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All Journal International Journal of Natural Science and Engineering Bisma The Journal of Counseling Jurnal Ilmiah Pendidikan Profesi Guru Jurnal EDUTECH Undiksha
Kadek Suranata
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education Engineering Social Sciences

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Media Pembelajaran Kartu Kuartet Berbantuan Panduan Model Picture and Picture Pada Muatan Pendidikan Pancasila Luh Della Suci Pratiwi; Kadek Suranata; Kadek Yudiana
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 6 No. 2 (2023): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v6i2.63959

Abstract

Kendala yang sering dihadapi yaitu muatan Pendidikan Pancasila hanya berpedoman pada buku pegangan guru sehingga kegiatan pembelajaran menjadi kurang efektif. Penelitian ini bertujuan untuk mengembangkan media pembelajaran kartu kuartet berbantuan panduan model picture and picture pada muatan Pendidikan Pancasila. Jenis penelitian ini yaitu pengembangan dengan menggunakan model ADDIE. Subjek penelitian yaitu para ahli yang meliputi 2 ahli media pembelajaran, dan 2 ahli materi pembelajaran. Subjek uji coba yaitu 2 orang guru, 3 siswa untuk uji coba perorangan dan 5 orang untuk uji coba kelompok kecil. Metode pengumpulan data yaitu obsevasi, wawancara, angket atau kuisioner, studi dokumentasi, tes tertulis dan rating scale. Instrumen pengumpulan data yaitu rating scale. Teknik analisis data yaitu analisis deskriptif kualitatif dan analisis deskriptif kuantitatif serta analisis deskriptif statistik inferensial. Hasil penelitian yaitu penilaian dari ahli pembelajaran 95% (sangat baik) dan ahli media yaitu 98% (sangat baik). Hasil dari uji perorangan 95% dan uji kelompok 91% (sangat baik). Hasil uji kepraktisan yang dilakukan oleh guru 94% (sangat praktis). Hasil uji-t menunjukan adanya perbedaan dengan signifikansi pada hasil belajar Pendidikan Pancasila sebelum menggunakan media pembelajaran kartu kuartet berbantuan panduan model picture and picture pada muatan Pendidikan Pancasila. Disimpulkan bahwa media pembelajaran kartu kuartet berbantuan panduan model picture and picture dapat meningkatkan hasil belajar siswa.
The Academic Stress Coping Scale for High School Students Putu Febry Shaputra; Kadek Suranata
Bisma The Journal of Counseling Vol. 7 No. 3 (2023): December
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v7i3.71375

Abstract

Changes in learning needs, especially High pressure to achieve learning outcomes is a key reason for stress in high school students.This research aims to develop an academic stress coping scale for high school students and to analyze the stress coping possessed by high school students. This research is an R&D development research with subjects of 63 class XI high school students who have high academic stress. The action involved administering two types of questionnaires: the academic stress coping questionnaire and the DAS-21 questionnaire, then collecting the data on a questionnaire sheet given to students. The collected academic stress coping data was then analyzed using descriptive analysis techniques. The results of the research show that the academic stress coping scale developed has a weak positive correlation with the Distress Anxiety Scale-21 (DAS-21) questionnaire with concurrent test results of 0.179 with an F-table value of 0.05 (5%) N = 63 – 1 = 62, the F-table value is 1.998, so the F-count < F-table. The DAS-21 questionnaire, when used with the academic stress coping questionnaire, is invalid. It cannot adequately measure students' academic stress, necessitating the use of a dedicated academic stress coping questionnaire to accurately assess and explore students' stress levels. It can be concluded that the development of the academic stress coping scale questionnaire was successful and can be used to measure student academic stress. The innovation in this research has implications for handling stress experienced by students more optimally.
Cognitive Behavioral Counseling Modeling Technique Procedures to Increase Student Learning Motivation and Concentration I Kadek Sudiarsana; I Ketut Dharsana; Kadek Suranata; Ni Ketut Suarni; Luh Putu Sri Lestari
Bisma The Journal of Counseling Vol. 7 No. 3 (2023): December
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v7i3.75219

Abstract

Students' low motivation and concentration can be seen from their lack of focus in participating in class learning. This has an impact on reducing student learning outcomes. One effort that can be made to overcome this problem is by providing cognitive behavioral counseling services to students. This research aims to analyze the procedures for implementing cognitive behavioral counseling modeling techniques to increase student learning motivation and concentration as well as analyzing the suitability of the validity of the contents of the cognitive behavioral counseling manual modeling techniques. This research includes development research using the Four-D research model. The subjects involved in this research were 3 competent experts in the field of Guidance Counseling and Psychology, 5 Guidance Counseling Teachers, and 34 junior high school students as subjects in a limited trial. Data collection was carried out using a questionnaire method with a research instrument in the form of a guidebook product validity instrument. Data analysis was carried out using the Lawshe formula, while hypothesis testing used MANOVA. The research results showed that the CVR value per item obtained a score of 1 (CVR > 0) and the results of the CVI analysis obtained a score of 1 (CVI > 0). Meanwhile, the results of the hypothesis test obtained a sig value. 0.000 (< 0.05). It can be concluded that the inovation  product has a very high content validity value and it is proven that the cognitive behavioral modeling technique counseling guide is effective in increasing students' learning motivation and concentration. This research has implications for improving the quality of student learning through increasing learning motivation and concentration.
Cognitive Behavioral Counseling Guide with Cognitive Restructuring Techniques to Reduce Social Anxiety in Students Victims of Bullying Ni Putu Harisila Mutari; Kadek Suranata; Putu Ari Dharmayanti; Ni Ketut Suarni; Nyoman Dantes
Bisma The Journal of Counseling Vol. 7 No. 3 (2023): December
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v7i3.75224

Abstract

The problem of social anxiety experienced by students who are victims of bullying has become a major concern, given its negative impact on students' mental health and academic success. This study aims to develop the cognitive behavioral counseling Handbook with Cognitive Restructuring Techniques to Reduce Social Anxiety in Students Victims of Bullying. This research method uses research and development (R&D) with a 4D (Four D) model developed by Thiagarajan, using a questionnaire instrument. Expert testers on the guidance product involve 3 Guidance and Counselling experts. The results of this study show that (1) produce a cognitive behavioral counseling guidebook, (2) test the validity with the Lawshe formula for the content of the guidebook. The results of the content validity analysis obtained the result of CVR of each item more than 0 (CVR>0) and no items of smaller value were found; from 0 (CVR<0). The CVI score was obtained with a value of 1, then it can be interpreted that the feasibility of this guidebook is high to be developed, (3) the practicality test of the guidebook on the assessment of 4 counseling guidance practitioners was declared practical (88%), (4) the effectiveness of the guidebook obtained a sig value (2-tailed) of 0.000 < 0.05 or below 0.05 then a size effectiveness test was carried out to obtain a value of 5.183 This means that the implementation of cognitive behavioral counseling with cognitive restructuring techniques is effective for reducing social anxiety in students victims of bullying.
The Impact of Picture Card Media Oriented to Strengthening Character Education on Balinese Language Learning Outcomes in Elementary Schools Gusti Ayu Kade Yeni Setiawati; Kadek Suranata; Kadek Yudiana
Jurnal Edutech Undiksha Vol. 12 No. 1 (2024): June
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v12i1.62071

Abstract

Currently, the quality of the character is decreasing. In addition, many students still need help understanding learning material. This study aims to develop a media-oriented picture card to strengthen character education on learning outcomes in Balinese for third-grade elementary school students. This research is a type of development research with the ADDIE model. The subjects of this study were 2 content experts, 2 learning designs, 2 learning media, and 2 teachers. The product trial subjects were 3 students for individual trials and 9 for small group trials. Data collection methods include document studies, rating scales, and written tests. The data collection instruments are document studies, rating scale sheets, and test questions. The data analysis techniques are descriptive qualitative analysis, quantitative descriptive analysis, and inferential statistical analysis. The study results, namely the assessment by subject content experts, are 0.94 (very high). The assessment results from learning design experts were 0.86 (very high). The results of the assessment of learning media experts are 0.94 (very high). The results of the practicality assessment given by the teacher and students obtained very good qualifications. The results of the effectiveness test show that there is a significant difference before and after using picture card media. It was concluded that picture card media was effectively used in learning Balinese.
STAD Learning Model Assisted by 3D Natural Features Learning Media on the Cognitive Competence Ni Kadek Michella Devayani; Kadek Suranata; I Gusti Agung Ayu Wulandari
International Journal of Natural Science and Engineering Vol. 10 No. 1 (2026): April - INPRESS
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijnse.v10i1.111602

Abstract

The low cognitive competence in Science and Social Studies (IPAS) among elementary school students remains a significant issue, primarily caused by teacher-centered instruction, limited variation in teaching methods, and the minimal use of concrete learning media. These conditions make it difficult for students to understand abstract concepts, particularly those related to natural landscape features. This study aimed to examine the effect of the Student Teams Achievement Divisions (STAD) learning model assisted by 3D Natural Landscape Features learning media on students' cognitive competence in IPAS. The study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. The participants were fourth-grade elementary school students assigned to an experimental group and a control group. Data were collected through multiple-choice tests and analyzed using descriptive and inferential statistics. The results revealed a significant difference in mean scores between the experimental group (85.5) and the control group (67.2), indicating a substantial improvement in the cognitive competence of students who received instruction through the STAD learning model supported by 3D Natural Landscape Features learning media. The mean difference of 18.3 points reflects a meaningful academic gain, suggesting that the instructional intervention had a strong positive impact on students’ mastery of IPAS concepts. It can be concluded that the STAD learning model assisted by 3D Natural Landscape Features learning media is effective in enhancing the cognitive competence of elementary school students in IPAS learning.
Co-Authors Gusti Ayu Kade Yeni Setiawati I Gusti Agung Ayu Wulandari I Kadek Sudiarsana I Ketut Dharsana Kadek Yudiana Luh Della Suci Pratiwi Luh Putu Sri Lestari Ni Kadek Michella Devayani Ni Ketut Suarni Ni Putu Harisila Mutari Nyoman Dantes Putu Ari Dharmayanti Putu Febry Shaputra