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All Journal Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies KOMIK (Konferensi Nasional Teknologi Informasi dan Komputer)
L. Virginayoga Hignasari
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Religion Arts Humanities Computer Science & IT Control & Systems Engineering Electrical & Electronics Engineering Engineering

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PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS VIRTUAL REALITY UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK SEKOLAH DASAR Mardiki Supriadi; L. Virginayoga Hignasari
KOMIK (Konferensi Nasional Teknologi Informasi dan Komputer) Vol 3, No 1 (2019): Smart Device, Mobile Computing, and Big Data Analysis
Publisher : STMIK Budi Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30865/komik.v3i1.1662

Abstract

Educators use various methods to explain the material so that learning objectives can be achieved, one of the methods is by utilizing learning media. The purpose of using learning media in learning activities is to facilitate communication and learning. The use of media in learning activities aims to attract the attention of students and strengthen their concentration when receiving material from educators.The development of virtual reality media is an effort to realize educational goals. One of the success of learning lies in the ability of students' learning outcomes. Learning outcomes are very important for students as a benchmark of the extent to which students understand the material delivered by educators. Virtual reality media make learning outcomes the basis of development. The purpose of this study is to produce products in the form of virtual reality media to improve learning outcomes of elementary school students.This research is a development research with 4D development model from Thiagarajan. This development model consists of the stages define (design), design (design), develop (development), and disseminate (deployment). The research and development stage is carried out until the disseminate stage with the publication of articles and a trial process to students which is done on a limited basis. Data collection instruments in the form of a questionnaire distributed to experts in the material, media, and field application.Student learning outcomes of the experimental class and the control class can be concluded that the virtual reality-based learning media used in the experimental class are stated to be more effective and can improve student learning outcomes by a percentage of 100% while the control class gets 77.3%.Keywords: learning media, virtual reality, learning outcomes
A CONCEPTUAL MODEL OF TRI HITA KARANA IN EDUCATIONAL GLOCALIZATION: TOWARD ETHICAL CULTURAL COMMODIFICATION L. Virginayoga Hignasari; Made Sutajaya; Md. Yudyantara Risadi; Putu Putri Dena Laksmi; I Wayan Budiarta; Yuni Misrahayu; Noor Akhmad; Agustinasari; Ni Komang Dwi Eka Yuliati
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.5716

Abstract

This study examines the repositioning of Tri Hita Karana (THK) within the context of educational glocalization in Bali. Previous studies have predominantly treated THK as a normative and ceremonial value system, with limited attention to its potential as a strategic epistemic and educational framework. Using a qualitative conceptual approach based on documentary analysis and a critical interpretive perspective, this study aims to develop a conceptual model of THK implementation in educational glocalization and to explore how ethical cultural commodification may function as a strategy for cultural empowerment rather than mere commercialization. The study develops a three layer conceptual model consisting of: (1) a value foundation layer that positions THK as the ontological and epistemic basis of education; (2) an educational transformation layer that conceptualizes glocalization as a mechanism for integrating local values into curriculum, pedagogy, and cross-cultural learning processes; and (3) an empowerment and cultural bargaining layer that frames education as a space for cultural diplomacy, community collaboration, and ethically grounded cultural commodification. These layers are operationalized into six strategic phases, including institutional legitimation, value internalization, cross-cultural negotiation, curriculum glocalization, cultural dissemination, and value-based commodification. The findings indicate that THK can function not only as a framework for cultural preservation but also as strategic cultural capital capable of strengthening educational identity, cultural agency, and local-global negotiation within contemporary education. The study contributes a conceptual framework that repositions THK from a symbolic cultural philosophy into a dynamic educational model relevant to multicultural and globalized learning environments.
Co-Authors Agustinasari Made Sutajaya Mardiki Supriadi Md. Yudyantara Risadi Ni Komang Dwi Eka Yuliati Noor Akhmad Putu Putri Dena Laksmi Yuni Misrahayu