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<![CDATA[MODEL PEMBELAJARAN BERBASIS PROYEK, KREATIVITAS DAN HASIL BELAJAR MAHASISWA ]]>
<![CDATA[Rati, Ni Wayan]]>;
<![CDATA[Kusmaryatni, Nyoman]]>;
<![CDATA[Rediani, Nyoman]]>
<![CDATA[ JPI (Jurnal Pendidikan Indonesia) Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v6i1.9059
<![CDATA[This study aims to examine the influence of project-based learning model for the creativity and the results of student learning partially and simultaneously, (2) to test the effect of project-based learning model to student results. This quasi-experimental research design was post-test only control group design. The study population was PGSD Undiksha VI semester student academic year 2015 as many as 175 people consisting of 5 classes. A sample of 2 (two) classes, each consisting of 63 people was obtained by random sampling group. The independent variable was the learning model that consists of two dimensions, namely project-based learning and conventional learning, while the dependent variable is the creativity and learning outcomes. Data were collected by questionnaire and tests. Data were analyzed by statistical infrensial. The hypothesis was tested by MANOVA using SPSS 16.0 for Windows. Conclusion The results of the study are: (1) There is a positive influence on project-based learning model for the creativity of the student; (2) There is a positive influence on project-based learning model for learning outcomes Elementary Science Education students; and (3) There is a positive influence on project-based learning model for learning outcomes IPA Education Elementary students simultaneously.]]>
<![CDATA[Pengaruh Model Circ Berbantuan Notes Terhadap Minat Baca dan Hasil Belajar Mahasiswa PGSD Undiksha Singaraja ]]>
<![CDATA[Rati, Ni Wayan]]>;
<![CDATA[Rediani, Ni Nyoman]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 2, No 4 (2018): November 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v2i4.16166
<![CDATA[Penelitian ini bertujuan untuk menguji 1) pengaruh model Cooperative Integrated Reading Compotition (CIRC) berbantuan Notes terhadap minat membaca, 2) pengaruh model CIRC berbantuan Notes terhadap hasil belajar pada mata kuliah Belajar dan Pembelajaran anak SD, 3) secara simultan terdapat perbedaan minat baca dan hasil belajar pada mata kuliah Belajar dan Pembelajaran Anak SD antara mahasiswa yang mengikuti metode pembelajaran CIRC berbantuan Notes dengan mahasiswa yang mengikuti pembelajaran dengan model bukan CIRC. Jenis penelitian ini adalah penelitian eksperimen semu (quasy exsperiment) dengan rancangan penelitian post-test only control group design. Populasi penelitian ini adalah mahasiswa PGSD Undiksha UPP Singaraja yang mendapatkan mata kuliah Belajar dan Pembelajaran Anak SD. Teknik pengambilan sampel yang digunakan adalah random sampling. Data dikumpulkan dengan menggunakan kuesioner dan tes. Untuk menganalisis data digunakan dua teknik analisis, yaitu analisis statistik deskriptif dan analisis infrensial. Temuan penelitian menunjukkan bahwa: 1) Terdapat pengaruh yang signifikan model pembelajaran CIRC berbantuan notes terhadap minat baca mahasiswa PGSD Undiksha UPP Singaraja. 2) Terdapat pengaruh yang signifikan model pembelajaran CIRC berbantuan notes terhadap hasil belajar mahasiswa PGSD Undiksha UPP Singaraja, dan 3) Terdapat perbedaan minat baca dan hasil belajar mahasiswa yang mengikuti proses pembelajaran dengan model pembelajaran CIRC berbantuan notes dan mahasiswa yang mengikuti pembelajaran dengan model pembelajaran selain CIRC. Dari simpulan di atas maka ada beberapa saran yang dapat disampaikan yaitu:1) Pembelajaran dengan menggunakan model CIRC berbantuan notes telah terbukti dapat meningkatkan minat baca dan hasil belajar untuk itu disarankan pada para pendidik pengajar belajar dan pembelajaran dapat mengadopsi model pembelajaran ini, 2) Bagi peneliti lain yang ingin melakukan penelitian yang sejenis, hasil penelitian ini dapat dijadikan sebagai salah satu bahan rujukan.]]>
<![CDATA[E-learning Assissted by Finger Printing on Students’ Critical Thinking and Creativity ]]>
<![CDATA[Rati, Ni Wayan]]>;
<![CDATA[Rediani, Ni Nyoman]]>
<![CDATA[ Journal of Education Technology Vol 4, No 4 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v4i4.30214
<![CDATA[The impact of covid-19 requires all types of learning activities to be carried out online. The long online learning process results in boredom among students so that the online learning process is not optimal. The research objective was to analyze the effect of e-learning assisted by finger painting on critical thinking skills and student creativity. This type of research is quasi-experimental research, the design of this study used a posttest only control group design. The study population was 180 students in semester III who received basic science concepts courses. The data collection methods used were test and non-test. This study uses two analytical techniques, descriptive analysis, and inferential analysis. Inferential analysis is used to test the research hypothesis. Before analyzing inferential data, the data is tested for normality and homogeneity. In this study, the inferential analysis was assisted by using SPSS 17.00. The results of this research can be said that with the effect of e-learning assisted by finger painting on the critical thinking and creativity abilities of PGSD students, this can be seen from the Manova test results that the resulting significant score is less than 0.05, 0.00. So it can be said that e-learning assisted by finger painting impacts critical thinking and creativity, critical thinking, and PGSD students' creativity.]]>
<![CDATA[The Effectiveness of Local Culture-Integrated Science Learning through Project-Based Assessment on Scientific Attitudes and Science Process Skills of Elementary School Students ]]>
<![CDATA[Parmiti, D. P.]]>;
<![CDATA[Rediani, N. N.]]>;
<![CDATA[Antara, I. G. W. S.]]>;
<![CDATA[Jayadiningrat, M. G.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i3.31301
<![CDATA[This study aims to analyze the effect of project-based assessment based on local culture on students' scientific attitudes and science process skills in science learning in elementary schools. This research is a quasi-experimental study with a non-equivalent post-test-only control group design. The population in this study was 151 participants, while the sample selected through random sampling technique was 61 participants divided into two classes. The data collection methods in this research were test and non-test methods. The instruments used were scientific attitude questionnaires and performance tests, and observation sheets. A validation process measured the validity and reliability of the instrument. The data obtained were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 application. The hypothesis test results show a significance value of 0.003 (Sig <0.05) so that Ho is rejected and Ha is accepted. Thus, it can be concluded that there are simultaneous effects in scientific attitudes and science process skills between students’ learning with local culture-based Project-based Assessment and students’ learning with conventional assessment applied.]]>
<![CDATA[Revised Bloom Taxonomy-Oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills ]]>
<![CDATA[Pujawan, I. G. N.]]>;
<![CDATA[Rediani, N. N.]]>;
<![CDATA[Antara, I. G. W. S.]]>;
<![CDATA[Putri, N. N. C. A.]]>;
<![CDATA[Bayu, G. W.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 1 (2022): March 2022 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v11i1.34628
<![CDATA[Students’ literacy and creative thinking skills in the learning process are not optimal. Students only master science concepts without communicating and solving problems in everyday life. It happens because the learning activities applied by the teacher are less innovative and varied. This study aims to analyze the impact of revised Bloom’s Taxonomy-oriented learning activities on creative thinking skills and scientific literacy. The study had quasi-experimental in a pretest-posttest control group design. The sample of this study was 60 students; 30 students in the experimental class and 30 students in the control class. Data collection methods used were tests and questionnaires. The instrument used was a test instrument in description of 10 questions to test critical thinking skills, a questionnaire instrument consisting of 30 statements, and a questionnaire instrument to measure scientific literacy skills. Data analysis methods used were quantitative descriptive and inferential statistical. The Manova analysis obtained 0.00 0.05. Based on the analysis results, effective learning activities develop creative thinking skills and scientific literacy, either partially or simultaneously. Even though it affects creative thinking skills and scientific literacy, the strongly influenced variable is creative thinking skill, which is indicated by a significant increase in the mean value. Thus, learning activities based on Bloom’s Taxonomy become learning recommendations to develop creative thinking skills and scientific literacy. ]]>
<![CDATA[Pelatihan Peningkatkan Keterampilan Literasi Melalui Balinese Folklore Berbantuan Media Call ]]>
<![CDATA[Susanti, Luh Meiyana Ariss]]>;
<![CDATA[Rediani, Ni Nyoman]]>
<![CDATA[ International Journal of Community Service Learning Vol 6, No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijcsl.v6i1.46059
<![CDATA[Literasi merupakan salah satu keterampilan yang wajib dimiliki saat ini, oleh sebab itulah pembelajaran harus membiasakan siswa mengembangkan kemampuan literasinya, namun kenyataannya saat ini pembelajaran saat ini masih konvensional yang memberikan pengaruh terhadap rendahnya literasi. Tujuan pengabdian ini adalah Memberikan pengetahuan dan pemahaman serta meningkatkan keterampilan guru dalam peningkatkan keterampilan literasi berbasis character values melalui balinese folklore berbantuan media call. Jenis penelitian ini. Metode kegiatan yang dilakukan adalah penyampaian materi, pelatihan dan pendampingan. Hasil kegiatan Terjadi peningkatan pengetahuan khalayak sasaran (mean score) antara sebelum dan sesudah diberikan pengetahuan sebesar 31,9 (57,4%). Hal ini menunjukkan bahwa kegiatan pengabdian yang dilakukan telah berhasil meningkatkan pengetahuan khalayak sasaran tentang pengetahuan dan pemahaman serta keterampilan guru tentang pembelajaran balinese folklore berbantuan media call. Dengan adanya pelatihan ini akan memberikan dampak yang positif terhadap kemampuan literasi siswa.]]>
<![CDATA[Dampak Pembelajaran Berbasis Masalah Berbasis Aktivitas terhadap Keterampilan Berpikir Kritis dan Hasil Belajar bagi Pengembangan Konsep-Konsep Dasar IPA ]]>
<![CDATA[Ni Nyoman Rediani]]>
<![CDATA[ Mimbar Ilmu Vol. 27 No. 3 (2022): Desember ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v27i3.55431
<![CDATA[Kemampuan berpikir kritis dan hasil belajar dua hal yang penting menentukan keberhasilan peserta didik, namun saat ini baik kedua variabel itu beluam bisa dikatakan dimiliki secara optimal oleh peserta didik. Hal ini menjadi alasan mengapa penelitian yang bertujuan menganalisis dampak model problem-based learning berbasis aktivitas pembelajaran terhadap kemampuan berpikir kritis dan hasil belajar mahasiswa PGSD dilakukan. Rancangan penelitian ini adalah quasi-eksperimental design berupa nonequivalent post-test only control group design. Sampel penelitian ini berjumlah 58 orang terdiri dari 23 peserta didik kelas eksperimen dan 25 peserta didik kelas kontrol. Pengumpulan data penelitian menggunakan metode tes. Instrument yang digunakan adalah instrument tes berupa soal uraian sebanyak 10 butir soal untuk menguji kemampuan berpikir kritis dan hasil belajar. Teknik analisis data yang digunakan dalam penelitian ini yaitu manova. Hasil penelitian menunjukkan bahwa Model PBL berbasis aktivitas berdampak terhadap kemampuan berpikir kritis dan hasil belajar baik secara simultan maupuan secara parsial. Hasil menunjukkan adanya perbedaan yang cukup signifikan. Hasil analisis nampak juga variabel yang dipengaruhi lebih besar adalah hasil belajar dibandingkan dengan kemampuan berpikir kritis. sehingga dapat direkomendasikan bahwa model PBL berbasis aktivitas ini bisa direkomendasikan sebagai salah satu model pembelajaran inovatif untuk meningkatakan kemampuan berpikir kritis dan hasil belajar.]]>
<![CDATA[Project Based Learning: Enhancing Character and Creative Thinking Skills through Activity-Based Projects in Numeracy Literacy Courses ]]>
<![CDATA[Rediani, Ni Nyoman]]>;
<![CDATA[Palittin , Ivylentine Datu]]>;
<![CDATA[Kaize, Bernadetha Rizki]]>
<![CDATA[ Indonesian Values and Character Education Journal Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ivcej.v7i1.80139
<![CDATA[The numerous incidents of fights and bullying among students indicate current problems with character development. Additionally, advances in technology and science require individuals to master creative thinking skills. Therefore, this study aims to explore the impact of an activity-based PjBL model on the development of character and creative thinking skills. This research employs a quasi-experimental design known as the nonequivalent post-test only control group design. The population consists of all elementary education students enrolled in the Numeracy Literacy Development course, totaling 120 students. Tests and questionnaires are often used in research to collect data. The data collection methods employed in this study involve descriptive analysis and inferential statistical analysis. Inferential analysis was conducted using MANOVA. The research results indicate differences in character and creative thinking skills after students were taught using the Activity-Based PjBL Model. Based on the study, there are differences in character and creative thinking skills, as seen from the differences in mean values. The difference in character between students taught with the Activity-Based PjBL model and those who were not was 13.74, with the experimental group having a higher average character. Similarly, the difference in creative thinking skills between students taught with the Activity-Based PjBL model and those who were not was 11.44, with the experimental group showing a higher average creative thinking ability. Additionally, the analysis indicates that the variable influencing more is character rather than creative thinking skills. These findings provide a strong basis for recommending the activity-based PjBL model as a solution to improve students' character and creative thinking skills. This model not only focuses on the completion of concrete projects but also integrates activities that encourage collaboration, problem-solving, and innovation.]]>
<![CDATA[LEARNING LOSS: WHY IS COLLABORATION BETWEEN EDUCATORS AND PARENTS IMPORTANT? ]]>
<![CDATA[Rediani, Ni Nyoman]]>;
<![CDATA[Kaize, Bernadetha Risky]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 4 No. 3 (2023): November 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v4i3.3202
<![CDATA[The condition of learning loss has already occurred or been experienced by students in suburban or rural areas. While it cannot be denied that this phenomenon also occurs in urban areas, its frequency is not as high as in suburban and rural regions. This research is conducted in the form of an ex-post facto study, which means data collection is carried out after the event being studied has occurred. The subjects of this research involve 15 teachers, comprising 2 civil servants (PNS) and 13 contract teachers (honorer). Grade 5 has a total of 20 students with diverse abilities. The data collection methods used in this research include observation, interviews, questionnaires, and tests. The analytical technique applied in this study is based on the assumption of linearity using regression linearity testing. The research results indicate a significant influence between the roles of educators and parents in addressing learning loss, as indicated by significance values smaller than 0.05. Furthermore, the calculation results show that the combined influence of the variables of educators' and parents' roles is 0.879. The inactivity of educators and parents in the learning process can lead to learning loss, which in turn negatively impacts the quality of education. Therefore, effective communication, collaboration, cooperation, and coordination are necessary to ensure that the education process remains of high quality.]]>
<![CDATA[Educational Assessment: Parental Economics and the High Incidence of Learning Loss ]]>
<![CDATA[Tjilen, Alexander Phuk]]>;
<![CDATA[Rediani, Ni Nyoman]]>
<![CDATA[ Indonesian Journal of Educational Research and Review Vol. 6 No. 3: October 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v6i3.68656
<![CDATA[Loss of specific or general knowledge and skills, commonly referred to as ‘learning loss,’ continues to be a concern in Indonesia. This research aims to analyze the relationship between economic factors and the incidence of learning loss among students. The primary objective is to gain a deeper understanding of how economic aspects can impact students’ learning outcomes. The research employed an ex-post facto research design, which involves data collection after the event being studied. The study involved 30 fifth-grade elementary school students and 30 parents as participants. Data was collected through methods such as observation, interviews, questionnaires, and tests. The data analysis approach in this research assumes linearity. The research results highlight a significant correlation between parents’ economic conditions and learning loss, underscoring a critical issue in the education sector. With a significance value (Sig value) less than 0.05, it can be concluded that parents’ economic backgrounds play a pivotal role in influencing the extent of learning loss. Learning loss, often attributed to factors like students participating in family economic activities such as forest labor or fishing, can have adverse effects on the quality of education and human resource development. Consequently, addressing this issue requires concrete actions, including providing support to affected students and fostering a more inclusive educational environment.]]>
