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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Ilmiah Wahana Pendidikan Jurnal Pendidikan Dasar Rare Pustaka Cendikia: Jurnal Pendidikan dan Pengajaran Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Journal Innovation In Education Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Sosial : Jurnal Ilmiah Pendidikan IPS Civilia: Jurnal Kajian Hukum dan Pendidikan Kewarganegaraan Lensa Pendas
I Nyoman Sudirman
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ANALISIS KEBUTUHAN SISWA KELAS 3 TERHADAP BAHAN AJAR INTERAKTIF IPAS BERBASIS TRI HITA KARANA DI SEKOLAH DASAR NEGERI 2 BATUR Ni Komang Juli Reka Wardani; I Nyoman Sudirman; I Nyoman Ardana; I Nyoman Sujati
Jurnal Pendidikan Dasar Rare Pustaka Vol. 7 No. 2 (2025): Jurnal Pendidkan Dasar Rare Pustaka
Publisher : ITP Markandeya Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59789/rarepustaka.v7i2.253

Abstract

Penelitian ini bertujuan untuk menganalisis kebutuhan siswa kelas 3 di Sekolah Dasar Negeri 2 Batur terhadap bahan ajar interaktif dalam mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) yang berbasis Tri Hita Karana. Tri Hita Karana merupakan konsep kearifan lokal Bali yang menekankan keharmonisan hubungan antara manusia dengan Tuhan (Parahyangan), manusia dengan sesama manusia (Pawongan), dan manusia dengan alam (Palemahan). Analisis kebutuhan ini penting untuk memahami bagaimana bahan ajar yang diintegrasikan dengan nilai-nilai lokal dapat membantu meningkatkan pemahaman siswa terhadap materi sekaligus membentuk karakter yang sesuai dengan budaya Bali. Metode yang digunakan dalam penelitian ini melibatkan observasi, wawancara dengan guru, dan angket kepada siswa. Hasil analisis menunjukkan bahwa siswa kelas 3 membutuhkan bahan ajar yang interaktif, visual, dan mudah dipahami, serta relevan dengan kehidupan sehari-hari mereka. Selain itu, guru juga membutuhkan bahan ajar yang mendukung pembelajaran berbasis proyek dan kolaboratif. Dengan adanya bahan ajar interaktif berbasis Tri Hita Karana, diharapkan siswa tidak hanya mendapatkan pengetahuan IPAS secara akademis, tetapi juga dapat menginternalisasi nilai-nilai budaya lokal.
Pengembangan Diri siswa kelas 5 SLB N 1 Bangli melalui pembelajaran multiliterasi berbantuan buku cerita anak bergambar Nurul Isnaini Fitriyana; Made Hendra Mahajaya Pramayasa; I Nyoman Sudirman
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 6 (2025): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i6.34394

Abstract

Abstrak Sejalan dengan Tujuan Pembangunan Berkelanjutan (TPB) keempat yaitu pendidikan yang berkualitas, setara, inklusif, serta mendukung kesempatan belajar seumur hidup, maka pendidikan berkualitas menjadi hak semua orang. Setiap individu memiliki akses yang setara terhadap sumber daya, peluang, dan keputusan. Tujuan dari kegiatan Pengabdian kepada Masyarakat (PkM) ini adalah untuk meningkatkan pendidikan berkualitas yang inklusif bagi siswa di SLB N 1 Bangli melalui pembelajaran multiliterasi. Kegiatan PkM ini berbantuan buku cerita anak bergambar. Pendampingan pembelajaran multiliterasi perlu diterapkan di kelas V SLB N 1 Bangli untuk pengembangan diri peserta didik. Model pembelajaran multiliterasi cocok diterapkan menggunakan media pembelajaran buku cerita anak bergambar dwibahasa (Bahasa Bali dan Bahasa Indonesia). Dimensi multiliterasi dalam media buku cerita anak bergambar dwibahasa ini meliputi literasi baca, literasi visual, literasi budaya dan kewargaan. Pendampingan dilaksanakan selama satu semester yaitu pada semester ganjil 2024/2025. Sebanyak 5 (lima) buah buku cerita anak bergambar jenjang B1, B2, dan B3 digunakan dalam kegiatan ini. Buku cerita anak bergambar menggunakan dua bahasa yaitu Bahasa Bali dan Bahasa Indonesia . Tahapan pelaksanaan PKM ini meliputi distribusi buku cerita anak, persiapan, serta pelaksanaan. Sebanyak 15 (lima belas) judul buku didistribusikan untuk media pembelajaran Seni dan Budaya. Observasi awal dilakukan melalui wawancara dengan guru kelas V, SLB N 1 Bangli, dilanjutkan dengan pendampingan dilakukan terhadap 12 orang siswa kelas V. Pendampingan selama satu semester memberikan hasil peningkatan literasi baca, literasi tulis, serta literasi budaya siswa kelas 5 SLB N 1 Bangli sebesar masing-masing 64.73%; 67.64%; serta 79.03%. Kata kunci: multiliterasi; GEDSI; anak berkebutuhan khusus; buku cerita bergambar; buku cerita bahasa Bali AbstractIn adherence to the fourth Sustainable Development Goal (SDG 4), which stipulates quality, equitable, and inclusive education and promotes lifelong learning opportunities, quality education is established as a universal right. Consequently, every individual is entitled to equal access to resources, opportunities, and decision-making processes. The objective of this Community Service (PkM) initiative was to enhance quality, inclusive education for students at SLB N 1 Bangli through the implementation of multiliteracies learning. This PkM activity utilized illustrated children's storybooks as a learning resource. The multiliteracies learning assistance was implemented in the fifth-grade classroom (Class V) of SLB N 1 Bangli to facilitate student self-development. The multiliteracies learning model was specifically tailored to be delivered using bilingual (Balinese and Indonesian) illustrated children's storybooks. The multiliteracy dimensions integrated into this bilingual medium included reading literacy, visual literacy, and cultural and civic literacy. The intervention was conducted over one semester, specifically during the odd semester of the 2024/2025 academic year. A total of five (5) illustrated children's storybooks at the B1, B2, and B3 reading levels were utilized in the core activity. These illustrated books were presented bilingually (Balinese and Indonesian) and contained local cultural values and wisdom. The implementation stages of this PkM included the distribution of children's storybooks, preparation, and execution. A total of fifteen (15) book titles were distributed to serve as a learning medium for Arts and Culture subjects. Initial observation was conducted via interviews with the class V teacher at SLB N 1 Bangli, followed by direct assistance provided to 12 students in Class V. The one-semester intervention yielded positive outcomes: reading literacy, writing literacy, and cultural literacy among the fifth-grade students at SLB N 1 Bangli increased by 64.73%, 67.64%, and 79.03%, respectively. Keywords: multiliteracy; GEDSI; children with special needs; picture children’s book; Balinese languange picture book
PEMANFAATAN ARTIFICIAL INTELLIGENCE (AI) SEBAGAI ASISTEN GURU DALAM PERENCANAAN PEMBELAJARAN IPS DI SEKOLAH DASAR: PELUANG DAN TANTANGAN IMPLEMENTASI I Nyoman Sudirman; Dwi Yanti, Ni Kadek Mila; Ni Kadek Ela Wahyuni; Agung Ayu Diah Kesuma Dewi; Ni Kadek Hindrayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60280

Abstract

Perkembangan Artificial Intelligence (AI) telah membawa perubahan yang signifikandalam dunia pendidikan, termasuk dalam perencanaan pembelajaran di sekolahdasar. Pemanfaatan AI sebagai asisten guru memberikan peluang untukmeningkatkan efektivitas dan efisiensi penyusunan perangkat pembelajaran,khususnya pada mata pelajaran Ilmu Pengetahuan Sosial (IPS). Artikel ini bertujuan untuk mengkaji pemanfaatan Artificial Intelligence (AI) sebagai asisten guru dalam perencanaan pembelajaran IPS di sekolah dasar serta menganalisis peluang dan tantangan implementasinya. Penelitian ini menggunakan metode studi literatur.Data diperoleh melalui pengkajian berbagai jurnal ilmiah, yang relevan mengenai penerapan AI dalam dunia pendidikan. Hasil kajian menunjukkan bahwa AI mampu membantu guru dalam menyusun tujuan pembelajaran, modul ajar, bahan ajar, media pembelajaran, Lembar Kerja Peserta Didik (LKPD), dan instrumen asesmen sesuai dengan karakteristik peserta didik. Selain itu, AI memberikan peluang berupa peningkatan efisiensi kerja guru, pengembangan media pembelajaran yang lebih inovatif dan interaktif, serta penyediaan pengalaman belajar yang lebih kontekstual. Namun, implementasi AI juga menghadapi berbagai tantangan, antara lain masih beragamnya kompetensi digital guru, potensi ketergantungan terhadap teknologi, serta persepsi bahwa AI dapat menggantikan peran guru. Oleh karena itu, pemanfaatan AI perlu dilakukan secara bijaksana dengan tetap menempatkan guru sebagai pengambil keputusan utama dalam proses pembelajaran sehingga AI berfungsi sebagai pendukung profesionalisme guru dalam meningkatkan kualitas perencanaan pembelajaran IPS di sekolah dasar.
PENGGUNAAN ALAT DIGITAL BERUPA MEDIA PEMBELAJARAN BERBASIS KAHOOT! SERTA DAMPAKNYA TERHADAP HASIL BELAJAR SISWA SD DALAM KURIKULUM DEEP LEARNING I Nyoman Sudirman; Ni Luh Putu Krysta Dwi Cahyani; Ni Putu Ayu Widiya Lestari; Ni Putu Revalina Swadya Putri; Ni Komang Wulandari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62093

Abstract

Instructional media plays a crucial role in clarifying materials and enhancing effectiveness in teaching and learning inteactions. The appropriate use of media, whether through printed materials or digital platforms, digital learning media is highly capable of transforming the classroom atmosphere into a more enjoyable, interactive environment, and increasing student motivation. This research method utilizes a literature review by collecting various data and academic publications accredited by Sinta and Google Scholar. This study aims to comprehensively examine the use of Kahoot! - based digital learning media and its various impacts on elementary school student.
PENERAPAN MODEL PROJECT BASED LEARNING BERBANTUAN MEDIA GAMBAR UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN PADA SISWA KELAS II SD NEGERI 2 BEBALANG I Dewa Ayu Sukaasih Maharti; I Nengah Sueca; I Nyoman Sudirman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63548

Abstract

This study was motivated by the low early reading skills of second-grade students at SD Negeri 2 Bebalang, particularly in pronunciation, intonation, fluency, voice clarity, and reading completeness. Many students still struggled to recognize letters, blend syllables, and read more complex words. Teacher-centered instruction and limited use of engaging media further contributed to this condition. This study aims to describe the implementation of the Project Based Learning (PjBL) model assisted by visual media and determine its effect on improving early reading skills. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects were 11 second-grade students at SD Negeri 2 Bebalang. Data were collected through observation and early reading tests, then analyzed descriptively by comparing results from the pre-cycle, Cycle I, and Cycle II. The results showed significant improvement. The average reading score increased from 62.64 in the pre-cycle to 72.09 in Cycle I and 78.73 in Cycle II. The percentage of students achieving mastery rose from 54.55% to 72.73% and reached 81.82% by the end of the study. Improvement occurred across all assessed aspects: pronunciation, intonation, fluency, voice clarity, and reading completeness. Thus, the PjBL model supported by visual media proved effective in enhancing early reading skills of second-grade students at SD Negeri 2 Bebalang.
ANALISIS PENGGUNAAN AI DALAM PEMBUATAN BAHAN AJAR PENDIDIKAN PANCASILA DI SD NEGERI 1 BEBALANG Handayani, Ni Wayan Riska; I Nyoman Sudirman; Desak Putu Anom Janawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64705

Abstract

Advances in Artificial Intelligence (AI) offer new opportunities for teachers to improve the efficiency and quality of instructional material development. However, the use of AI in developing Pancasila Education instructional materials at the elementary school level still faces various challenges. This study aims to analyze the implementation of Artificial Intelligence (AI) in the development of Pancasila Education teaching materials and to identify obstacles and solutions regarding its use at SD Negeri 1 Bebalang. This study employs a qualitative descriptive approach, involving one Pancasila Education teacher as the research subject. Data were collected through observation, semi-structured interviews, and analysis of teaching modules. Data analysis was conducted through data reduction, data presentation, and drawing conclusions, while data validity was tested using source triangulation and methodological triangulation. The results indicate that AI assists teachers in formulating learning objectives, designing learning activities, developing instructional media, and creating assessments more efficiently. However, the outputs generated by AI still require validation and adaptation to the curriculum and student characteristics. Challenges identified include AI outputs that do not fully align with learning needs, difficulties in crafting effective prompts, limited internet connectivity, and the absence of guidelines for AI use at the school. These challenges were addressed by refining prompts, validating AI outputs, utilizing alternative learning resources, and enhancing teachers’ competencies. Thus, AI has the potential to serve as a supportive technology in the development of instructional materials when used critically, ethically, and responsibly.  
Co-Authors Agung Ayu Diah Kesuma Dewi Desak Putu Anom Janawati Dwi Yanti, Ni Kadek Mila Handayani, Ni Wayan Riska I Dewa Ayu Sukaasih Maharti I Kadek Purnayasa I Nengah Sueca I Nyoman Ardana I Nyoman Artadana I Nyoman Sujati I Putu Diatmika I Wayan Anto Wijaya I Wayan Lasmawan Made Hendra Mahajaya Pramayasa Ngakan Gede Ersa Mahendra Ni Kadek Ela Wahyuni Ni Kadek Hindrayani Ni Ketut Marina Ni Komang Juli Reka Wardani Ni Komang Wulandari Ni Luh Made Dwi Prayanti Ni Luh Putu Krysta Dwi Cahyani Ni Made Budiasih Ni Nyoman Pitayani Ni Putu Ayu Widiya Lestari Ni Putu Revalina Swadya Putri Ni Wayan Ekayanti Ni Wayan Karti Nurul Isnaini Fitriyana Sunarianingsih, Ni Luh Putu Yanti, Ni Kadek Rini