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All Journal Jurnal Santiaji Pendidikan (JSP) Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Didaktik : Jurnal Ilmiah PGSD STKIP Subang Pendikdas: Jurnal Pendidikan Dasar Sphatika: Jurnal Teologi Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Ni Nyoman Tri Wahyuni
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Education Other

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IMPLEMENTASI GERAKAN LITERASI SEKOLAH (GLS) PADA PEMBEJARAN JARAK JAUH DI SD NEGERI 26 PEMECUTAN Ni Nyoman Tri Wahyuni; Putu Suweka Oka Sugiharta; I Wayan Eka Biasa
Jurnal Santiaji Pendidikan (JSP) Vol. 12 No. 2 (2022): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v12i2.5124

Abstract

Penelitian ini bertujuan untuk mengetahui implementasi Gerakan Literasi Sekolah (GLS) yang dilaksanakan di SD Negeri 26 Pemecutan pada saat pembelajaran jarak jauh dengan menggunakan pendekatan deskriptif kualitatif. Data ini dikumpulkan dengan teknik observasi non partisipan, wawancara tak terstruktur, angket tertutup, dan kuisioner terbuka. Pandemi Covid-19 menyebabkan kegiatan pembelajaran tidak dapat dilaksanakan secara tatap muka, kegiatan pembelajaran dilaksanakan jarak jauh. Demikian pula pelaksanaan Gerakan Literasi Sekolah (GLS) tidak dapat dilaksanakan seperti biasanya. Di SD Negeri 26 Pemecutan sebelumnya dilaksanakan kegiatan literasi dengan kegiatan membaca 15 menit sebelum pembelajaran dimulai serta kunjungan rutin ke perpustakaan seminggu sekali, namun pada pembelajaran jarak juah tidak dapat dilaksanakan kegiatan-kegiatan tersebut.  Pada saat pembelajaran jarak jauh Gerakan Literasi Sekolah (GLS) di SD Negeri 12 Pemecutan dilaksanakan dengan berbagai kegiatan seperti literasi di awal pembelajaran, pelatihan membaca nyaring untuk siswa, orang tua, dan guru, guru melakukan apersepsi, sekolah aktif dalam kegiatan festival literasi sekolah serta peserta didik membuat video bercerita. Kegiatan ini diharapakan dapat meningkatkan kemampuan literasi peserta didik meskipun dilaksanakan secara jauk jauh.
Kearifan Lokal Alas Duwe sebagai Sumber Belajar Konservasi Hutan pada Masyarakat Bali Gusti Ayu Dewi Setiawati; Ni Nyoman Tri Wahyuni
Sphatika: Jurnal Teologi Vol. 13 No. 1 (2022)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.398 KB) | DOI: 10.25078/sphatika.v13i1.1271

Abstract

The function of the forest is very important. Apart from being a source of storage and regulation of water, forests have other functions, namely sources of plant and animal germplasm, soil reserves, energy sources, sources of production materials and human needs, and aspects of the biosphere that cannot be replaced. The importance function of the forest causes the forest to never escape from its use and management, and efforts are always made to maintain its sustainability. Behind the rampant forest destruction, in Bali there are several forest areas that are still being preserved, known as alas duwe. This study aims to describe alas duwe as a form of local wisdom of the Balinese people. The study used a qualitative approach with data collection in the form of journal documentation, articles and books, data analysis is used through stages, including; data reduction, data presentation, triangulation and drawing conclusions. Based on the study, it was found that the existence of alas duwe is a social control mechanism that controls the behavior of the surrounding community, thus enabling alas duwe to remain sustainable. Local wisdom in the form of forests in Bali can be used as a learning source.
APLIKASI KONSEP PEMBELAJARAN ABAD KE-21 DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM (IPA) DI SEKOLAH DASAR (SD) I Komang Wisnu Budi Wijaya; I Made Wiguna Yasa; Ni Nyoman Tri Wahyuni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 5 (2023): Volume 09 No. 05 Desember 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i5.2168

Abstract

Currently, the world has entered the 21st century, marked by the recognition of information as a necessity for society and activities based on information and communication technology. In this situation, humans undoubtedly need various new skills. These skills are trained in learning, giving rise to the concept of 21st-century learning. This research aimed at analyzing the application strategies of the 21st-century learning concept in science learning at the elementary school level. This study applied the literature research model. The research data were derived from literature related to science learning and 21st-century learning. The data were analyzed using content analysis techniques. Based on the research results, the 21st-century learning can be applied in science learning at elementary schools by implementing student-centered learning models, concrete learning in a group learning atmosphere, and applying science products in the community environment.
Efektivitas Reward dan Punishment dalam Meningkatkan Disiplin Belajar Siswa Sekolah Dasar pada Pembelajaran Matematika I Made Sudharma Adi Putrawan; Ni Nyoman Mariani; Ni Nyoman Tri Wahyuni
Pendikdas: Pendidikan Dasar Vol 7, No 1 (2026): Mei 2026
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v7i1.1075

Abstract

Disiplin belajar siswa sekolah dasar masih menjadi permasalahan penting yang berdampak pada rendahnya kualitas pembelajaran dan kurang optimalnya pembentukan karakter siswa. Kondisi ini menunjukkan perlunya strategi pedagogis yang efektif untuk meningkatkan disiplin belajar secara sistematis. Penelitian ini bertujuan untuk menguji pengaruh metode reward dan punishment terhadap disiplin belajar siswa. Penelitian menggunakan desain quasi-experimental dengan model one-group pretest–posttest, melibatkan 56 siswa kelas V di SDN 2 Dalung sebagai partisipan penelitian. Data dikumpulkan melalui angket disiplin belajar yang telah diuji validitas dan reliabilitasnya serta didukung oleh observasi, kemudian dianalisis menggunakan uji paired sample t-test. Hasil penelitian menunjukkan adanya peningkatan signifikan disiplin belajar siswa dari nilai rata-rata pretest 82,95 menjadi 126,38 pada posttest, dengan nilai signifikansi p 0,05 serta effect size (Cohen’s d) sebesar 3,10 yang tergolong sangat besar. Temuan ini menunjukkan bahwa metode reward dan punishment efektif dalam meningkatkan disiplin belajar siswa secara signifikan dan berdampak kuat secara praktis. Disimpulkan bahwa penerapan reward dan punishment yang bersifat edukatif, proporsional, dan kontekstual mampu membentuk perilaku disiplin siswa secara berkelanjutan. Penelitian ini berkontribusi dalam penguatan praktik pendidikan karakter dan mendukung pencapaian SDG 4 Quality Education melalui peningkatan kualitas pembelajaran dan pengembangan karakter siswa di tingkat pendidikan dasar.
Development of Project-Based Learning Oriented Teaching Materials for Elementary School Learning Media Course in the OBE-Based Merdeka Curriculum Gusti Ayu Dewi Setiawati; Ketut Manik Asta Jaya; Kadek Yudista Witraguna; Ni Nyoman Tri Wahyuni; I Gusti Putu Suyatna Juliantara; I Komang Agus Bayu Juniarta
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 34 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v34i22025p354-367

Abstract

Abstract: This research aims to develop project-based learning-oriented teaching materials for the elementary school learning media course in the OBE-based Merdeka Curriculum to improve the student’s learning process, using the ADDIE development model. Designed for the elementary school teacher education program at I Gusti Bagus Sugriwa Denpasar State Hindu University, the process included needs analysis, material design, development (lesson plans and modules), and validation by five experts evaluating content, media, and language. Effectiveness and practicality were assessed through lecturer and student response questionnaires. Results show the teaching material is valid and practical, with lesson plans rated “very feasible,” modules achieving a positive Content Validity Ratio (CVR > 0), and high practicality scores (93 percent and 92.65 percent). These findings indicate strong acceptance by both lecturers and students. The integration of Outcome-Based Education (OBE), the Merdeka Curriculum, and Project-Based Learning (PjBL) within a single instructional resource offers a new model connecting theory, practice, and real classroom application. Abstrak: Penelitian ini bertujuan untuk mengembangkan bahan ajar berbasis proyek untuk mata pelajaran media pembelajaran di sekolah dasar dalam Kurikulum Merdeka berbasis OBE, guna meningkatkan proses belajar siswa, yang dilakukan dengan menggunakan model pengembangan ADDIE. Dirancang untuk program studi pendidikan guru sekolah dasar di Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar, prosesnya meliputi analisis kebutuhan, desain materi, pengembangan (rencana pembelajaran dan modul), serta validasi oleh lima ahli yang mengevaluasi konten, media, dan bahasa. Efektivitas dan kepraktisan dievaluasi melalui kuesioner respon dosen dan siswa. Hasil menunjukkan bahan ajar tersebut valid dan praktis, dengan rencana pembelajaran yang dinilai “sangat layak,” modul mencapai Content Validity Ratio (CVR) positif (CVR > 0), dan skor kepraktisan yang tinggi (93 persen dan 92,65 persen). Temuan ini menunjukkan penerimaan yang kuat baik dari dosen maupun siswa. Integrasi Outcome-Based Education (OBE), Kurikulum Merdeka, dan Pembelajaran Berbasis Proyek (PjBL) dalam satu sumber daya instruksional menawarkan model baru yang menghubungkan teori, praktik, dan penerapan secara nyata di kelas.
HUBUNGAN ANTARA MOTIVASI BELAJAR DENGAN HASIL BELAJAR MATEMATIKA SISWA KELAS V DI SD NEGERI 3 DELOD PEKEN TABANAN Ni Putu Anggi Dama Yanti; A.A. Ngurah Budiadnyana; Ni Nyoman Tri Wahyuni
Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS Vol 17 No 1 (2026): Edisi Juni
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pgsdunars.v17i1.8881

Abstract

Mathematics learning in elementary school plays an important role in developing students’ logical thinking, systematic reasoning, and problem-solving skills. However, the mathematics learning outcomes of Grade V students at SD Negeri 3 Delod Peken Tabanan still show variation and are not yet optimal. This is indicated by the presence of students who have not achieved the Minimum Mastery Criteria (KKTP), as well as uneven levels of student learning motivation. This condition suggests a relationship between learning motivation and students’ mathematics learning outcomes. Therefore, this study aims to determine the relationship between learning motivation and mathematics learning outcomes of Grade V students at SD Negeri 3 Delod Peken Tabanan. This research employed a quantitative approach with a correlational research design. The research subjects consisted of 43 students. Data collection techniques were carried out through questionnaires to measure learning motivation and document analysis to obtain data on mathematics learning outcomes in the form of Final Semester Assessment (SAS) scores. The data were analyzed using descriptive analysis and Pearson Product Moment correlation test. The results showed that the average student learning motivation score was 69.05 (moderate category), and the average mathematics learning outcome was 77.37 (good category). There is a positive, strong, and significant relationship between learning motivation and students’ mathematics learning outcomes, with a correlation coefficient of r = 0.796 and a significance value of < 0.001 (< 0.05). Thus, H₀ is rejected and Hₐ is accepted. The coefficient of determination of 63.3% indicates that learning motivation contributes significantly to students’ mathematics learning outcomes. In conclusion, the higher the students’ learning motivation, the higher their mathematics learning outcomes.
PENERAPAN KEGIATAN KOKURIKULER BERBASIS SENI DAN BUDAYA LOKAL DALAM MENANAMKAN NILAI PENDIDIKAN KARAKTER PADA MURID KELAS IV SD NEGERI 5 SUMERTA DENPASAR I Putu Nanda Saputra; I Gede Sedana Suci; Ni Nyoman Tri Wahyuni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14334

Abstract

This study is motivated by the importance of instilling character education values through learning activities based on local culture. Co-curricular activities based on local arts and culture are considered effective in fostering character values through active and meaningful learning experiences. This study aims to describe the implementation of co-curricular activities based on local arts and culture in instilling character education values in fourth-grade students of SD Negeri 5 Sumerta Denpasar. This study employed a descriptive qualitative approach involving teachers and fourth-grade students of class IVB at SD Negeri 5 Sumerta Denpasar as the research subjects. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing to obtain an in-depth understanding of the implementation of the activities. The results showed that the co-curricular activities were implemented through painting activities that actively involved students in the learning process. The character values developed were creativity and independence. Creativity was reflected in students’ ability to express ideas and produce artworks, while independence was demonstrated through their ability to prepare tools and materials, complete their work independently, and take responsibility for the results. The implementation of the activities was supported by students’ enthusiasm and the teacher’s role; however, it still faced obstacles such as limited time and differences in students’ abilities in creating artworks.
Co-Authors A.A. Ngurah Budiadnyana Gusti Ayu Dewi Setiawati I Gusti Putu Suyatna Juliantara I Komang Agus Bayu Juniarta I Komang Wisnu Budi Wijaya I Made Sudharma Adi Putrawan I Made Wiguna Yasa I Putu Nanda Saputra I Wayan Eka Biasa Kadek Yudista Witraguna Ketut Manik Asta Jaya Ni Nyoman Mariani Ni Putu Anggi Dama Yanti Putu Suweka Oka Sugiharta Sedana Suci, I Gede