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All Journal E-Journal of Linguistics Linguistika Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal Pendidikan Bahasa Jepang Undiksha Language and Education Journal RETORIKA: Jurnal Ilmu Bahasa Jurnal Ilmu Sosial dan Humaniora Jurnal Inovasi Teknologi Pendidikan PREMISE: Journal of English Education and Applied Linguistics English and Literature Journal Linguistic, English Education and Art (LEEA) Journal Jurnal Ilmiah POTENSIA IRJE (Indonesian Research Journal in Education) Journal of Education Technology Jurnal Ilmiah Pendidikan Profesi Guru Voices of English Language Education Society JOURNEY : Journal of English Language and Pedagogy JISAE (Journal of Indonesian Student Assesment and Evaluation) ACITYA Journal of Teaching & Education PROJECT (Professional Journal of English Education) The Art of Teaching English as a Foreign Language (TATEFL) Jurnal Penelitan Mahasiswa Indonesia Linguistic, English Education and Art (LEEA) Journal Indonesian Journal Of Educational Research and Review Soshum: Jurnal Sosial dan Humaniora Media Bina Ilmiah Studies in English Language and Education SEAQIL Journal of Language Education
Ni Nyoman Padmadewi
Unievrsitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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PENGEMBANGAN PERANGKAT PEMBELAJARAN MATA KULIAH MICROTEACHING BERBASIS KKNI UNTUK LPTK PENYELENGGARA PENDIDIKAN BAHASA JEPANG DI BALI Ni Putu Della Rikayani; Ni Nyoman Padmadewi; Desak Made Sri Mardani
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 3 No. 3 (2017)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v3i2.12147

Abstract

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran Mata Kuliah Microteaching untuk Jurusan Pendidikan Bahasa Jepang yang sesuai dengan Kurikulum Program Studi Pendidikan Bahasa Jepang Undiksha berbasis KKNI serta format dalam KKNI. Penelitian ini merupakan penelitian pengembangan (research and development). Penelitian ini dilaksanakan dengan menggunakan rancangan Dick and Carey (1990). Subjek dalam penelitian ini adalah Kurikulum Jurusan Pendidikan Bahasa Jepang Undiksha dan dosen pengampu Mata Kuliah Microteaching di Program Studi Pendidikan Bahasa Jepang Undiksha. Metode pengumpulan data yang digunakan dalam penelitian ini adalah angket. Data dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) Perangkat pembelajaran yang dihasilkan dalam penelitian ini terdiri dari Silabus, Rencana Pembelajaran Semester (RPS), Kontrak Perkuliahan, dan Rencana Tugas Mahasiswa (RTM), (2) Berdasarkan hasil uji ahli, perangkat pembelajaran Mata Kuliah Microteaching untuk Program Studi Pendidikan Bahasa Jepang yang dikembangkan sudah sesuai dengan Kurikulum Program Studi Pendidikan Bahasa Jepang Undiksha berbasis KKNI serta format dalam KKNI. Kata Kunci : KKNI, microteaching, perangkat pembelajaran 本研究は、インドネシア制限枠組み及びその形式に基ずくガネシャ教育大学日本語教育学科カリキュラムに則した当学科日本語指導演習科目で使用する教案の作成を目的としたものである。本研究は開発調査研究（R&D）であり、ディック・キャリー理論を参考にした。対象は、当学科日本語指導演習科目担当講師である。データは、アンケートにより収集し、これを定性的記述法により分析したものである。結果、(1) 作成した教案は、シラバス、学期授業計画、授業内規則、課題から成るものである。(2) 日本語専門家により、作成した教案は、インドネシア制限枠組み及びその形式に基ずくガネシャ教育大学日本語教育学科カリキュラムに則したものであると認められた。keyword : インドネシア制限枠組み、模擬授業、教案
PENGEMBANGAN INSTRUMEN PENILAIAN PEMBELAJARAN MATA KULIAH MICROTEACHING BERBASIS STANDAR PROSES KURIKULUM 2013 UNTUK LPTK PENYELENGGARA PENDIDIKAN BAHASA JEPANG DI BALI I Gusti Ayu Nila Nariswari Nila Nariswari; Ni Nyoman Padmadewi; Desak Made Sri Mardani
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 3 No. 3 (2017)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v3i2.12148

Abstract

Penelitian ini bertujuan untuk menghasilkan instrumen penilaian untuk mata kuliah microteaching di Jurusan Pendidikan Bahasa Jepang Undiksha. Penelitian ini merupakan jenis penelitian pengembangan (research and development). Penelitian ini dilaksanakan dengan menggunakan rancangan Dick and Carey. Subjek dalam penelitian ini adalah kurikulum Undiksha berbasis KKNI, kurikulum 2013, dan dosen pengampu mata kuliah microteaching di Jurusan Pendidikan Bahasa Jepang. Pengumpulan data dalam penelitian ini dilakukan dengan wawancara dan angket. Data dianalisis secara deskriptif kualitatif. Hasil penelitian ini adalah (1) Menghasilkan instrumen penilaian berupa instrumen delapan keterampilan dasar mengajar dan penilaian autentik menurut kurikulum 2013 yaitu aspek pengetahuan, sikap, dan keterampilan pada mata kuliah microteaching di Jurusan Pendidikan Bahasa Jepang. (2) Berdasarkan uji ahli Instrumen penilaian yang dikembangkan sudah sesuai dengan Kurikulum 2013 dan Kurikulum Undiksha berbasis KKNI. Kata Kunci : Instrumen penilaian, microteaching, kurikulum KKNI 本研究は、ガネシャ教育大学日本語教育学科指導演習授業における評価基準評価基準明確にし発展させ、評価基準の質をしるためのものである。本研究は、開発調査（Ｒ＆Ｄ）であり、ディック・キャリー理論を参考にした。対象は、インドネシア共私国資格枠組みに基ずくガネシャ教育大学カリキュラム、2013カリキュラム、指導演習授業を担当する当学科講師である。データは、インタビュー、アンケートにより収集し、定性的記述法により分析したものである。結果、(1) 当校指導演習授業で使用する評価基準法は、知識、学習姿勢、技能から評価される2013カリキュラムを元に8項目の評価基準から成り立つ。(2) 日本語専門家により、当評価法は2013カリキュラム及び共私国資格枠組みに基ずくガネシャ教育大学カリキュラムに則したしたものであると認められた。keyword : 評価基準法、指導演習、インドネシア共私国資格枠組み
PENGEMBANGAN MEDIA PEMBELAJARAN MATA KULIAH MICROTEACHING BERBASIS STANDAR PROSES KURIKULUM 2013 UNTUK LPTK PENYELENGGARA PENDIDIKAN BAHASA JEPANG DI BALI Ni Made Novia Krismayanti; Ni Nyoman Padmadewi; Desak Made Sri Mardani
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 3 No. 3 (2017)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v3i2.12222

Abstract

Penelitian ini bertujuan untuk menghasilkan media pembelajaran Mata Kuliah Microteaching Jurusan Pendidikan Bahasa Jepang Undiksha yang sesuai dengan Kurikulum 2013. Penelitian ini merupakan jenis penelitian pengembangan (research and development). Penelitian ini dilaksanakan dengan menggunakan rancangan Dick and Carey. Subjek dalam penelitian ini adalah dosen pengampu Mata Kuliah Microteaching dan Kurikulum 2013. Pengumpulan data dilakukan dengan angket, kemudian dianalisis dengan metode deskriptif kualitatif. Hasil penelitian ini adalah (1) Ada dua media pembelajaran yang dihasilkan yaitu power point dan video pembelajaran; (2) Berdasarkan hasil uji ahli, media pembelajaran Mata Kuliah Microteaching Jurusan Pendidikan Bahasa Jepang Undiksha yang dikembangkan sudah sesuai dengan Kurikulum 2013.Kata Kunci : Media Pembelajaran, Kurikulum 2013, Microteaching 本研究は、2013カリキュラムに則したガネシャ教育大学日本語教育学科日本語指導演習のための教材を作成することを目的としたものである。本研究は、開発調査研究（R&D）であり、ディック・キャリー理論を参考にした。対象は、2013カリキュラム、指導演習授業を担当する当学科講師である。データは、アンケートにより収集し、定性的記述法により分析した。結果、(1) パワーポイント、ビデオ2種類の教材を作成した。(2) 当校指導講師により、この教材は、2013カリキュラムに則し、模擬授業の教材として適したものであると評価された。keyword : 教材、2013カリキュラム、模擬授業
THE DISCREPANCY BETWEEN PERCEIVED AND OBSERVED TEACHING CREATIVITY OF ENGLISH TEACHERS IN SMA N 2 BANGLI Yohanes Satria Indra Yudha; Luh Putu Artini; Ni Nyoman Padmadewi
Language and Education Journal Undiksha Vol. 3 No. 2 (2020): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v3i2.26200

Abstract

This study aimed to identify the discrepancy between the perception and the implementation of the English teachers’ creativity in teaching. This study used mixed method with embedded design in which the qualitative data were more dominant than the quantitative data. This study was conducted in SMA N 2 Bangli. Two English teachers of SMA N Bangli were selected as research subjects. The research instruments used to collect the data namely self-rated questionnaire, classroom observation sheet and in-depth interview. The result of this research shows that there is a discrepancy between the teachers’ perception and their implementation towards creativity in teaching in the learning process. The discrepancy occurred because the degree of motivation, limitation facility, subjective judgement and their creativity in teaching was not optimal yet. Moreover, the teachers also preferred to teach the students directly, deductively and conventionally and rarely to create various creative activities in the learning process.
SELF-DIRECTED LEARNING IN EFL DURING COVID-19 PANDEMIC: AN ANALYSIS OF TEACHER’S PERCEPTIONS AND STUDENTS’ LEARNING AUTONOMY IN SMAN 1 SEMARAPURA Made Surya Adi Putra; Luh Putu Artini; Ni Nyoman Padmadewi
Language and Education Journal Undiksha Vol. 4 No. 1 (2021): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v4i1.31960

Abstract

The purpose of this study is to analyze how the English teacher perception about Self-directed learning, to describe the activities assigned by the teacher in online learning, and to identify Self-directed Learning components that appears in the activities assigned by the teacher. The research design in this study used embedded mix-method research design which the data was dominant presented in a qualitative data and then supported by quantitative data. The subject of this study was one English teacher who teach in tenth grade students in SMA 1 Semarapura in Klungkung Regency. There were four research instruments used in this study, those are researcher, questionnaire, observation table, and identification table. There were three main result of this research. Firstly, the teacher has positive responses for the all of the aspects of perception in questionnaires which knowledgeable in terms of knowledge, very anticipated in terms of implementation and, influential in terms of impact. Secondly, the activities assigned is not optimal yet especially in the post activity and whilst activity. Thirdly, there are two Self-directed Learning components with four indicators appeared in the activities assigned by the teacher. The data showed that there was a mismatch between teacher perception and activities assigned by the teacher in online learning.
AN ANALYSIS OF THE IMPLEMENTATION OF QUESTIONING STRATEGY IN EFL LEARNING DURING COVID-19 PANDEMIC Dewa Ngakan Putu Dodik Wiratama; Ni Nyoman Padmadewi
Language and Education Journal Undiksha Vol. 5 No. 1 (2022): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v5i1.34323

Abstract

This study aimed to analyze the types of questions used by the teacher and how the questioning strategy is implemented in EFL learning and analyze students’ opinions toward the implementation of questioning strategy in EFL learning conducted at SMAN 1 Sukawati during the pandemic situation. The English teacher and the twelfth-grade students at SMAN 1 Sukawati was the subject of this study. This study used an embedded mixed-method design with qualitative dominant. This study showed that the teacher used all types of questions proposed by Richard & Lockhart (1996) and Padmadewi et al. (2017). Those are procedural, divergent, convergent, compliance, rhetorical, prompting, and probing questions. The result also showed that the teacher frequently used low-order questions in EFL learning. Those questions occurred in three sessions; pre-activity, main activity, and post-activity. Further, there were two learning management system used by the teacher, namely WhatsApp and Google Form. Besides, the implementation of the questioning strategy also got positive responses from most of the students because it creates a better quality of teaching and learning process.
An Analysis of Parental Involvement Programs in Teaching-Learning Process during Covid-19 Pandemic Komang Josuharyadi; Ni Nyoman Padmadewi; Putu Eka Dambayana Suputra
Language and Education Journal Undiksha Vol. 4 No. 2 (2021): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v4i2.34324

Abstract

This research aimed to analyze parental involvement programs in the teaching and learning process at Aura Sukma Insani Bilingual Kindergarten during the covid-19 pandemic and the problem faced by the teacher in implementing the parental involvement programs during learning from home because of the covid-19 pandemic at Aura Sukma Insani Bilingual Kindergarten. The parents' involvement programs were analyzed using six types of parental involvement framework proposed by Epstein et al. (2002). The present study used an embedded mixed method research design to analyze the school programs involving parents and the problem faced by the teacher in implementing the parental involvement programs. The data were collected using interview, questionnaire, observation, and document analysis. The result of the study showed that (1) there are seven parental involvement programs in Aura Sukma Insani Bilingual Kindergarten, namely; parents conference, parents' interview, final report, online learning, home schooling, virtual field trip, and eco-enzyme (2) there are three problems faced by teacher in implementing the parental involvement programs during the covid-19 pandemic, namely; the connection problems during the online learning, teachers, confusion in dial parents WhatsApp numbers to conduct online learning, and students' mood during online learning.
MEMBERDAYAKAN KETERLIBATAN ORANG TUA DALAM PEMBELAJARAN LITERASI DI SEKOLAH DASAR Ni Nyoman Padmadewi; Luh Putu Artini; Putu Kerti Nitiasih; I Wayan Swandana
Jurnal Ilmu Sosial dan Humaniora Vol. 7 No. 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish-undiksha.v7i1.13049

Abstract

Literasi memegang peranan sangat penting bagi setiap orang. Keberhasilan dalam literasi siswa terutama anak-anak memerlukan peran orang tua. Tujuan penelitian ini adalah menganalisis peran orang tua dalam mendukung program sekolah terutama dalam meningkatkan literasi siswa. Penelitian dilakukan di sekolah bilingual Bali Utara yang berbasis literasi dan memiliki program melibatkan orang tua. Penelitian ini dilaksanakan dalam bentuk penelitian deskriptif kualitatif. Data dikumpulkan melalui observasi dan wawancara, dan data dianalisis secara kualitatif. Hasil analisis data menunjukkan bahwa ada 6 jenis keterlibatan orang tua yang mencakup keterlibatan dalam bentuk  parenting,  komunikasi, sukarelawan, pemberdayaan belajar di rumah, kolaborasi dengan masyarakat dan pengambilan keputusan.  Meskipun keterlibatan orang tua memiliki tantangan tersendiri tetapi telah terbukti membantu peningkatan tidak hanya literasi siswa, dalam membaca dan menulis tetapi juga literasi dalam bidang lain yang mencerminkan literasi dunia nyata. Diharapkan hasil penelitian ini bisa menginspirasi pihak terkait tentang bagaimana memberdayakan peran orang tua untuk meningkatkan literasi siswa.Kata kunci: Keterlibatan Orang Tua, Literasi
Schemes of Scaffolding in Online Education Ni Komang Arie Suwastini; Ni Putu Dewi Ersani; Ni Nyoman Padmadewi; Luh Putu Artini
RETORIKA: Jurnal Ilmu Bahasa Vol. 7 No. 1 (2021): April
Publisher : Magister of Linguistic, Postgraduated Program, Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (299.874 KB) | DOI: 10.22225/jr.7.1.2941.10-18

Abstract

Scaffolding in learning has been argued to facilitate the students’ progress. As the educational paradigm inevitably shifts into online modes, strategies for scaffolding provision need to be adjusted. This study aimed to understand the nature of the online learning environment and explore the aspects, types, and methods of scaffolding provision in online learning contexts by adopting George's (2008) research method into a qualitative design. The data were collected from experts' opinions and previous studies, as published in reputable international journals, using Education Resources Information Center (https://eric.ed.gov/), Google Scholar (https://scholar.google.com), and Research Gate (https://www.researchgate.net) as the databases. The research result is presented in an informal method. The review reveals that critical aspects of scaffolding are contingency, fading, and transfer of responsibility, which are applicable in synchronous and asynchronous learning with the support provided by peers, teachers, or technology through static or dynamic interaction. Based on its purpose, the four types of scaffolding are procedural, conceptual, metacognitive, and strategic, which can be performed strategically in online contexts through orientation to the course structure, access to resource and tools, critical thinking development, guidance to problem-solving, provisions of hints, sufficient examples, probing questions, and providing constructive feedback. These findings imply the importance of implementing scaffolding strategies in online learning contexts, although further studies need to be conducted to provide more comprehensive scaffolding models.
TEACHERS’ PERCEPTION AND PRACTICES ON GIVING FEEDBACK ON STUDENTS’ WORK DURING ONLINE LEARNING Kadek Nina Harnin; Ni Nyoman Padmadewi; Ni Luh Putu Eka Sulistia Dewi; Ni Komang Arie Suwastini
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 8 No 1 (2022): JISAE (Journal of Indonesian Student Assessment and Evaluation)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.699 KB) | DOI: 10.21009/jisae.v8i1.26011

Abstract

The aims of this study focused on looking at teachers’ perception and practice of giving feedback and also their challenges of giving feedback during online learning. This study used a descriptive qualitative method and online questionnaire was used to collect the data. The result of this study found that, teacher had a positive perception on the process of giving feedback. About 90% of teachers revealed that feedback was given to communicate about the gaps in performance, teachers’ expectation, affirming the marks and providing chances for self-assessment. Moreover, for correcting errors, there were 80% of teachers corrected the errors and highlighted them and 90% of them used word feedback positively. Time management was the biggest challenge found from the teachers for giving individual feedback. Hence, it needs to be considered to use an effective and efficient technique or tool as an aid for teachers to give the feedback during online learning.
Co-Authors ., DR. LUH PUTU ARTINI, M.A. Adnyani, Ni Luh Putu Sri Ahmad Zamzam Aron Meko Mbete Chelsea Yohana Panjaitan Desak Made Anggun Srie Durita Devy Desak Made Sri Mardani Dewa Ayu Made Juli Astari Dewa Ayu Made Juli Astari Dewa Ngakan Putu Dodik Wiratama Dewi Ariani Didit Suasta Adijaya Gede Agus Permadi Gede Satya Hermawan I Dewa Ayu Made Mutiara Lestari I Gede Budasi I Gusti Ayu Nila Nariswari Nila Nariswari I Ketut Trika Adi Ana I Komang Janu Prianda Putra I Made Suastra I Made Sukma Adisetiawan Sukadana I Nyoman Adi Jaya Putra I Nyoman Pasek Hadisaputra I Putu Andre Suhardiana I Wayan Swandana I.G.A Lokita Purnamika Utami I.G.A. Lokita Purnamika Utami Ida Ayu Fortuna Ningrum Ida Bagus Putra Yadnya Ida Bagus Putu Adhitya Arnaya Kadek Adiarta Parmawan Kadek Agus Mahardika Yasa Kadek Dian Asvini Kadek Maya Cyntia Dewi Kadek Nina Harnin Kadek Sintya Dewi Ketut Sintya Dewi Ketut Sujana Komang Dauh Resmi Komang Josuharyadi Komang Windi Wahana Putra Laksono Trisnantoro Luh Gd Rahayu Budiarta Luh Putu Artini Luh Putu Restu Adi Utami M Nova Made Diana Ayu Hemas Made Hery Santosa Made Surya Adi Putra Menggo, Sebastianus Ni Ketut Yuni Sumaharani Ni Komang Arie Suwastini Ni Komang Arie Suwastini Ni Komang Sri Mariati Ni Luh Emy Astuti Ni Luh Made Juli Candra Ningsih Ni Luh Putu Eka Sulistia Dewi Ni Luh Ratih Luciana Ni Luh Sintayani Ni Made Novi Dwi Cahyani Ni Made Novia Krismayanti Ni Made Ratminingsih Ni Made Saraswati Ansari Ni Nyoman Sarmi Ni Putu Ayu Bella Damayanti NI Putu Ayu Niya Loviyani Ni Putu Della Rikayani Ni Putu Dewi Ersani Ni Putu Tia Mahayoni Nia Ria Putri Novita Febrianti Putri Trisnawati Putu Adi Krisna Juniarta Putu Ayu Prabawati Sudana Putu Dewi Merlyna Yuda Pramesti Putu Ega Yudia Mastika Putu Eka Dambayana Suputra Putu Eka Sulistya Dewi Putu Kerti Nitiasih Putu Yoga Sathya Pratama Rani Rafikasari Margarina Rima Andriani Sari Yohanes Satria Indra Yudha