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All Journal Jurnal Pendidikan dan Pengajaran WIDYA LAKSANA Journal of Education Action Research
Ni Wayan Sukerti
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Humanities Education Public Health Social Sciences Other

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The Effect of Self-Assessment and Students’ Learning Autonomy towards Students’ Performance in Vocational Education Ni Ketut Widiartini; Ni Wayan Sukerti
Jurnal Pendidikan dan Pengajaran Vol 56 No 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v56i1.60491

Abstract

Creating an independent learning process realized through student-centred learning is quite challenging by many vocational educators particularly in selecting appropriate learning method. Therefore this study was purposed to analyze the effect of self-assessment and students’ learning autonomy towards students’ performance in vocational education. Quasi-Experimental with 2x2 factorial design was used as the research model of this study by involving 60 fourth semester students who took fashion design course. They were selected by using random-matching sampling technique. The data were collected thorough pre-test and post-test in which self-assessment and performance test rubrics were used as research instruments. The obtained data were analysed quantitatively particularly by conducting descriptive quantitative and inferential statistical analysis with the assistance of SPSS.25. The results showed that self-assessment along with the students’ learning autonomy affected students’ performance. Self-assessment improved students’ performance in which it was inseparable from learning autonomy as the influencing factor. In addition, the results drew that students were directly involved in the learning process and self-assessment was maximized by students’ learning autonomy in affecting their performance. The implication of this study strengthens the use of self-assessment and learning autonomy towards students’ performance in fashion design course.
Learning Discipline, Achievement Motivation, Intellectual Intelligence, and Teachers' Pedagogical Competence on Students' Science Learning Outcomes Ni Ketut Sulastri; Ni Luh Gede Erni Sulindawati; Ni Wayan Sukerti
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111352

Abstract

Science learning outcomes have not yet achieved optimal levels, as reflected in students’ low learning motivation and engagement. This condition is associated with internal student factors namely learning discipline, achievement motivation, and intellectual intelligence as well as an external factor represented by teachers’ pedagogical competence. This study aims to examine the contribution of these four factors to science learning outcomes, both partially and simultaneously. A quantitative approach employing an ex post facto research design was utilized. The study population consisted of 235 eighth-grade students, from which 148 participants were selected using the Krejcie and Morgan sampling table. Data were collected through Likert-scale questionnaires and documentation of students’ end-of-semester summative assessment scores. Data analysis involved simple regression, multiple linear regression, and partial correlation techniques after meeting the required statistical assumptions. The findings indicate that learning discipline, achievement motivation, intellectual intelligence, and teachers’ pedagogical competence each make significant contributions to science learning outcomes, both individually and collectively. These results underscore the importance of strengthening students’ internal learning factors in alignment with the continuous enhancement of teachers’ pedagogical competence. The study implies that structured pedagogical interventions are essential to optimize science learning outcomes.
Konseling Behavioral Berbasis Assertive Training dan Positive Reinforcement untuk Meningkatkan Kompetensi serta Mental Set Keguruan Ketut Sedana Arta; Ni Wayan Sukerti; Putu Ari Dharmayanti; Ni Wayan Astri Antari
JURNAL WIDYA LAKSANA Vol 14 No 2 (2025): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v14i2.103350

Abstract

Guru sekolah dasar masih menghadapi kendala dalam mengembangkan kompetensi sosial berupa komunikasi asertif dan membangun mental set keguruan yang positif, sehingga berdampak pada efektivitas interaksi pembelajaran di kelas. Pengabdian ini bertujuan meningkatkan kompetensi sosial–komunikasi asertif sekaligus memperkuat mental set keguruan melalui pendekatan konseling behavioral berbasis assertive training dan positive reinforcement. Pengabdian ini diikuti oleh 20 orang guru sekolah dasar. Kegiatan dilaksanakan dengan pendekatan partisipatif yang didukung dengan pre-test dan post-test. Tahapan kegiatan pengabdian ini, terdiri dari (1) sosialisasi, (2) pelatihan, (3) penerapan teknologi, (4) pendampingan dan evaluasi. Data dikumpulkan melalui kuesioner skala Likert 4 poin yang memuat aspek komunikasi asertif dan mental set keguruan. Analisis dilakukan menggunakan SPSS dengan uji statistik deskriptif. Hasil menunjukkan peningkatan skor dari kategori sedang menjadi tinggi pada aspek komunikasi asertif maupun mental set keguruan. Maka, dapat disimpulkan bahwa program ini terbukti efektif memperkuat keterampilan sosial dan kesiapan mental guru, sekaligus meningkatkan kepercayaan diri dalam pengelolaan kelas dan komunikasi kolaboratif. Model pelatihan ini berpotensi direplikasi pada berbagai konteks pendidikan untuk meningkatkan profesionalisme guru.
Co-Authors Ketut Sedana Arta Ni Ketut Sulastri Ni Ketut Widiartini Ni Luh Gede Erni Sulindawati Ni Wayan Astri Antari Putu Ari Dharmayanti