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All Journal Linguistika Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal Pendidikan Bahasa Jepang Undiksha Language and Education Journal RETORIKA: Jurnal Ilmu Bahasa Jurnal Pendidikan Indonesia Jurnal Ilmu Sosial dan Humaniora Jurnal Inovasi Teknologi Pendidikan PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English and Literature Journal Linguistic, English Education and Art (LEEA) Journal Jurnal Ilmiah POTENSIA International Journal of Language and Literature Journal of Education Technology Jurnal Ilmiah Pendidikan Profesi Guru JISAE (Journal of Indonesian Student Assesment and Evaluation) ACITYA Journal of Teaching & Education PROJECT (Professional Journal of English Education) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Linguistic, English Education and Art (LEEA) Journal Indonesian Journal Of Educational Research and Review Soshum: Jurnal Sosial dan Humaniora Takuana: Jurnal Pendidikan, Sains, dan Humaniora Studies in English Language and Education Al-Zayn: Jurnal Ilmu Sosial & Hukum Journal of Innovative and Creativity Vifada Journal of Education SEAQIL Journal of Language Education Journey: Journal of English Language and Pedagogy
Ni Nyoman Padmadewi
Unievrsitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Empowering Social Environment as Scaffolding for Students with Autistic Spectrum Disorder (ASD) in Teaching Basic Communication Ni Nyoman Padmadewi; I Made Sukma Adisetiawan Sukadana; I Putu Yoga Purandina; Ida Ayu Fortuna Ningrum; Lesly Narwasti Ndun
Soshum: Jurnal Sosial dan Humaniora Vol. 14 No. 1 (2024): March 2024
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v14i1.63-73

Abstract

Students with ASD have obvious characteristics that they have limitations in making communication and have low social awareness. For that reason, they need to be supported on how they can improve their communication ability. This research aimed to describe how the social environment is empowered and created to help students with ASD learn to communicate. The study's design was a multi-case study conducted in an inclusive school in North Bali. Three cases of students with ASD with their teachers, the school principal, and a technical assistant were involved as the study's subjects. The data were collected for 12 months and analyzed qualitatively. The study results show that several types of social environments were modified to teach students about basic communications such as morning circles, cooperative buddy programs, sensory garden programs, modelling, and go-play activities. The use of the programs functions as scaffolding, which then indicates improvements in the students ' social interactions and basic communication. The implication of this study suggests the importance of creating a supportive social environment program for students with ASD to enhance their social awareness and interaction.Students with ASD have obvious characteristics that they have limitations in making communication and have low social awareness. For that reason, they need to be supported on how they can improve their communication ability. This research aimed to describe how the social environment is empowered and created to help students with ASD learn to communicate. The study's design was a multi-case study conducted in an inclusive school in North Bali. Three cases of students with ASD with their teachers, the school principal, and a technical assistant were involved as the study's subjects. The data were collected for 12 months and analyzed qualitatively. The study results show that several types of social environments were modified to teach students about basic communications such as morning circles, cooperative buddy programs, sensory garden programs, modelling, and go-play activities. The use of the programs functions as scaffolding, which then indicates improvements in the students ' social interactions and basic communication. The implication of this study suggests the importance of creating a supportive social environment program for students with ASD to enhance their social awareness and interaction.
Identifying Code-Mixing by Influencers in Captions on Social Media: Instagram Dewa Ayu Andhina Maretha Putri; Ni Nyoman Padmadewi; Luh Putu Artini
Soshum: Jurnal Sosial dan Humaniora Vol. 14 No. 3 (2024): November 2024
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v14i3.235-240

Abstract

People’s ability to communicate with another person through a combination of verbal and non-verbal means is called language. This study recognizes the use of language in code-mixing in societies of social media. The objective of this study is to identify and analyze the types of code-mixing that are used by bilingual influencers. The researcher adopted a qualitative approach using an observation schedule and sheet. The result showed there is the domination of one type of code-mixing that is used in the Instagram captions of the participant. According to Suwito (1983), there are four kinds of forms of code-mixing.  The four types of code-mixing are word insertion, phrase insertion, hybrid, and repetition. Phrase insertion became the most frequent type of codemixing that occurred in Instagram captions of those three influencers reaching 33.3%.
Negotiating Languages: The Sociolinguistic Dynamics of Balinese, Indonesian, and English in Penglipuran Village Ni Luh Eka Setyawati; Ni Nyoman Padmadewi
Soshum: Jurnal Sosial dan Humaniora Vol. 15 No. 3 (2025): November 2025
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v15i3.239-246

Abstract

This study investigates multilingual practices in Penglipuran Village, Bali, focusing on how Balinese, Indonesian, and English are used in daily tourism-related interactions. Over three months, participatory observation captured natural communication between villagers and tourists. Findings reveal that Balinese is primarily used for internal communication, Indonesian for domestic tourists, and English for foreign visitors, with flexible code-switching depending on context. These results highlight the community’s linguistic adaptability and cultural awareness, emphasising the role of local tour guides as cultural mediators. The study contributes to sociolinguistics in tourism by illustrating how multilingualism supports cultural preservation and enhances sustainable tourism experiences.
Exploring Strategies of Incorporating Multicultural Values in the Teaching and Learning Process at an Inclusive Primary School in North Bali Ni Nyoman Padmadewi; Luh Putu Artini; Nengah Suparta; Putu Kerti Nitiasih; I Gede Wahyu Suwela Antara; Ni Made Yuniari
Soshum: Jurnal Sosial dan Humaniora Vol. 16 No. 1 (2026): March 2026
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v16i1.73-83

Abstract

Incorporating multicultural values into the process of teaching and learning in school is important for enhancing inclusivity. There has been an abundance of studies conducted on this topic; however, most of them were conducted on special related subject matters, and there are limited resources for exploring strategies of how multicultural values can be implemented in all dimensions of school life. This study aims to explore strategies for incorporating multicultural values in an inclusive school. The study was conducted in the form of a case study in a private full-inclusion primary school in North Bali, considered a favourite and successful school in implementing multicultural values by the society around the school. The teachers have received specialized trainings to support and teach autistic students in an inclusive class. The school has 12 students with mild autism spectrum disorder (ASD) integrated with neurotypical students in every grade from grades 1 to 6.  The data were gathered over a period of six months through observations, in-depth interviews, and document analysis and were subsequently analysed qualitatively. This study found three main results. First, the school uses eight integrated strategies, five through activities that are part of the curriculum and three through activities that are not part of the curriculum. Second, these strategies have effects on many levels, such as more empathy, cooperation, less prejudice, more cultural pride, better critical thinking, and stronger social ties. Third, teachers' answers to the questionnaire show that they have consistently strong positive views about the program's cognitive, interpersonal, civic, and global outcomes. The study implied that the strategies positively influence students' attitudes and holistic development.
The Effect of Digital Flashcards on Students’ Reading Comprehension: A Quantitative Study Putu Devita Kiranaputri Suada; Ni Nyoman Padmadewi; Kadek Sintya Dewi
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.965

Abstract

This study aims to investigate using digital flashcards as a learning tool for tenth-grade SMA Negeri 1 Singaraja students' instruction in reading comprehension. Given the challenges students have in their reading comprehension, integrating digital learning tools can be a successful approach for raising engagement and comprehension among them. Two groups—an experimental group guided using digital flashcards and a control group guided using conventional media—were part of a quasi-experimental research design. A post-test was done to assess how digital flashcards might affect students' reading comprehension. The gathered data, which included homogeneity tests, normality tests, and an independent t-test to determine statistical significance, was analysed using SPSS. The results showed that the experimental group did noticeably better than the control group, implying that digital flashcards improve the reading comprehension of students. According to the findings, digital flashcards can be quite a useful and interesting tool for raising students' reading competency. The study adds to the growing corpus of studies on digital learning media and provides useful guidelines for teachers on including technology in English language instruction.
The The Effect of Project-Based Learning Activities on Students’ Learning Engagement and Achievement in English Classroom at Junior High School I Made Duta Kharisma; Ni Nyoman Padmadewi; Luh Putu Artini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6911

Abstract

The current research focused on examining the implementation of project-based learning activities to improve students’ learning engagement and learning achievement at Junior High School. Mix-Method approach was adapted by employing sequential explanatory design. There were 62 of eighth-grade students were involved as research samples. They were selected by using cluster random sampling which were divided into control and experimental group. The data were collected from test, questionnaire survey, and interview. The instruments used were speaking and writing rubric assessment, close-ended questionnaire, and interview guide. The quantitative data were analyzed through inferential statistics which was MANOVA analysis meanwhile qualitative data were by adapting Qualitative Data Analysis. The findings revealed that the project-based learning had a significant effect on students’ learning engagement and achievement as well as the implementation was perceived positively by the students.
Differentiated Assessment Practices in a Montessori-Based Elementary School: A Qualitative Study on Implementation, Challenges, and Benefit Agung Ayu Dyah Permata Sari; Ni Nyoman Padmadewi; I G A Lokita Purnamika Utami
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i4.108924

Abstract

Differentiated assessment has become an important approach to addressing students’ diverse learning needs; however, evidence regarding its implementation in Montessori primary education remains limited. This study aimed to investigate the implementation of differentiated assessment, identify the challenges faced by teachers, and examine its benefits. A qualitative case study design was employed involving two teachers responsible for fourth-, fifth-, and sixth-grade students. Data were collected through surveys, classroom observations, and semi-structured interviews using an open-ended questionnaire, an observation sheet, and an interview guide. The questionnaire was administered over one week, followed by one week of classroom observations and subsequent interviews. The collected data were analyzed using thematic analysis. The findings revealed that differentiated assessment was implemented through well-planned learning activities, formative assessment practices, varied assessment tasks and products, and a prepared learning environment. Teachers’ experience and professional competence were identified as key factors supporting effective implementation, while limited professional training remained a major challenge. The implementation of differentiated assessment also contributed positively to students’ academic performance and supported teachers’ professional development. In conclusion, differentiated assessment is an effective approach for accommodating diverse learning needs in Montessori classrooms, although its success depends on teachers’ competencies and institutional support. These findings highlight the importance of continuous professional development to strengthen teachers’ capacity in implementing differentiated assessment effectively.
Co-Authors ., DR. LUH PUTU ARTINI, M.A. Adnyani, Ni Luh Putu Sri Agung Ayu Dyah Permata Sari Ahmad Zamzam Aron Meko Mbete Chelsea Yohana Panjaitan Desak Made Anggun Srie Durita Devy Desak Made Sri Mardani Dewa Ayu Andhina Maretha Putri Dewa Ayu Made Juli Astari Dewa Ayu Made Juli Astari Dewa Ngakan Putu Dodik Wiratama Dewa Putu Ramendra Dewi Ariani Didit Suasta Adijaya Fadhlan Saini Gede Agus Permadi Gede Satya Hermawan Gede Weda Rukmana I Dewa Ayu Made Mutiara Lestari I GA Lokita Purnamika Utami I Gede Budasi I Gede Budasi I Gede Wahyu Suwela Antara I Gusti Ayu Agung Manik Wulandari I Gusti Ayu Nila Nariswari Nila Nariswari I Made Duta Kharisma I Made Suastra I Made Sukma Adisetiawan Sukadana I Nyoman Pasek Hadisaputra I Putu Andre Suhardiana I Putu Yoga Purandina I Wayan Swandana I.G.A. Lokita Purnamika Utami Ida Ayu Fortuna Ningrum Ida Bagus Putra Yadnya Kadek Adiarta Parmawan Kadek Agus Mahardika Yasa Kadek Diah Nilawati Kadek Dian Asvini Kadek Nina Harnin Kadek Sintya Dewi Kadek Sintya Dewi Kadek Yudha Septiawan Ketut Sintya Dewi Ketut Sujana Komang Dauh Resmi Komang Dendi Krisna Murti Komang Josuharyadi Komang Windi Wahana Putra Laksono Trisnantoro Lesly Narwasti Ndun Luh Gd Rahayu Budiarta Luh Putu Angelina Septiani Luh Putu Artini Luh Putu Artini Luh Putu Restu Adi Utami M Nova Made Hery Santosa Made Surya Adi Putra Menggo, Sebastianus Nengah Suparta Ni Ketut Yuni Sumaharani Ni Komang Arie Suwastini Ni Komang Arie Suwastini Ni Komang Sri Mariati Ni Luh Eka Setyawati Ni Luh Eka Setyawati Ni Luh Made Juli Candra Ningsih Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Sri Adnyani Ni Luh Ratih Luciana Ni Made Novi Dwi Cahyani Ni Made Novia Krismayanti Ni Made Ratminingsih Ni Made Saraswati Ansari Ni Made Yuniari Ni Nyoman Sarmi Ni Putu Alia Anjani Ni Putu Ayu Bella Damayanti NI Putu Ayu Niya Loviyani Ni Putu Ayu Suniwiartini Ni Putu Della Rikayani Ni Putu Dewi Ersani Nia Ria Putri Novita Febrianti Putri Trisnawati Putu Adi Krisna Juniarta Putu Aprilia Sinta Putri Utami Putu Ayu Prabawati Sudana Putu Devita Kiranaputri Suada Putu Dewi Merlyna Yuda Pramesti Putu Ega Yudia Mastika Putu Eka Dambayana Suputra Putu Kerti Nitiasih Putu Kerti Nitiasih Putu Suarcaya Putu Yoga Sathya Pratama Rani Rafikasari Margarina Rima Andriani Sari Safrina Hulu Yohanes Satria Indra Yudha