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Pariwisata Dan Budaya Kreatif : Sebuah Studi Tentang Tari Kecak Di Bali Pira Erawati, Ni Made
Kalangwan : Jurnal Seni Pertunjukan Vol 5 No 1 (2019): Juni
Publisher : Institut Seni Indonesia Denpasar

Perkembangan periwisata telah menyebabkan terjadinya transformasi budaya dari budaya agraris menuju pada budaya industri. Proses transformasi budaya itu juga terjadi dalam bidang seni pertunjukan, sehingga muncul kreativitas seni yang dapat dijadikan konsumsi wisata. Pariwisata menjadi arena utuk memperjual belikan kesenian. Dengan memahami perkembangan Pariwisata sebagai arena ekonomi, maka tulisan ini bertujuan untuk mengetahui munculnya tari Kecak, merupakan sebuah budaya kreatif orang Bali dalam menyikapi kebutuhan wisatawan. Perkembangan Pariwisata telah menyebabkan munculnya kemasan tari Sanghyang menjadi tari Kecak sebagai budaya kreatif. Kondisi itu telah memunculkan berbagai permasalahan yang berimplikasi terhadap terjadi pemalsuan seni sakral sebagai seni tradisional yang melekat dengan upacara keagamaan (pseudo tradisional ritual art). Untuk menganalisis permasalahan tersebut dalam tulisan ini digunakan metode perpustakaan dan analisis perubahan sosial budaya. Perubahan sosial budaya tak akan dapat dielakkan sebagai dampak Pariwisata, sehingga terjadi komersialisasi budaya yang berimplikasi pada munculnya berbagai kreativitas. Munculnya berbagai kreativitas yang bersumber pada budaya tradisi, telah menyebabkan kaburnya antara seni sakral dengan seni profan.

MENGENAL RAGAM GERAK DAN JALINAN ESTETIKA TARI BALI Erawati, Ni Made Pira
Widyadari : Jurnal Pendidikan Vol 19 No 2 (2018): Oktober 2018
Publisher : LP2M IKIP PGRI Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.727 KB)

Motion is the main element as an expression medium in dance, so the motionvariety is very important to be known in understanding theBalinese dance. Balinese dance as a performance art is an aesthetic variety of various motions in its performance. Therefore, this paper aims to reveal the variety of Balinese dance motions and aesthetic braidingcontained in it. The problems in this study are we must know the various motions of Balinese dance and the forms of aesthetic braiding in it.   To explain the objectives and problems in this paper, library methods that are based on qualitative research will be used on the basis of symbolic interaction theory analysis. The analysis result of this paper is the motion varieties of Balinese dance is a form of stylization of natural motions in their environment which are esthetically interwoven in the performance of artwork as a unity in balance of the stage design.

ESTETIKA TARI LEGONG SEBUAH IDENTITAS TARI BALI Ni Made Pira Erawati
Widyadari : Jurnal Pendidikan Vol. 21 No. 2 (2020): Oktober
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Legong dance as a legacy of Balinese cultural arts, has a long history, from very simple to complex forms. As a result of artistic creativity, legong dance comes with a high aesthetic concept so that it is used as a reference in every work on Balinese dance. Thus the paper aims to reveal the aesthetic concept of the Legong dance which is considered to represent the beauty value of Balinese dance. It can be understood that every dance performance, even though there is no legong dance, is known by the audience as “mebalih” (watching) legong. Based on the above objectives, several problems arise, what is the aesthetic concept, legong dance and what are the elements that make up the aesthetic of the legong dance. Legong dance is a work of dance that is proud of by the community as the identity of Balinese dance. As an identity, the legong dance has been admired by the Balinese people from time to time, so it is placed as a symbol of Balinese dance. In accordance with the problems in this paper, the object of study is the aesthetic concept of the legong dance and the main elements of the Legong dance. To explain the problems being studied, qualitative research methods can be used by emphasizing field research (grounded reaserch) which is analyzed by aesthetic theory and identity theory. The results of this paper will be able to explain the meaning of Legong dance aesthetics, which is built from elements of motion, appearance and story. These elements are present as one unit in the form of the lagong dance.

PKM. PEMBERIAN REINFORCEMENT DALAM PEMBELAJARAN DAN PERKEMBANGAN MORAL ANAK DI PAUD III SARASWATI DENPASAR I Putu Karpika; Luh Putu Swandewi Antari; I Made Surat; Ni Made Pira Erawati
Jurnal Pengabdian Kepada Masyarakat Widya Mahadi Vol. 4 No. 1 (2023): Desember 2023
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/widyamahadi.v4i1.3395

This PKM is motivated by the absence of a real solution regarding providing reinforcement at PAUD III Saraswati Denpasar school. This service aims to provide a solution for how to provide reinforcement for the moral development of early childhood in preschool education. The methods used are socialization and mentoring. In the implementation of the 1st and 2nd stages of PKM socialization, much progress has been achieved. Data was obtained through free interviews, observation and documentation. Data sources were obtained through school principals, class teachers who functioned as informants. The results of the service found included: In learning aspects of moral development, there were several reinforcements provided by other educators/teachers at PAUD III Saraswati Denpasar, namely: the use of positive reinforcement and the use of negative reinforcement. Learning aspects of moral development at PAUD III Saraswati Denpasar is carried out through all activities including: habituation, singing songs, shouting moral messages, stories, and so on. The impact that occurs after reinforcement is given to children is: positive reinforcement includes: children become happy, enthusiastic about following lessons. Meanwhile, negative reinforcement includes: not repeating bad actions. Providing reinforcement can improve the moral development of early childhood because after being given reinforcement, children who have good moral development increasingly increase their moral development, while children who have less moral development gradually experience positive development over time after being given continuous negative reinforcement.

PKM. PELATIHAN LITERASI DIGITAL PADA SISWA SEKOLAH DASAR DI KELURAHAN PENATIH KOTA DENPASAR I Made Subrata; I Wayan Citrawan; I Dewa Putu Juwana; Ni Made Pira Erawati
Jurnal Pengabdian Kepada Masyarakat Widya Mahadi Vol. 4 No. 2 (2024): Juni 2024
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/widyamahadi.v4i2.3798

In the 21st century, many people are looking for learning materials using digital media, including teachers and students. Therefore, digital literacy plays an important role in optimizing the use of digital media in providing additional study guidance to catch up with students in learning the material to be studied. However, there are still many students who have not been able to apply the benefits of digital literacy in increasing their ability to absorb learning material. The aim of this service is to improve the digital literacy skills of fifth grade students at State Elementary Schools in the Penatih sub-district. The problem that was agreed upon by the school principal after the PKM Team from PGRI Mahadewa Indonesia University which was deemed necessary to immediately find a solution was the need to increase student knowledge about school digital literacy skills among students. Implementation of digital literacy training at state elementary schools in Penatih Village, East Denpasar District, Denpasar City. The activities carried out have been planned and structured into six stages, namely preparation, assessment, tutoring, mentoring, implementation and evaluation. There are two main types of activities carried out. (1) Learning training activities for students who have difficulty understanding learning material due to the impact of the pandemic. (2) Mentoring activities in providing knowledge about digital literacy to students. After all stages of the activity have been carried out, students who experience material setbacks can catch up again well. With digital literacy training activities, the results show that students' ability to utilize digital media is getting better.

PROGRAM KEMITRAAN MASYARAKAT PELATIHAN IN LITERASI DAN SAINS DI SMKS BINTANG PERSADA DENPASAR Dewa Ayu Widiasri; Gusti Ayu Rai; I Made Darmada; Ni Made Pira Erawati
Jurnal Pengabdian Kepada Masyarakat Widya Mahadi Vol. 5 No. 1 (2024): Desember 2024
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/widyamahadi.v5i1.4311

Literacy and science are part of the National Literacy Movement launched by the government which encourages people to be able to think scientifically. The aim of this activity is to train teachers regarding literacy and science knowledge to improve the ability to answer PISA questions for children aged 15-16 years. The implementation method is through socialization, training and mentoring activities using technology and follow-up. The results of data analysis show that the PISA scientific literacy scores of Indonesian students are low and have never reached the standard scores set by PISA. Factors causing the low scientific literacy of Indonesian students are students' misconceptions about science, teachers not mastering scientific literacy, and infrastructure. In everyday life, the application of literacy and science is very broad. Science is a way to obtain new knowledge in the form of scientific products and scientific attitudes through an activity called the scientific process. Based on the results of the PkM activities, it was found that all participants in the literacy and science training activities were very enthusiastic, enthusiastic and had high motivation in participating in the training. Participants had an increase in science planning as seen from the literacy and science material. Teachers can now create literacy and science questions based on the characteristics of the Minimum Competency Assessment (AKM) in accordance with the PISA test questions for children aged 15-16 years.

PKM: MENINGKATKAN LITERASI MELALUI STRATEGI BINCANG NUMERASI BAGI SEKOLAH YANG NILAI NUMERASINYA MASIH RENDAH DI KABUPATEN BADUNG I Dewa Putu Juwana; I Ketut Muada; Ni Made Pira Erawati; Dewa Ayu Widiasri; I Ketut Lanus; Ni Wayan Dian Permana Dewi
Jurnal Pengabdian Kepada Masyarakat Widya Mahadi Vol. 5 No. 2 (2025): Juni 2025
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/widyamahadi.v5i2.4961

This Community Service (PkM) activity aims to improve the numeracy literacy of elementary school students who still show low achievement in numeracy assessments, especially in Badung Regency. One of the strategies implemented is "Bincang Numerasi", which is an interactive learning approach that invites students to discuss, analyze, and relate mathematical concepts to everyday life. The method of implementing the activity includes training and mentoring teachers in compiling and implementing numeracy teaching modules based on the Merdeka Curriculum, integrating technology in learning, and strengthening the management of digital libraries to support access to numeracy teaching materials. In addition, this strategy also involves the active role of parents and the community in supporting the habituation of numeracy discussions in the home and community environment. The results of the activity show an increase in students' numeracy abilities, an increase in teacher competence in compiling and implementing contextual learning, and the formation of a numeracy learning culture in partner schools. The implementation of the "Bincang Numerasi" strategy also has a positive impact on the management of learning resources and digital libraries in schools. Thus, this strategy is effectively implemented as a solution to increase numeracy literacy in elementary schools, especially those facing the challenge of low numeracy achievement.

EFEKTIVITAS METODE BLENDED LEARNING DALAM MENINGKATKAN KEMAMPUAN SISWA DALAM MENGUASAI MATERI SENI BUDAYA NUSANTARA KELAS X TKJ 1 SMK NEGERI 1 DENPASAR Ni Made Pira Erawati; Gusti Ayu Made Puspawati; I Gede Gusman Adhi Gunawan
Widyadari Vol. 26 No. 2 (2025): Oktober 2025
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/widyadari.v26i2.5560

This study aims to determine the effectiveness of the Blended Learning method in improving students’ ability to master the material on analyzing works of Nusantara art and culture in class X TKJ 1 at SMK Negeri 1 Denpasar. It also aims to describe how the implementation of Blended Learning affects student motivation and engagement in learning. Blended Learning is an instructional approach that combines face-to-face learning with online learning, offering flexibility, interactivity, and a student-centered learning environment. This research is a Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The research subjects were 32 students from class X TKJ 1 SMK Negeri 1 Denpasar in the 2024/2025 academic year. Data collection techniques included learning achievement tests, student response questionnaires, and observation sheets. The results showed that the implementation of the Blended Learning method effectively improved student learning outcomes. The average score increased from 64.78 in the pre-cycle to 73.28 in cycle I, and reached 83.53 in cycle II. Additionally, students' learning responses improved significantly, as indicated by increased observation scores and positive questionnaire results in each cycle. These findings confirm that Blended Learning is effective in enhancing both the cognitive abilities and affective engagement of students in the subject of Art and Culture. Therefore, Blended Learning can be considered an effective alternative strategy for improving the quality of Art and Culture education, particularly in the context of 21st-century learning that demands the integration of technology and adaptive approaches.

PELATIHAN PENDEKATAN PEMBELAJARAN MENDALAM (DEEP LEARNING) SEBAGAI SOLUSI PEMBELAJARAN MASA DEPAN BAGI GURU DI SDN 1 GULINGAN, BADUNG I Komang Sukendra; I Made Subrata; I Made Surat; I Gusti Ayu Rai; Ni Made Pira Erawati
Jurnal Pengabdian Kepada Masyarakat Widya Mahadi Vol. 6 No. 1 (2025): Desember 2025
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/widyamahadi.v6i1.5815

The transformation of learning at the elementary school level requires teachers to apply instructional approaches aligned with 21st-century education demands, particularly Deep Learning–based instruction. However, preliminary observations indicated that most teachers at SDN 1 Gulingan, Badung still faced challenges in understanding the concepts, principles, and systematic implementation of deep learning in classroom practice. This community service program aimed to enhance teachers’ competencies in applying the Deep Learning approach through training, instructional design development, hands-on classroom implementation, and continuous mentoring. The implementation applied the Participatory Action Learning System (PALS) model consisting of five stages: socialization, theoretical and practical training, integration of technology to support learning, classroom mentoring, and program sustainability reinforcement through a professional learning community. The results demonstrated a significant improvement across four competency indicators: understanding of deep learning concepts (from 48% to 88%), ability to design lesson plans using the Deep Learning framework (from 42% to 81%), use of educational technology (from 55% to 90%), and classroom implementation of deep learning (from 38% to 82%). In addition, classroom observations during mentoring indicated a shift from teacher-centered to student-centered learning, characterized by increased collaborative, exploratory, and reflective student activities. The program also produced a sustainability outcome through the establishment of an Innovation-Based Teacher Working Group (KKG) as a platform for sharing best practices and continuous professional development. In conclusion, training and mentoring based on the PALS model proved effective in improving teachers’ pedagogical competence and fostering the implementation of innovative instructional practices aligned with future education demands.

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