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All Journal WIDYA LAKSANA Prima Magistra: Jurnal Ilmiah Kependidikan
I Made Hendra Sukmayasa
Universitas Pendidikan Ganesha, Singaraja, Indonesia
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INTEGRATION OF TRI HITA KARANA VALUES IN DIFFERENTIATED LEARNING AND ITS IMPACT ON SOCIAL ATTITUDES AND IPAS LEARNING OUTCOMES IN ELEMENTARY SCHOOL STUDENTS Ni Nyoman Kurnia Wati; I Made Hendra Sukmayasa
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 3 (2025): Volume 6 Number 3 (July 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i3.5549

Abstract

Social attitudes and IPAS learning outcomes among fifth-grade students necessitate improvement. Observations indicate a lack of student engagement, underdeveloped collaborative skills, limited participation in discussions, and persistent low scores below the minimum competency criteria on reassessments. Consequently, this research was conducted to analyze the influence of differentiated instruction integrated with Tri Hita Karana (THK) principles on the social attitudes and IPAS learning outcomes of fifth-grade students within Cluster III, Buleleng District. This study employed a quasi-experimental design with a post-test-only control group. The population comprised 284 students, from which a sample of 71 students was selected using simple random sampling. The independent variable was differentiated instruction incorporating THK, while the dependent variables were social attitudes and fifth-grade IPAS learning outcomes. Data were collected through observation for social attitudes and tests for IPAS learning outcomes. Quantitative descriptive and inferential statistical analyses, specifically Multivariate Analysis of Variance (MANOVA), were utilized for data analysis. The findings revealed significant F values in the Corrected Model section for social attitudes (F = 40.187) and IPAS learning outcomes (F = 17.168), as well as significant multivariate test statistics for Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's Largest Root (F = 29.250). Therefore, it can be concluded that: (1) differentiated instruction infused with THK significantly influences students' social attitudes; (2) differentiated instruction infused with THK significantly influences students' IPAS learning outcomes; and (3) concurrently, differentiated instruction infused with THK has a significant impact on both students' social attitudes and IPAS learning outcomes.
EXPLORING CATUR GURU VALUES IN CLASSROOM INTERACTION: A PEDAGOGICAL DISCOURSE ANALYSIS OF THE SUWINDIA MODEL IN HINDU RELIGIOUS EDUCATION A A Pt Suari; I Gede Suwindia; Ni Nyoman Kurnia Wati; Ni Putu Dian Utami Dewi; I Made Hendra Sukmayasa
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6687

Abstract

Hindu religious education in elementary schools often remains normative, providing limited space for critical dialogue, even though the teachings of Catur Guru contain essential values for shaping students’ character. This study emphasizes a pedagogical discourse analysis of the implementation of the SUWINDIA model, which is integrated with the Hindu epistemology of Catur Pram??a. The research employs a descriptive qualitative approach within Fairclough’s Critical Discourse Analysis framework, encompassing the dimensions of text, discourse practice, and social practice. Data were collected through participatory observation, in-depth interviews, and document analysis of Catur Guru textbooks. The findings reveal that, at the textual dimension, teachers employ religious vocabulary, metaphors, and cohesion to instill spiritual values; at the level of discourse practice, teacher–student interactions recontextualize the values of Catur Guru through discussion, instruction, and reflection; whereas at the level of social practice, learning functions as a medium for the internalization of devotion, discipline, and spiritual awareness. The implementation of SUWINDIA is shown to align with Catur Pram??a, as it encourages students to learn through direct experience, reasoning, analogy, and sacred teachings. This study contributes to the development of Hindu religious education models that are more dialogical, reflective, and applicable in primary education
Pendampingan Implementasi Framework Design Thinking untuk Meningkatkan Kreativitas Media dan Inovasi dalam Pembelajaran Bahasa Inggris SD Kadek Sonia Piscayanti; I G A Lokita Purnamika Utami; I Made Hendra Sukmayasa; I Gusti Agung Ayu Putu Listyana
JURNAL WIDYA LAKSANA Vol 15 No 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v15i1.104365

Abstract

Keterbatasan pengetahuan dan keterampilan guru dalam merancang media yang kreatif serta minimnya pemahaman terhadap pendekatan inovatif dalam pembelajaran. Pengabdian masyarakat ini bertujuan untuk meningkatkan kreativitas guru dalam mengembangkan media dan inovasi pembelajaran Bahasa Inggris di Sekolah Dasar (SD). Kegiatan pengabdian ini menggunakan desain partisipatif dengan model pendampingan berbasis kebutuhan guru. Metode pengumpulan data dengan observasi, wawancara, dokumentasi, dan tes. Metode kegiatan terdiri dari sosialisasi, workshop, diskusi kelompok, dan pendampingan praktik langsung pembuatan media. Analisis data dilakukan secara tematik menggunakan teknik triangulasi. Hasil kegiatan menunjukkan bahwa guru mampu memahami konsep Design Thinking serta menghasilkan media pembelajaran inovatif seperti kartu kosakata interaktif, permainan edukatif berbasis bahasa Inggris, dan video pembelajaran sederhana. Implementasi kegiatan ini berdampak positif dalam meningkatkan motivasi belajar siswa sekaligus keterampilan profesional guru. Dengan demikian, pendampingan ini berhasil mendukung peningkatan kualitas pembelajaran Bahasa Inggris di sekolah dasar melalui pemanfaatan pendekatan kreatif dan kolaboratif. Implikasi kegiatan ini yaitu penerapan Design Thinking menjadi pendekatan yang relevan dan efektif dalam memperkuat kapasitas guru sekaligus meningkatkan mutu pembelajaran yang berpusat pada siswa.
Co-Authors A A Pt Suari I Gede Suwindia I Gusti Agung Ayu Putu Listyana I.G.A. Lokita Purnamika Utami Kadek Sonia Piscayanti Ni Nyoman Kurnia Wati Ni Nyoman Kurnia Wati Ni Putu Dian Utami Dewi