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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Indonesia Jurnal Pendidikan IPA Indonesia Primary: Jurnal Pendidikan Guru Sekolah Dasar Journal of Educational Research and Evaluation International Journal of Community Service Learning Journal of Education Action Research Journal of Education Technology International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu DHARMASMRTI: Jurnal Pascasarjana UNHI Jurnal Pedagogi dan Pembelajaran Indonesian Values and Character Education Journal COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Journal Evaluation in Education (JEE) Indonesian Journal of Educational Development (IJED) Jurnal Media dan Teknologi Pendidikan Indonesian Journal Of Educational Research and Review
Ni Nyoman Rediani,
Unknown Affiliation
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pelatihan Penulisan dan Publikasi Artikel Ilmiah bagi Guru-Guru Sekolah Dasar Widiana, I Wayan; Tristiantari, Ni Ketut Desia; Rediani, Ni Nyoman; Yudiana, Kadek Edi; Sari, Ni Made Daini Vitri Sinta
International Journal of Community Service Learning Vol. 6 No. 2 (2022): May 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v6i2.52117

Abstract

Guru-guru sekolah dasar masih mengalami banyak hambatan dan kendala dalam penulisan karya ilmiah serta publikais ilmiah diperlukan sebagai syarat kenaikan pangkat. Pengabdian ini bertujuan untuk memberikan pemahaman guru tentang teknik penulisan karya ilmiah dan tentang cara dan sistematikan publikasi ilmiah.  Metode yang digunakan adalah In Service Training melalui metode ceramah, diskusi, presentasi, dan On Service Training melalui pendampingan melakukan perencanaan penelitian; melakukan progress report; menulis artikel ilmiah; dan pendampingan melakukan submit jurnal. Hasil dari pengabdian ini adalah peserta mampu memahami konsep artikel ilmiah dan dapat membuat artikel ilmiah yang siap publish pada jurnal-jurnal nasional terakreditasi. Kegiatan ini dikatakan berhasil karena pemahaman peserta terkait materi meningkat, respon peserta terhadap kegiatan ini sangat positif, dan terdapat salah satu guru yang mampu menulis artikel ilmiah dan siap publish di salah satu jurnal nasional terakreditasi.
Meningkatkan Kemampuan Menulis Artikel Ilmiah Melalui Pelatihan dan Pendampingan Tambaip, Beatus; Rediani, Ni Nyoman
International Journal of Community Service Learning Vol. 6 No. 4 (2022): November 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v6i4.53273

Abstract

Rendahnya kualitas penulisan artikel ilmiah mahasiswa serta tuntutan penulisan artikel sebagai syaarat yudisium menuntut solusi yang terbaik untuk mengatasi maslah tersebut. Sehingga perlu dilakukan sebuah pengabdian yang bertujuan untuk mengingkatkan kemampuan menulis artikel mahasiswa melalui pelatihan dan pendampingan. Pengabdian ini dilakukan untuk meningkatkan kemampuan mahasiswa PGSD Musamus untuk menulis artikel ilmiah. Jumlah peserta pengabdian ini sebanyak 30 orang, dimana mahasiswa ini adalah mahasiswa yang sudah selesai penelitian. Metode pengabdian yang dilakukan adalah pelatihan dengan teknik ceramah, diskusi dan praktik sedangkan pendampingan dilakukan dengan teknik klinik artikel mahasiswa. Hasil pengabdian menunjukkan bahwa Pelatihan dan pendampingan berdampak positif terhadap  kemampuan mahasiswa dalam menyusun artikel ilmiah. Hal ini dapat dilihat peningkatan pengetahuan mahasiswa sebelum dan sesudah kegiatan serta hasil dari kegiatan ini adalah artikel mahasiswa yang siap untuk disubmid dijurnal untuk dipublish. Sehingga dapat direkomendasikan adalah kegiatan yang dilakukan ini bisa berlanjut dan dijadikan sebuah kegiatan rutin untuk meningkatkan kualitas tulisan mahasiswa.
THE IMPACT OF PROJECT-BASED LEARNING ON STUDENTS' SCIENTIFIC LITERACY AND AUTONOMY Rediani, Ni Nyoman
Indonesian Journal of Educational Development (IJED) Vol. 5 No. 1 (2024): May 2024
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v5i1.3747

Abstract

Scientific literacy and autonomy are crucial for students to cope with 21st-century learning demands, where educators need to innovate the learning process. This serves as the rationale for analyzing the impact of Project-Based Learning (PjBL) on scientific literacy and autonomy among fourth-grade elementary school students. The research design employed a quasi-experimental design with a sample size of 58 participants. Data collection utilized both test and questionnaire methods. The test instrument consisted of 20 essay questions to assess scientific literacy, while the questionnaire comprised 30 statements to measure autonomy. Data analysis methods included quantitative descriptive analysis and inferential statistical analysis, employing MANOVA with a result of 0.00 < 0.05. Based on the analysis, Project-Based Learning (PjBL) significantly influences both scientific literacy and autonomy of the students, both simultaneously and partially. This is evidenced by the difference in mean values, where the mean values ​​of scientific literacy and student autonomy taught through PjBL were higher. The research findings also indicate that scientific literacy was more significantly influenced compared to student autonomy. Therefore, it can be recommended as an innovative learning approach to enhance both scientific literacy and student autonomy.
MENINGKATKAN KREATIVITAS GURU SEKOLAH DASAR MELALUI PERMAINAN RAKYAT SUKU MALIND UNTUK PEMBELAJARAN BERMAKNA (MEANINGFUL LEARNING) Kaize, Bernadetha Rizki; Rediani, Ni Nyoman; Nainggolan, Herrio Tekdi; Yusri, Yusri
COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/community.v6i1.9418

Abstract

Learning in schools along the South Papua border is still less meaningful because it has not been integrated with the local cultural context. This Community Service program aims to develop learning based on traditional games of the Malind tribe to realize Meaningful Learning in elementary schools located in the South Papua–Papua New Guinea border area. The program involved 20 teachers and was implemented through three stages: identification and documentation of relevant traditional games, training on designing learning activities based on traditional games, and mentoring the implementation of learning in the classroom. Evaluation was conducted using pretests and posttests in the form of 30 multiple-choice questions to measure improvements in teachers’ understanding. The data were analyzed using gain scores to determine differences between participants’ initial and final abilities. The results showed an increase in teachers’ competence with a gain score of 0.45, categorized as moderate. Learning based on Malind traditional games was also proven to support character development, such as cooperation, sportsmanship, and appreciation of local culture. Therefore, this model has the potential to create Meaningful Learning experiences while preserving local cultural values and is expected to be replicated in other border schools with similar characteristics in the future. ABSTRAK Pembelajaran di sekolah-sekolah wilayah perbatasan Papua Selatan masih belum optimal karena belum terintegrasi dengan budaya lokal yang dimiliki masyarakat setempat. Kegiatan Pengabdian kepada Masyarakat ini bertujuan mengembangkan model pembelajaran berbasis permainan rakyat Suku Malind sebagai upaya mewujudkan Meaningful Learning di SD perbatasan Papua Selatan–Papua Nugini. Program ini melibatkan 20 guru yang dilaksanakan melalui tiga tahapan, yaitu pendataan dan pendokumentasian permainan rakyat yang relevan, pelatihan penyusunan desain pembelajaran berbasis permainan tradisional, serta pendampingan implementasi pembelajaran di kelas. Evaluasi program dilakukan melalui pretest dan posttest berupa 30 soal pilihan ganda untuk mengukur peningkatan pemahaman guru. Data yang diperoleh dianalisis menggunakan gain score guna mengetahui perbedaan kemampuan peserta sebelum dan sesudah kegiatan. Hasil menunjukkan adanya peningkatan kemampuan guru sebesar 0,45 dengan kategori sedang. Selain meningkatkan kompetensi guru, pembelajaran berbasis permainan rakyat Suku Malind juga berkontribusi dalam penguatan nilai karakter, seperti kerja sama, sportivitas, dan kecintaan terhadap budaya lokal. Oleh karena itu, model pembelajaran ini berpotensi menghadirkan pengalaman belajar yang bermakna sekaligus menjaga kelestarian nilai-nilai budaya, serta dapat direplikasi pada sekolah-sekolah perbatasan lain dengan karakteristik yang serupa di masa mendatang  
Numeracy and Environmental Awareness Attitudes of Primary School-Age Children in the Malind Community Ni Nyoman Rediani; Trinovianto G. R Hallatu; Ivylentine Datu Palittin; Hanova Rani E. Retnaningtyas; Herrio Tekdi Nainggolan; Sunarni Sunarni; Yus Witdarko; Yusri Yusri
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1320

Abstract

Purpose of the study: This study examines students' numeracy abilities and attitudes toward environmental awareness among primary school-age children. Through an in-depth understanding of these two aspects, this study aims to provide a strong foundation for formulating appropriate solutions and learning methods that align with the needs and conditions of primary school-age children. Methodology: This research employed a descriptive method with a quantitative approach to explore numeracy literacy capabilities and attitudes toward environmental awareness. The descriptive research design was structured to provide detailed descriptions of the conditions or characteristics of the phenomena under study, focusing on "how" questions and presenting facts accurately and comprehensively. Main Findings: The results indicated that 57.5% of primary school-age children demonstrated moderate numeracy skills, while 32.5% fell into the poor category. This suggests the need for educational intervention to enhance numeracy capabilities. Additionally, children's environmental awareness attitudes largely fell into the good category at 65%. However, certain environmental awareness attitudes still require additional attention for optimal development. Systematic efforts remain necessary to improve both aspects. Novelty/Originality of this study: This study provides novel insights into numeracy capabilities and environmental awareness attitudes among primary school-age children from the Malind community in EswambiVillage. The data offers contextual and specific information regarding educational conditions and environmental awareness in this region, which has yet to be extensively studied in previous research.
Based Project Learning Based Activities On Environmental Awareness Sri Hanipah; Ni Nyoman Rediani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 6 (2023): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578//jpfkip.v12i6.10256

Abstract

The suboptimal environmental awareness among students is one of the reasons for the environmental issues faced by society. To improve this, proper learning is needed that fosters environmental care attitudes. This is the reason why research aimed at examining the effect of activity-based project-based learning on environmental care attitudes was conducted. This type of research uses a pseudo-experimental method with a posttest-only control group design. The research subjects were fifth grade students, and the data collection methods were observation, interview, and questionnaire. The results of the t test showed that the activity-based PjBL model had a positive influence on students' environmental care attitudes. This finding is supported by the significance value (Sig.), which is less than 0.05, namely 0.00. Therefore, it is recommended that this learning model be considered as a potential solution to enhance students' environmental awareness and address the suboptimal state of environmental consciousness.
Project-Based Learning Based on the Local Wisdom of the Malind Tribe: Learning Innovation to Realize Future Learning in Border Schools Ni Nyoman Rediani; Herrio Tekdi Nainggolan; Bernadetha Rizki Kaize; Yusri
International Journal of Community Service Learning Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v10i1.104300

Abstract

The low ability of teachers to determine projects in PjBL learning and the lack of understanding of teachers related to PjBL learning. This community service is carried out to increase teacher capacity in designing and implementing context-based project-based learning (PjBL) aligned with the Independent Curriculum. This community service activity was carried out at YPPK St. Fransiskus Xaverius Elementary School. The number of training participants was 20 people. The activity was carried out through several stages: preparation, training, workshops, and mentoring. In the preparation stage, the implementation team identified teacher needs and problems through field surveys and the preparation of activity administration tools. The survey results showed that most teachers experienced difficulties in designing learning projects and did not understand the basic syntax of the PjBL model. The training and workshop stages focused on strengthening teachers' conceptual understanding and practical skills in developing project-based teaching tools, with the result that around 80% of participants were able to develop learning tools that aligned with learning outcomes and integrated local cultural values of the Malind Tribe. Meanwhile, the mentoring phase significantly improved the quality of teaching materials and teachers' confidence in implementing PjBL in the classroom. The results of this activity demonstrate that training and mentoring are crucial for improving teachers' knowledge, skills, and productivity in border areas.  
Project-Based Learning Model to Improve Understanding of Science Concepts in Fifth-Grade Elementary School Students Ni Nyoman Rediani; Komang Widiani
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.v10i1.102939

Abstract

Students' conceptual understanding in several schools in Indonesia is still relatively low. Given this condition, this study aims to analyze the Project-Based Learning (PjBL) model to improve fifth-grade students' understanding of science concepts, particularly changes in natural phenomena. The study used a Classroom Action Research (CAR) approach, implemented in several cycles: planning, implementation, observation, and reflection. The subjects of this study were 24 fifth-grade elementary school students, 13 female and 11 male. Data were collected through tests, observations, and documentation, then analyzed quantitatively to assess the effectiveness of the actions. The research data obtained through observations and tests were then processed using a quantitative analysis model. The completion criteria were determined based on the Minimum Completion Criteria (KKM) ≥ 70, with a classical success indicator if at least 75% of students achieved that score. The study's results indicate that implementing PjBL effectively improves students' conceptual understanding. The percentage of classical completion increased from 25% in the pre-cycle to 41.67% in the first cycle, and reached 87.5% in the second cycle. This increase indicates that students' active involvement in contextual projects can deepen conceptual understanding, increase learning motivation, foster collaboration, and develop critical thinking skills. Therefore, PjBL can be used as an effective alternative learning model to improve the quality of understanding of science concepts in elementary schools.
Video-Supported Problem-Based Learning for Deepening Science Concepts and Nurturing Environmental Care Ni Nyoman Rediani; Pande Made Dharma Sanjaya; Novi Indriyani; Rezky Uspayanti; Dian Agustina Purwanto Wakerkwa
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.107270

Abstract

Many prospective teacher education students still feel anxious or lack confidence when participating in science learning. This condition negatively affects their level of conceptual understanding as well as the development of their social attitudes. This study aims to analyze the impact of video-assisted Problem-Based Learning (PBL) on students’ science conceptual understanding and environmental awareness. In this study, data were collected using test and questionnaire methods. The research subjects consisted of 88 students. The test method was used to measure students’ conceptual understanding, while environmental attitudes were assessed using a questionnaire instrument. Data analysis was conducted using descriptive and inferential statistical approaches. The results indicate that there was an improvement in students’ science conceptual understanding and environmental attitudes after participating in video-assisted PBL learning. Furthermore, there were significant differences in science conceptual understanding and environmental attitudes between students who were taught using video-assisted PBL and those who were not. The difference in science conceptual understanding between the two groups reached 9.34, with the experimental group obtaining a higher mean score. In addition, there was a difference of 5.13 in environmental attitudes, with the experimental group demonstrating higher mean scores compared to the control group. Therefore, it can be concluded that the implementation of video-assisted PBL is effective in enhancing prospective teacher education students’ science conceptual understanding while simultaneously fostering environmental awareness.
Digital Media-Assisted Project-Based Assessment for Enhancing Responsibility and Collaboration in Elementary Social Studies Learning Ni Komang Widiani; Ni Nyoman Rediani
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.113548

Abstract

Elementary Social Studies learning still faces challenges in developing students’ responsibility and collaboration because assessment practices tend to emphasize cognitive outcomes rather than affective and social competencies. This study aims to analyze the effectiveness of digital media-assisted Project-Based Assessment in improving students’ responsibility and collaboration in elementary Social Studies learning. This study employed a quasi-experimental design using a non-equivalent post-test only control group design. The sample consisted of fourth-grade students from two elementary schools in Kubutambahan District, namely 20 students in the experimental group and 18 students in the control group. Data were collected using questionnaires and observation sheets that had been tested for validity and reliability. Data were analyzed using descriptive statistics and MANOVA after meeting the assumptions of normality, homogeneity, covariance matrix homogeneity, and multicollinearity. The results showed that students in the experimental group obtained higher mean scores than those in the control group for responsibility and collaboration. The MANOVA results indicated a significant simultaneous effect of digital media-assisted Project-Based Assessment on both variables. The Tests of Between-Subjects Effects also showed significant partial effects on responsibility and collaboration, with responsibility showing a stronger improvement. These findings indicate that digital media-assisted Project-Based Assessment is effective in developing students’ affective and social competencies.
Co-Authors Alexander Phuk Tjilen Antara, I. G. W. S. Bako, Rahab M. Bayu, G. W. Beatus Tambaip Bernadetha Rizki Kaize Bernadetha Rizki Kaize de Lima, Cristiana Normalita Dharma Sanjaya, Pande Made Dian Agustina Purwanto Wakerkwa Fitrianti, Harani Hallatu, Trinovianto G.R Hanifah , Sri Hanova Rani E. Retnaningtyas I Gede Wahyu Suwela Antara I Kadek Edi Yudiana I Wayan Widiana Indriyani, Novi Ivylentine Datu Palittin Ivylentine Datu Palittin Jayadiningrat, Made Gautama Kaize, Bernadetha Risky Komang Widiani Nainggolan, Herrio Tekdi Ni Ketut Desia Tristiantari Ni Komang Widiani Ni Putu Cindy Pratiwi Putri Ni Wayan Rati Ni Wayan Rati Nyoman Kusmaryatni Pande Made Dharma Sanjaya Parmiti, D. P. Pujawan, I. G. N. Pulung Riyanto Putri, N. N. C. A. Retnaningtyas, Hanova Rani E. Rezky Uspayanti Sari, Ni Made Daini Vitri Sinta Sri Hanipah Sunarni Sunarni Sunarni Susanti, Luh Meiyana Ariss Syahruddin Trinovianto G. R Hallatu Trinovianto G.R. Hallatu Trinovianto George Reinhard Hallatu Yus Witdarko Yus Witdarko, Yus Yusri Yusri Yusri Yusri Yusri Yusri Yusri