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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Pendidikan Anak Usia Dini Undiksha Journal of Education Action Research Journal of Psychology and Instructions Mimbar Ilmu Jurnal Ilmiah Pendidikan Profesi Guru Jurnal EDUTECH Undiksha Jurnal Filsafat Indonesia
Desak Putu Parmiti
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Arts Humanities Education Environmental Science Public Health Social Sciences

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TERPIKIR STEM: Instrumen Tes Berpikir Kritis IPA Berorientasi Pendekatan STEM Putu Melinia Prasetya; Desak Putu Parmiti; Gede Wira Bayu
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 5 No. 2 (2022): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v5i2.50063

Abstract

Soal digunakan hanya berdasarkan LKS yang sebelumnya pernah diberikan.  Hal ini tentu tidak dapat mengukur kemampuan siswa secara signifikan. Tujuan penelitian ini yaitu mengembangkan instrumen berpikir kritis IPA berorientasi pada pendekatan STEM. Jenis penelitian pengembangan 4-D. Subjek penelitian yaitu 2 ahli validitas isi dan 2 guru. Subjek uji coba lapangan berjumlah 75 siswa. Metode pengumpulan data menggunakan angket dan tes. Instrumen menggunakan kuesioner. Teknik analisis data yaitu analisis kualitatif, kuantitatif, dan statistic inferensial. Hasil penelitian yaitu hasil validitas instrumen sebesar 1,00 validitas sangat tinggi. Hasil respon guru 0,975 sangat layak, dan uji coba soal 0,227 sehingga semua butir soal valid. Hasil analisis reliabilitas reliabel. Hasil analisis daya beda 10 soal masuk kriteria sangat baik. Hasil analisis tingkat kesukaran 10 butir soal, diperoleh 0 soal dengan kategori sukar yaitu (0%). 10 soal dengan kategori mudah yaitu (100%) dan 0 soal dengan kategori sedang yaitu (0%). Dapat disimpulkan bahwa instrumen layak digunakan oleh guru. Implikasi penelitian ini yaitu instrumen dapat mengukur berpikir kritis siswa.
Bahan Ajar Interaktif Multimedia Berbasis Literasi Sains pada Muatan IPA Kelas V Sekolah Dasar Ni Made Dwigita Novianti; Desak Putu Parmiti; Ndara Tanggu Renda
Mimbar Ilmu Vol. 27 No. 3 (2022): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v27i3.52635

Abstract

Pembelajaran kurang efektif karena rendahnya minat belajar siswa dan belum ada bahan ajar interaktif multimedia di sekolah dasar. Penelitian ini bertujuan untuk menganalisis rancangan dan menghasilkan produk yang telah diuji validitas dan kepraktisannya. Penelitian menggunakan model ADDIE. Subjek penelitian adalah dua orang dosen sebagai ahli materi, dua orang dosen sebagai ahli media, dua orang guru sebagai praktisi, tiga orang siswa untuk uji coba perorangan siswa dan enam orang siswa untuk uji coba kelompok kecil siswa. Metode pengumpulan data penelitian adalah metode kuesioner. Data dianalisis dengan rumus Mean untuk mendapatkan rata-rata skor validitas media. Hasil analisis data memperoleh rata-rata skor 3,80 dengan kualifikasi sangat baik. Rata-rata skor ahli media 3,88, ahli materi 3,66, praktisi 3,75, uji coba perorangan 3,86 dan uji coba kelompok kecil 3,84, sehingga secara keseluruhan validitas bahan ajar interaktif multimedia berbasis literasi sains telah dinyatakan valid dengan kualifikasi sangat baik. Uji kepraktisan oleh dua guru mendapatkan hasil keseluruhan rata-rata 3,75 dengan kualifikasi sangat baik dan praktis. Implikasi penelitian, yaitu dihasilkan bahan ajar interaktif multimedia berbasis literasi sains pada muatan IPA topik sistem gerak pada manusia kelas V yang digunakan guru sebagai referensi menyampaikan materi yang lebih luas.
Parenting Style on the Civics Learning Outcome Ketut Ari Yuliani; Desak Putu Parmiti; Gede Wira Bayu
Journal of Psychology and Instruction Vol. 6 No. 1 (2022): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v6i1.50232

Abstract

The implementation of learning in the school is pretty good, but learning at home is not optimal because students have less desire to learn independently. Lack of parenting guidance interfered with learning activities. This study aimed to analyze the relationship between parenting styles and learning outcomes of fifth-grade elementary school students in Civics subject. The type of research was ex post facto. The research population was 37 students. Students on the first semester of the fifth-grade elementary school. The method of collecting data was non-test. The questionnaire was used as an instrument to collect the data. The data analysis technique used was descriptive statistical analysis and inferential statistical analysis. The study results were 0.655 > 0.316, so there was a correlation between study habits and the learning outcomes of fifth-grade elementary school students. There was a positive relationship between parenting and learning outcomes. It was concluded that a good parenting style would significantly improve student learning outcomes.
The Contribution of Learning Motivation and Parents’ Socio-Economy towards Students’ Learning Outcomes through Learning Independence Putu Shinta Kusumaningtyas; Desak Putu Parmiti; Komang Setemen
Jurnal Pendidikan dan Pengajaran Vol 56 No 2 (2023): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v56i2.64758

Abstract

The issue about online learning above cause a serious problem in the learning process conducted in Indonesia during covid-19 pandemic. It is stated that there is a decrease towards students’ learning outcomes during online learning. This study aims to analyze the contribution of students’ learning motivation and parents’ socio-economy towards students’ learning outcomes through learning independence. The study population was 2716 students. The research sample was 350 students. Research using path analysis techniques. The results of the study are: there is a positive contribution between learning motivation to economic learning outcomes with a contribution of 13% to economic learning outcomes. There is a direct influence between socioeconomic conditions on economic learning outcomes with a contribution of 30% to economic learning outcomes. There is an influence between learning independence on economic learning outcomes with a contribution of 22% to economic learning outcomes. There is an influence between learning motivation on learning independence with a contribution of 22% to learning independence. There is an influence between parents' socioeconomic conditions on learning independence with a contribution of 13% to learning independence. There is an indirect influence between learning motivation on economic learning outcomes through learning independence by 5%. There is an indirect influence between learning motivation on economic learning outcomes through learning independence by 3%. Can be concluded that students’ learning motivation and parents’ socio-economy during online learning plays an important role in influencing students’ learning outcomes.
Implementation of P5 in the Merdeka Curriculum towards Strengthening the Character of Love for the Motherland in Early Childhood Ni Made Ayu Sekar Krisnawati; Desak Putu Parmiti
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 11 No. 2 (2023): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v11i2.64995

Abstract

National education in Indonesia implements various aspects of development by increasing abilities and forming dignified character in students. This research aims to analyze the implementation of P5 in the independence curriculum on the character of patriotism. This type of research is research that uses qualitative descriptive research methods. This research focuses on implementing P5 and strengthening the character of patriotism in early childhood. The population of this research is students and children's teachers. This research also uses observation, interview, and documentation data collection methods to collect data from group teacher subjects and principal informants. Data validity uses data analysis techniques such as triangulation, which consists of data reduction, data presentation, and drawing conclusions or verification. The results of this research show that implementing P5 as an effort to increase the character of patriotism is carried out in three stages. In the initial stage, the teacher deepens the child's talent interests to adjust the activities and themes of the P5 project. Project activities will be developed and arranged at the development stage based on a predetermined project theme. At the conclusion stage, the teacher will evaluate and reflect on the activities that have been carried out based on the children's achievements and feedback from parents. Apart from that, in its implementation, the six dimensions of the Pancasila Student Profile are also inserted into children's learning and daily life to familiarize children with character development.
Meningkatkan Minat Baca Siswa Kelas III Melalui Buku Cerita Bergambar Vera Rika Gusti Dewi; I Nyoman Jampel; Desak Putu Parmiti
Jurnal Edutech Undiksha Vol. 10 No. 2 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v10i2.46904

Abstract

Penelitian ini didasari kurangnya penggunaan bahan ajar yang kreatif dan inovatif. Hal ini berdampak pada minat baca peserta didik. Tujuan penelitian ini yaitu menciptakan buku cerita bergambar pada mata pelajaran tematik muatan lokal Bahasa Indonesia. Jenis penelitian ini menggunakan model pengembangan Hannafin and Peck. Subjek uji ahli penelitian pengembangan ini, yaitu: 1 ahli isi pembelajaran; 1 ahli desain pembelajaran; dan 1 ahli media pembelajaran. Subjek uji coba produk 12 siswa. Metode pengumpulan data yang digunakan, yaitu: observasi, wawancara, studi dokumen, dan kuesioner. Instrument yang digunakan dalam mengumpulkan data yaitu kuesioner. Teknik yang digunakan untuk menganalisis data yaitu analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian pengembangan ini, yaitu buku cerita bergambar dinyatakan valid dengan hasil review ahli isi pembelajaran sebesar 94,54% dengan predikat sangat baik. Hasil review ahli desain pembelajaran sebesar 86,66% dengan predikat baik. Hasil review ahli media pembelajaran sebesar 94% dengan predikat sangat baik. Hasil review uji coba perorangan sebesar 92,77% dengan predikat sangat baik. Dan hasil review uji coba kelompok kecil sebesar 92,14% dengan predikat sangat baik. Dapat disimpulkan bahwa buku cerita bergambar pada mata pelajaran tematik muatan lokal Bahasa Indonesia valid dan layak digunakan untuk proses pembelajaran. Implikasi penelitian ini yaitu buku cerita bergambar dapat digunakan guru dalam pembelajaran.
Interactive Learning Videos Based on Problem-Based Learning in Mathematics for Eighth Graders Shelfy Nasfovi; Desak Putu Parmiti
Jurnal Edutech Undiksha Vol. 11 No. 1 (2023): June
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v11i1.51440

Abstract

Learning in schools is still centred on the teacher and uses conventional media to make students less active, decreasing their interest and learning outcomes. This study aims to develop problem-based learning interactive learning videos in the Mathematics subject of eighth-grade students. The development model used is the ADDIE model. The subjects of this study were 28 eighth-grade students using questionnaires and tests—data analysis techniques using descriptive qualitative analysis, quantitative, and inferential statistics. The results showed that the results of the validity of the expert test (content, design, and media) obtained an average score of 94.82% (very good qualification), and individual, small group and field tests obtained an average score of 88.66 (good qualification). The t-test results stated significant differences in student learning outcomes before and after participating in learning using problem-based learning and interactive video learning. This interactive learning video can make students more active and increase student interest and learning outcomes, as well as open insights and hone teachers' abilities to utilize technology in making learning media interesting, effective, and varied.
Reorientasi Praktik Progresif Berbasis Kecerdasan Buatan melalui Perspektif Filsafat Ilmu untuk Membangun Kesadaran Berkelanjutan: Reorienting Artificial Intelligence-Based Progressive Practices through the Perspective of Philosophy of Science to Build Sustainable Awareness Ni Luh Rista; Tu Ayu Rini Puspitasari; Desak Putu Parmiti; I Nyoman Jampel; Dewa Bagus Sanjaya
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.108118

Abstract

The increasingly complex environmental and social crises demand a renewed educational paradigm that integrates technology, pedagogy, and epistemological reflection. This study aims to map and analyze literature related to the integration of AI-based progressive practices, philosophy of science perspectives, and Education for Sustainable Development (ESD). The method used is a literature study employing a narrative literature review approach, drawing from journal articles, research reports, and recent academic publications. The findings indicate that the implementation of AI in progressive practices can enhance learning experiences through personalization, scientific exploration, and realistic simulations of environmental problems. Perspectives from the philosophy of science provide epistemological and axiological frameworks for understanding the concept of “sustainable knowledge,” particularly concerning information validity, scientific rationality, and ethical considerations in the use of technology. The literature mapping identifies three main themes: (1) the use of AI to strengthen student agency and problem-based learning; (2) the contribution of the philosophy of science in shaping how students construct knowledge about sustainability; and (3) implementation challenges related to technological bias, ethics, and digital access gaps. This review affirms that the integration of AI-supported progressive practices grounded in the philosophy of science has the potential to serve as a conceptual model for advancing sustainable education in Indonesia
Kecerdasan Emosional Berbasis Filsafat Humanisme dalam Praktik Pendidikan Modern: Emotional Intelligence Based on Humanist Philosophy in Modern Educational Practice Ni Putu Sudayanti; I Nyoman Jampel; Desak Putu Parmiti; Dewa Bagus Sanjaya
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.108581

Abstract

This article examines the integration of emotional intelligence with the principles of humanistic philosophy as a comprehensive approach in modern educational practice. The background of this study is rooted in the demands of 21st-century education, which emphasize not only cognitive abilities but also social-emotional competencies that shape learners’ character and humanity. The purpose of this study is to describe the nature of emotional intelligence, elaborate the principles of humanism in education, and analyze the conceptual relationship between the two as a foundation for developing more humanistic and learner-centered learning approaches. This study employs a literature review method, drawing on various up-to-date sources relevant to humanism, educational psychology, and emotional intelligence. The findings indicate that emotional intelligence plays a significant role in fostering self-regulation, empathy, and learners’ interpersonal skills, while humanistic philosophy provides ethical and pedagogical foundations that emphasize respect for human dignity, freedom, and potential. The integration of these two perspectives results in an educational model that positions learners as active, autonomous subjects who develop holistically. In instructional practice, this integration can be implemented through the strengthening of emotionally safe learning environments, self-reflective practices, positive interpersonal relationships, collaborative learning, and teachers’ emotional role modeling. In conclusion, humanism-based emotional intelligence is highly urgent in modern education, as it effectively addresses challenges related to character development, emotional maturity, and the quality of social relationships in learning. This article offers both a conceptual foundation and practical direction for educators in developing a more humanistic, inclusive, and contemporary learning ecosystem.
Rekonstruksi Pendidikan Berbasis Dialog: Tinjauan Filosofis terhadap Proses Pemahaman dan Dialektika Pengetahuan: Dialogue-Based Reconstruction of Education: A Philosophical Review of the Process of Understanding and the Dialectics of Knowledge Lalu Alvin Maulana Sajili; Desak Putu Parmiti; I Nyoman Jampel; Dewa Bagus Sanjaya
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.108918

Abstract

Modern education is often trapped in a monologic communication pattern that positions students as passive objects, a phenomenon that stifles critical thinking and creativity. This article aims to reconstruct the foundations of pedagogy through a dialogue-based educational approach by integrating three main philosophical pillars: Socratic Dialogue, Hermeneutics, and Dialectics. This research uses a literature study method with a qualitative approach. Socratic Dialogue is used to stimulate inquiry through the art of asking questions; Hermeneutics is used to deepen the process of interpretation and understanding of meaning; while Dialectics is used as a means to achieve knowledge synthesis through conflicting ideas. The results of the study show that the integration of these three pillars can shift the learning paradigm from mere information transfer to a collaborative truth-seeking process. This article concludes that interactive discussion is not merely a methodological choice, but an existential necessity to humanize students and revive the spirit of education as an effort to cultivate intellectual intelligence.
Co-Authors Dessy Daniel Dewa Bagus Sanjaya Drs. Ndara Tanggu Renda . Gede Wira Bayu I Nengah Suastika I Nyoman Jampel Ketut Ari Yuliani Komang Setemen Lalu Alvin Maulana Sajili Ni Luh Rista Ni Made Ayu Sekar Krisnawati Ni Made Dwigita Novianti Ni Putu Julisartini Ni Putu Sudayanti Putu Melinia Prasetya Putu Shinta Kusumaningtyas Shelfy Nasfovi Tu Ayu Rini Puspitasari Vera Rika Gusti Dewi