLE AND CLEAN ENERGY BASED BIG BOOK FOR SHARED READING ACTIVITIES TO SUPPORT PRESCHOOL STUDENTS' BEHAVIORAL READING ENGAGEMENT Gusti Bagus Putu Rahayuda Septiawan; Luh Gd Rahayu Budiarta; Ni Wayan Monik Rismadewi
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13784

Abstract

ABSTRACT The limited availability of instructional media that effectively supports shared reading activities, together with the lack of integration of Sustainable Development Goal (SDG) 7 values into English literacy instruction, has resulted in suboptimal behavioral engagement among young learners. This study aimed to analyze the actual needs underlying the development of an SDG 7-based Big Book to enhance preschool students' behavioral engagement in English literacy learning. A qualitative descriptive approach was employed during the need analysis phase of the Design and Development Research (DDR) framework at Danen'D Kiddy School. Data were collected through structured classroom observations and semi-structured interviews with classroom teachers and were analyzed using thematic analysis to identify instructional needs. The findings revealed three major issues: (1) the limited availability of Big Book media to support whole-class shared reading activities, (2) uneven and insufficient behavioral engagement among students during reading sessions, and (3) the absence of English reading materials integrating sustainability themes, particularly SDG 7 on affordable and clean energy. These findings indicate a clear discrepancy between pedagogical needs and the instructional media currently available in the classroom. This study provides an empirical foundation for developing an SDG 7-based Big Book prototype that integrates the enhancement of behavioral engagement with the promotion of sustainability literacy in early childhood education. ABSTRAK Keterbatasan media pembelajaran yang mendukung kegiatan shared reading serta belum terintegrasinya nilai-nilai Sustainable Development Goal (SDG) 7 dalam pembelajaran literasi bahasa Inggris menyebabkan keterlibatan perilaku (behavioral engagement) anak usia dini belum berkembang secara optimal. Penelitian ini bertujuan menganalisis kebutuhan riil sebagai dasar pengembangan media Big Book berbasis SDG 7 untuk meningkatkan behavioral engagement siswa pada pembelajaran literasi bahasa Inggris. Penelitian menggunakan pendekatan deskriptif kualitatif yang dilaksanakan pada tahap need analysis dalam kerangka Design and Development Research (DDR) di Danen'D Kiddy School. Data diperoleh melalui observasi kelas menggunakan lembar observasi terstruktur dan wawancara semiterstruktur dengan guru, kemudian dianalisis secara tematik untuk mengidentifikasi kebutuhan pembelajaran. Hasil penelitian menunjukkan tiga temuan utama, yaitu: (1) terbatasnya ketersediaan media Big Book yang mendukung pelaksanaan shared reading secara klasikal, (2) behavioral engagement siswa selama kegiatan membaca masih belum optimal dan belum merata, serta (3) materi bacaan bahasa Inggris yang digunakan belum mengintegrasikan tema keberlanjutan, khususnya SDG 7 tentang energi bersih dan terjangkau. Temuan tersebut menunjukkan adanya kesenjangan antara kebutuhan pedagogis di kelas dengan media yang tersedia. Penelitian ini memberikan kontribusi empiris sebagai landasan pengembangan prototipe Big Book berbasis SDG 7 yang mengintegrasikan peningkatan behavioral engagement dengan penguatan literasi keberlanjutan pada anak usia dini.
Co-Authors Ariyani, Luh Tu Artini, Ni Nyoman Cantika, Kadek Meisani Dinda Dani Gunawan Decenni Amelia Dewa Ayu Eka Agustini Dewi, Luh Mila Trisna Gara, I Wayan GUSTI AYU PUTU SUKMA TRISNA . Gusti Bagus Putu Rahayuda Septiawan I Gede Budasi I Luh Meiyana Ariss Susanti I Wayan Wistiananta I.G.A. Lokita Purnamika Utami Indah Amaliya Kadek Citra Gotra Jaya Kadek Sonia Piscayanti Ketut Herya Darma Utami Komang Sujendra Diputra Kresnawati, Luh Putu Dian Lindawati, Ni Wayan Lokanita, Ni Komang Tri Luh Ayu Tirtayani Luh Gd Rahayu Budiarta Natih, Made Sarasvati Wirapuspa Ni Ketut Desia Tristiantari Ni Komang Arie Suwastini Ni Nyoman Anti Prianti Ni Putu Eka Indah Tiari Ni Putu Utami Riyanthi Ni Wayan Surya Mahayanti Nice Maylani Asril Permana, I Gede Yoga Permata, Yuni Pradana, Wayan Radita Yuda Putra, Nyoman Canestra Adi Putu Kerti Nitiasih Putu Ryan Hardy Kurniawan Rewa, Gde Arys Bayu Seniasih, Ni Kadek Mira Sukrawati, Ni Ketut Susanti, Luh Meiyana Ariss Utami, Ketut Herya Darma Widiantana, I Kadek