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All Journal Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JUPE : Jurnal Pendidikan Mandala EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Ilmiah Profesi Pendidikan Indo-MathEdu Intellectuals Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora Reflection Journal Al-Munawwarah
Wayan Suastra
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Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pengaruh Model Contextual Teaching and Learning Terhadap Pemahaman Konsep dan Kemampuan Pemecahan Masalah dalam Pembelajaran IPA-Fisika di MTs Negeri Negara Mauke, Misrun; Sadia, I Wayan; Suastra, wayan
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
Publisher : Jurnal Pendidikan IPA

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

Abstract

ABSTRAK   Penelitian ini bertujuan menganalisis perbedaan pemahaman konsep dan kemampuan pemecahan masalah pembelajaran fisika antara siswa yang belajar dengan model Contextual Teaching and Learning dan model pembelajaran konvensional. Penelitian ini menggunakan rancangan “The posttest only control group design”. Populasi penelitian ini siswa kelas VIII MTs. Negeri Negara tahun pelajaran 2012/2013. Sedangkan sampel dalam penelitian ini terdiri atas dua kelas yang setara, sebagai kelas eksperimen dengan pembelajaran model Contextual Teaching and Learning dan kelas kontrol dengan pembelajaran model konvensional. Data pemahaman konsep dan kemampuan pemecahan masalah siswa diperoleh melalui tes essay. Data dianalisis secara deskriptif dan MANOVA satu jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan antara pemahaman konsep dan kemampuan pemecahan masalah siswa yang mengikuti pembelajaran model Contextual Teaching and Learning dengan MPK (F = 40,792; p < 0,05). (2) terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model Contextual Teaching and Learning dengan MPK (F=36,053 ; p < 0,05), (3) terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model Contextual Teaching and Learning dengan MPK (F= 62,706 ; p < 0,05), uji Scheffe menunjukkan bahwa model Contextual Teaching and Learning lebih baik dari MPK.   Kata Kunci: Model CTL, Pemahaman Konsep, Kemampuan Pemecahan Masalah, Model Pembelajaran Konvensional (MPK).     ABSTRACT     The purpose of this research is to analyze the differences in understanding concepts and problem solving ability of studying physics among the students with CTL model and conventional learning model. This research used the design of "The posttest only control group design". The population of this research was eighth grade students of MTs in the academic year of 2012/2013. The sample of this research was two same level classes, as an experimental class with CTL model and a control class with Conventional model.The data of the conceptual understanding and problem solving ability gained through the student essay test. The results were analyzed by descriptive and MANOVA one lane.The results of this research showed that: (1) there was a significant differences on understanding concept and problem solving ability of the students who learned with CTL and MPK (F = 40,792; p < 0,05). (2) There were differences on understanding concept between the students who learned with CTL and MPK (F = 36.053, p <0.05), and (3) there were significant differences on problem solving ability between the students who learned with CTL and MPK (F = 62.706, p <0,05). Therefore, Scheffe test showed that the CTL model was better than the MPK.   Keywords: CTL model, Understanding Concepts, Problem Solving Ability, Conventional Learning Model (MPK).  
MODEL PEMBELAJARAN FISIKA UNTUK MENGEMBANGKAN KREATIVITAS BERPIKIR DAN KARAKTER BANGSA BERBASIS KEARIFAN LOKAL BALI Suastra, Wayan
JPI (Jurnal Pendidikan Indonesia) Vol 2, No 2 (2013)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.922 KB) | DOI: 10.23887/jpi-undiksha.v2i2.2166

Abstract

Penelitian ini merupakan analisis kebutuhan untuk menghasilkan model pembelajaran fisika yang adaptable dan efektif bagi pengembangan kreativitas berpikir dan karakter bangsa yang berbasis kearifan  lokal Bali. Subjek penelitian ini guru-guru fisika SMA yang telah berpengalaman minimal 10 tahun mengajar fisika di  SMA Negeri dan Swasta di Singaraja Bali yang berjumlah 12 orang.  Alat pengumpul data berupa kuesioner, pedoman observasi, dan wawancara. Teknik analisis data yang dipakai adalah analisis deskriptif-kualitatif. Hasil penelitian menunjukkan sebagai berikut. 1) Terdapat empat aspek berpikir kreatif yang dapat dikembangkan dalam pembelajaran fisika SMA yaitu berpikir lancar (6 indikator), berpikir luwes (6 indikator), berpikir orisinil (7 indikator), dan berpikir elaboratif (5 indikator). 2) Terdapat 18 karakter bangsa yang berbasis kearifan lokal yang dapat dikembangkan dalam pembelajaran fisika SMA yang meliputi: religius (tri hita karana), berbuat jujur dan berkata benar (satyam), toleransi (tat twam asi), disiplin, tanggung jawab (sesana), kreatif, mandiri, rasa ingin tahu, cinta tanah air, menghargai prestasi, bersahabat, cinta damai (santhi), gemar membaca, refleksi diri (mulat sarira), peduli dan bersahabat, jengah, tidak sombong, suka bekerja keras dan dermawan). 3) Tahapan pembelajaran meliputi: (1) eksplorasi, (2) pemusatan, (3) inkuiri/penyelidikan, (4) elaborasi, dan (5) konfirmasi.
Pengaruh Model Contextual Teaching and Learning Terhadap Pemahaman Konsep dan Kemampuan Pemecahan Masalah dalam Pembelajaran IPA-Fisika di MTs Negeri Negara Misrun Mauke; I Wayan Sadia; wayan Suastra
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 3, No 2 (2013)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (130.229 KB)

Abstract

ABSTRAK   Penelitian ini bertujuan menganalisis perbedaan pemahaman konsep dan kemampuan pemecahan masalah pembelajaran fisika antara siswa yang belajar dengan model Contextual Teaching and Learning dan model pembelajaran konvensional. Penelitian ini menggunakan rancangan “The posttest only control group design”. Populasi penelitian ini siswa kelas VIII MTs. Negeri Negara tahun pelajaran 2012/2013. Sedangkan sampel dalam penelitian ini terdiri atas dua kelas yang setara, sebagai kelas eksperimen dengan pembelajaran model Contextual Teaching and Learning dan kelas kontrol dengan pembelajaran model konvensional. Data pemahaman konsep dan kemampuan pemecahan masalah siswa diperoleh melalui tes essay. Data dianalisis secara deskriptif dan MANOVA satu jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan antara pemahaman konsep dan kemampuan pemecahan masalah siswa yang mengikuti pembelajaran model Contextual Teaching and Learning dengan MPK (F = 40,792; p < 0,05). (2) terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model Contextual Teaching and Learning dengan MPK (F=36,053 ; p < 0,05), (3) terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model Contextual Teaching and Learning dengan MPK (F= 62,706 ; p < 0,05), uji Scheffe menunjukkan bahwa model Contextual Teaching and Learning lebih baik dari MPK.   Kata Kunci: Model CTL, Pemahaman Konsep, Kemampuan Pemecahan Masalah, Model Pembelajaran Konvensional (MPK).     ABSTRACT     The purpose of this research is to analyze the differences in understanding concepts and problem solving ability of studying physics among the students with CTL model and conventional learning model. This research used the design of "The posttest only control group design". The population of this research was eighth grade students of MTs in the academic year of 2012/2013. The sample of this research was two same level classes, as an experimental class with CTL model and a control class with Conventional model.The data of the conceptual understanding and problem solving ability gained through the student essay test. The results were analyzed by descriptive and MANOVA one lane.The results of this research showed that: (1) there was a significant differences on understanding concept and problem solving ability of the students who learned with CTL and MPK (F = 40,792; p < 0,05). (2) There were differences on understanding concept between the students who learned with CTL and MPK (F = 36.053, p <0.05), and (3) there were significant differences on problem solving ability between the students who learned with CTL and MPK (F = 62.706, p <0,05). Therefore, Scheffe test showed that the CTL model was better than the MPK.   Keywords: CTL model, Understanding Concepts, Problem Solving Ability, Conventional Learning Model (MPK).  
Independent Curriculum Analysis from Constructivism and Ki Hajar Dewantara Philosophy Perspective Walad, Muzakkir; Suastra, Wayan; Nasri, Ulyan; Manap, Abdul
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 1 (2024): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i1.1915

Abstract

This research discusses the central role of education in reform in Indonesia through the Independent Curriculum, with a constructivist philosophical approach and Ki Hajar Dewantara's perspective. This literature research aims to explain the Independent Curriculum from the perspective of constructivism and the philosophy of Ki Hajar Dewantara. This research aims to understand the extent to which the Merdeka Curriculum implements a constructivist approach and to determine the implementation of character education values and the formation of national identity in the Merdeka Curriculum by the views of Ki Hajar Dewantara. The results of this research show that the Merdeka Curriculum perspective from constructivism and Ki Hajar Dewantara's philosophy shows the importance of active student participation, social interaction, learning contextuality, character values, national identity, local wisdom, freedom and student independence. Holistic evaluation is needed to ensure implementation that is consistent with the philosophical vision, thereby creating individuals with character, national identity and independence.
Kearifan Lokal Suku Sasak sebagai Sumber Nilai Pendidikan di Persekolahan: Sebuah kajian Etnopedagogi Muzakir, Muzakir; Suastra, Wayan
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i1.6067

Abstract

Etnopedagogi mengkaji kearifan lokal sebagai sumber pengetahuan yang memiliki nilai-nilai yang sangat penting bagi pendidikan. Terkait dengan itu, kearifan lokal suku sasak memiliki nilai-nilai yang penting untuk digali sebagai sumber pengetahuan, sikap dan tindakan bagi pengembangan pendidikan dan pembelajaran di sekolah. Oleh sebab itu, tulisan ini ingin mengkaji tentang kearifan lokal suku sasak sebagai sumber nilai pendidikan untuk diterapkan di persekolahan. Metode yang digunakan yaitu studi pustaka dengan pendekatan kualitatif. Pengumpulan data dilakukan melalui telaah kepustakaan berupa hasi-hasil penelitian yang terkait dengan kearifan lokal suku sasak yang sudah dipublikasikan dalam jurnal. Sumber kepustakaan diperoleh melalui penelusuran di google Schoolar dengan tema yang relevan dengan kajian kearifan lokal suku sasak dan etnopedagogi. Analisis data dilakukan dengan langkah-langkah yaitu telaah kepustakaan, deskripsi dan penyajian hasil, verifikasi sumber, dan penarikan kesimpulan. Hasil studi menunjukkan bahwa kearifan lokal suku sasak terdapat dalam berbagai aspek kehidupan seperti sosial, ekonomi, pertanian, olahraga, seni, daur hidup (kelahiran, perkawinan, kematian). Dalam setiap aspek tersebut terdapat nilai-nilai pendidikan yang dapat dibelajarakan di sekolah melalui budaya sekolah dan pembelajaran melalui pengintegrasian pada setiap mata pelajaran. Penelitian lebih lanjut perlu dilakukan secara aplikatif sehingga nilai-nilai kearifan lokal suku sasak memiliki dampak yang lebih luas dalam mengembangkan pengetahuan, sikap dan keterampilan siswa di sekolah. 
Filsafat dalam Pemecahan Masalah Pendidikan Ajito, Timoteus; Atmaja, Ananta Wikrama Tungga; Suastra, Wayan; Tika, I Nyoman
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2190

Abstract

Philosophy and education have a very close relationship where education and philosophy cannot be separated from each other because both are interdependent. Education without a philosophical foundation is just a concept without providing practical impact through education. Thus, this symbiotic relationship is very important to develop a comprehensive, meaningful, and impactful education system. Therefore, the importance of integration between education and philosophy. To ensure that educational efforts and educational processes run effectively, a philosophical and scientific foundation is needed as a principle and normative guideline for implementing training. This paper aims to describe the philosophical view in solving educational problems. This research method uses a literature review by collecting literature from various sources related to the philosophical view of education. The data analysis technique used is narrative analysis. The study results show that, for education to run effectively, an intellectual and scientific foundation is needed as a principle and normative guideline for implementing training. This means that, overall, an understanding of the philosophy of education is crucial for an educator. It helps them understand the goals of education, choose the right teaching methods, and understand their roles and responsibilities as quality educators
Dialog Antara Filsafat Pendidikan Barat Dan Nilai Budaya Timur Dalam Pembentukan Karakter Siswa Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol 5 No 01 (2024): Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i01.6333

Abstract

This article discusses the interaction between Western educational philosophy and Eastern cultural values ​​in the context of character building for students. By identifying key elements from both educational traditions, this study aims to find common ground that can enrich the educational process in Indonesia. Library methods are used in this study to review the literature from Western educational philosophy and Eastern cultural values ​​to shape the character of students in Indonesia. This study identifies the main principles of both approaches, such as individualism and freedom from the West, and collectivism and social responsibility from the East, and analyzes their potential to complement each other. The result is a theoretical framework that combines both values, creating a holistic character education for students in Indonesia. The result of this work is that the integration of Western educational philosophy with Eastern cultural values ​​in Indonesia is important to form a generation with character and competence. Western philosophy emphasizes the development of individualism and critical thinking, while Eastern values ​​emphasize collectivism and social responsibility. Character education that includes morality and emotional intelligence helps students have integrity, empathy, and social harmony. This holistic educational approach prepares students for academic success while having a strong personality. Policy support and training for educators are needed to teach these values ​​effectively and relevantly.
Tantangan Miskonsepsi dan Pengaruh Literasi Sains dalam Proses Pembelajaran IPA di Sekolah Dasar Kasanah, Uswantun; Sanjaya, Fifi; Indahwati, Christine; Wimbawati, PK Ary; Yasa, I Wayan Dresti; Suma, Ketut; Suastra, Wayan
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 9, No 3: MARCH 2024
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v9i3.25500

Abstract

Quantitative descriptive research with literature credibility and data source substitution was conducted on the independent variable of science literacy in the IPA learning process in elementary schools in its influence on overcoming student misconceptions as the dependent variable. The study aimed to determine the relationship between the independent and dependent variables, the significance of the relationship between the research variables, and to determine whether or not there was an influence of the variables. The population of elementary school science teachers with third, fourth, and fifth-grade students as respondents in questionnaires, interviews, and observation participants resulted in a significant negative correlation between the variables and a determination coefficient of variable X on variable Y.
Application of Cultural Philosophy in Holistic Education in Improving Students' Cognitive, Moral and Spiritual Paramita, Shanti; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
JUPE : Jurnal Pendidikan Mandala Vol, 9 No 4 (2024) : JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v9i4.7794

Abstract

Holistic education based on cultural philosophy offers a comprehensive approach to developing students, covering cognitive, moral, and spiritual aspects. This article discusses the application of Tri Hita Karana (THK) as an example of cultural philosophy in the education system. The method used is a Systematic Literature Review (SLR) by analyzing journals or current research related to applying cultural philosophy to improve students' cognitive, moral, and spiritual aspects. Previous research shows that applying THK values can improve students' academic understanding, form responsible, respectful characters, and successfully instill spirituality and ecological awareness. The article also discusses practical implications for curriculum and educator training. Local wisdom-based curriculum, teacher training, and school collaboration with local communities are key to ensuring successful implementation, with an emphasis on mastering contextual learning methods. The THK approach can create a generation that is not only intellectually intelligent but also has a strong moral character and deep spiritual awareness.  
An Existentialism Approach in Language and Literature Education to Build Student Personality Arwan, Arwan; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
JUPE : Jurnal Pendidikan Mandala Vol, 9 No 4 (2024) : JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v9i4.7873

Abstract

This study aims to explore the application of the philosophy of existentialism approach in learning the Indonesian language and literature among students of the Indonesian Language and Literature Education Study Program at STKIP Harapan Bima. The problem being studied is the extent to which the existentialist approach can improve students' understanding of literary works and its impact on the development of students' critical and reflective thinking skills. This study uses a qualitative approach with a case study method, where data is collected through observation, in-depth interviews, and document analysis. The data analysis technique used is thematic analysis, which aims to identify the main themes that emerge from the research results. The study results show that applying the existentialism approach in learning the Indonesian language and literature can increase students' involvement in the learning process, deepen their understanding of literary works, and strengthen their ability to reflect and criticize the values contained in literature. Students also better understand existentialism themes such as freedom, responsibility, and the search for meaning in life. Overall, this research contributes to the development of an Indonesian language and literature curriculum that is more meaningful and relevant to students' lives, as well as opening up opportunities for further research in this field.
Co-Authors Ahzan, Sukainil Ajito, Timoteus Ananta Wikrama Tungga Atmaja Ari Agustini Arwan Arwan Dr. I Nyoman Tika,M.Si . I Nyoman Sujana I Wayan Sadia Indahwati, Christine Kasanah, Uswantun Ketut Suarni Ketut Suma Manap, Abdul Mega Nilayanti Misrun Mauke Muzakir Paramita, Shanti Sanjaya, Fifi subayil, imam Walad, Muzakkir Wimbawati, PK Ary Yasa, I Wayan Dresti