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All Journal Jurnal Jurusan Ilmu Keolahragaan Mimbar PGSD Undiksha Jurnal Inovasi Teknologi Pendidikan Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Education Action Research Journal of Education Technology International Journal of Elementary Education Jurnal EDUTECH Undiksha Child Education Journal Thinking Skills and Creativity Journal Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Pedagogi dan Pembelajaran Mimbar Pendidikan Indonesia Jurnal Media dan Teknologi Pendidikan Jurnal Pendidikan IPA Indonesia
I Gde Wawan Sudatha
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Humanities Computer Science & IT Education Environmental Science Health Professions Mathematics Public Health Social Sciences Other

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Unplugged Coding and Tri Hita Karana in Fostering Thinking and Environmental Awareness Ni Wayan Rati; I Gde Wawan Sudatha; Kadek Ari Dwiarwati; Kadek Yogi Parta Lesmana; Esaputra, I Nyoman Tri; C. Chiu
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.24212

Abstract

The increasing demand for Computational Thinking (CT) and Environmental Awareness (EA) in elementary science education highlights the need for innovative and culturally relevant learning approaches. However, traditional science teaching methods often emphasize rote memorization rather than problem-solving and ecological responsibility, leading to a lack of deeper conceptual understanding among students. This study investigates the influence of Unplugged Coding Learning integrated with Tri Hita Karana (THK) spiritual values on the development of CT and EA in elementary school students. This research employs a quasi-experimental design with a pretest-posttest control group approach. Data were collected using multiple-choice assessments for CT and EA and were analyzed using Multivariate Analysis of Variance (MANOVA) to determine the effectiveness of the intervention. The results indicate that students who participated in Unplugged Coding Learning with THK values demonstrated significantly higher gains in CT skills (logical reasoning, problem-solving, and pattern recognition) and EA (understanding sustainability and conservation principles) compared to the control group. The Palemahan aspect of THK, which emphasizes harmony with nature, contributed to students’ increased awareness of environmental issues. These findings suggest that integrating local wisdom into STEM education enhances both cognitive and ethical development. The study implies that culturally embedded educational approaches can bridge computational problem-solving skills with environmental consciousness, fostering a more holistic learning experience. Future research should explore long-term impacts and adaptability of this model across different educational settings.
CYBER PEDAGOGY, EDUCATIONAL TRANSFORMATION IN THE DIGITAL ERA: SYSTEMATIC LITERATURE REVIEW: Cyber Pedagogy, Transformasi Pendidikan di Era Digital: Systematic Literature Review I DEWA AYU EKA PURBA DHARMA TARI; Made Hery Santosa; I Gde Wawan Sudatha; I Kadek Suartama
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 6 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i6.6169

Abstract

Digital transformation in education, particularly post-COVID-19, has accelerated a major shift towards online learning. While it offers flexibility, this transition has also had significant impacts on students' mental health, including stress, anxiety, and digital burnout due to intense virtual interactions. This study aims to examine the relationship between cyber pedagogy, digital burnout, and students' mental health in the context of online learning. Using a Systematic Literature Review (SLR) approach, this research collected and analyzed 11 articles published between 2015 and 2025 through the Scopus, Web of Science, and Google Scholar databases. The analysis process was conducted following the PRISMA guidelines, focusing on the relationship between cyber pedagogy and its impact on students' mental health. The results show that digital burnout and mental health disorders are significant challenges often overlooked in digital learning design. Cyber pedagogy, with proper management, can help reduce the psychological gap between students and the learning environment, while also improving students' well-being. This study emphasizes the importance of a more responsive and humanistic pedagogical approach in designing digital learning, which not only focuses on technical aspects but also supports students' mental health sustainably.
Interactive mobile learning to improve computational thinking and achievement in digital systems courses Anak Agung Gde Ekayana; Desak Made Dwi Utami Putra; I Gde Wawan Sudatha
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.89321

Abstract

The digital era has fundamentally transformed classroom instructional approaches, shifting the focus from completing subject matter to meaningful student engagement and active knowledge construction. Grounded in constructivist learning theory and principles of computational thinking, this study aims to examine the effectiveness of interactive mobile learning as a technology-enhanced instructional innovation in digital systems education. The innovation integrates multimedia, interactivity, and problem-based activities to support students’ analytical and algorithmic reasoning. A quasi-experimental method was employed, involving 112 students enrolled in a digital systems course, with a nonequivalent control group pretest–posttest design. Data were analysed through multivariate analysis of covariance, independent T-tests, and N-gain analysis to evaluate learning effectiveness. The results revealed significant effects, both partial and simultaneous, with the experimental group consistently outperforming the control group. T-test findings indicated statistically significant differences between students using interactive mobile learning and those receiving conventional instruction. Furthermore, N-gain analysis showed improvements of 0.65 in computational thinking skills and 0.70 in learning achievement, categorised as medium to high gains. These findings confirm that interactive mobile learning effectively enhances learning outcomes. Therefore, it is recommended that educators integrate interactive mobile learning into digital systems instruction to foster students’ computational thinking and academic achievement.
Co-Authors A.A. Komang Melia Sukmawati Adrianus I Wayan Ilia Yuda Sukmana Alexander Hamonangan Simamora Anak Agung Gde Ekayana C. Chiu Desak Made Dwi Utami Putra Desak Putu Parmiti Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewi Meylani Dharma Tari, I Dewa Ayu Eka Purba Esaputra, I Nyoman Tri Gede Rasben Dantes Gusti Ayu Neta Putri Widayanti Harianto, Nur Aliza I Gede Margunayasa I Gusti Ayu Tri Agustiana I Gusti Ngurah Triyana I Kadek Edi Yudiana I Kadek Suartama I Made Agus Arya Wijaya Kusuma I Made Candiasa I Made Dika Anggara I Made Tegeh I Nyoman Jampel I Putu Rencanaguna I Wayan Santyasa Ismawati Juliantini, Ni Komang Indah Kadek Ari Dwiarwati Kadek Yogi Parta Lesmana Ketut Agustini Komang Elik Mahayani M.Or S.Pd I Ketut Budaya Astra . Made Hery Santosa Muhamad Farhan Ni Made Dwitayani Ni Wayan Rati Ni Wayan Suardiati Putri Ni Wayan Yuna Kharismayani Pascalian Hadi Pradana Singta, Aprida Subakti, Ketut Priadnyana Subakti Syebi Ertha Ariani Tesalonika