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All Journal IJoLE: International Journal of Language Education Journal of Educational Research and Evaluation International Journal of Language and Literature International Journal of Natural Science and Engineering International Journal of Elementary Education Thinking Skills and Creativity Journal Journal for Lesson and Learning Studies Jurnal Pendidikan IPA Indonesia
Dewantara, Kadek Andre Karisma
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Arts Humanities Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Problem Based Learning Model Assisted by PhET Interactive Simulation Improves Critical Thinking Skills of Elementary School Students Widiarta, I Gusti Komang Agus Angga Putra; Antara, I Gede Wahyu Suwela; Dewantara, Kadek Andre Karisma
Thinking Skills and Creativity Journal Vol. 6 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v6i1.61945

Abstract

The problems faced by students are difficulties in understanding the questions and not having sufficient ability to work on new questions given by the teacher. The purpose of this study is to analyze the effect of the Problem Based Learning model assisted by the phET application on electricity learning materials. This type of research is quasi-experimental. The research population totaled 192 students. The total number of samples is 35 students. The method for obtaining data is the description test method. The instrument used is a description test. The data analysis technique is descriptive qualitative, quantitative and inferential statistical analysis. The results of the study are the results of the t-test which obtain t-count = 52.07 greater than t-table = 2.034, so that there is a significant difference in critical thinking ability between students who use the conventional model and students who are taught using the Problem-based Learning model assisted by the application of PhET material for class VI elementary school electricity. It was concluded that Problem-based Learning assisted by the PhET application could improve the critical thinking ability of fourth grade elementary school students in electricity material. The implication of this research is that Problem-based Learning can be used to improve critical thinking ability.
E-Scrapbook: The Needs of HOTS Oriented Digital Learning Media in Elementary Schools Antara, I Gede Wahyu Suwela; Dewantara, Kadek Andre Karisma
Journal for Lesson and Learning Studies Vol. 5 No. 1 (2022): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v5i1.48533

Abstract

The adaptation of new habits after the COVID-19 pandemic has an impact on the lack of availability of learning media that can be used to support the learning process. The role of learning media is very important in the learning process, one of which is to facilitate students in practicing higher-order thinking skills as one of the 21st century skills that must be possessed by students. This study aims to analyze the needs and explore the role of teachers in the process of developing digital learning media containing HOTS-based questions in elementary schools. This research is a descriptive research by conducting a needs analysis. The data was collected using observation and interview methods with instruments in the form of observation sheets and interview sheets. Data analysis was carried out qualitatively. The results show that digital-based learning media containing HOTS questions used in post-covid-19 learning are still limited and not varied. In addition, teachers also have not played a major role in developing digital-based learning media containing HOTS questions. This indicates that the development of digital-based learning media containing HOTS questions needs to be developed as an effort to improve the quality of learning after the COVID-19 pandemic.
Breaking Barriers: Empowering Visual Impaired Students with Audio-Assisted Balinese Script Relief Media for Enhanced Literacy at A Special Public School Sudarma, I Komang; Sujana, I Wayan; Dewantara, Kadek Andre Karisma; Ardiyasa, I Nyoman Suka; Sudiartini, Ni Pande Kadek Dewi
International Journal of Language Education Vol. 8, No. 2, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i2.64092

Abstract

The difficulties faced by teachers at a Special Public School in teaching Balinese script literacy to visually impaired children have resulted in low literacy skills in Balinese script among these students. In order to maximize Balinese script learning, appropriate learning media tailored to the characteristics of visually impaired children are necessary. This study aims to determine the design, feasibility, and effectiveness of the Relief Balinese Script Media (Reaksi) assisted by audio to improve the Balinese script literacy of visually impaired students at a Special Public School. The study utilizes the ADDIE development model with a quantitative research design. Data collection methods include written tests assessing Balinese script writing. The subjects of this study are 12 visually impaired students. The results of this development study are as follows: (1) the design of the audio media achieved a score of 93.15%, qualifying as excellent; (2) the Reaksi media was deemed feasible, scoring 91.44% and qualifying as excellent; (3) the obtained t-value was 77.97, while the t-table value at a significance level of 5% was 2.101. These results indicate that the t-value is greater than the t-table value, thus rejecting H0 and accepting H1. Therefore, it can be concluded that the Relief Balinese Script Media (Reaksi) assisted by audio is effectively applied to improve the Balinese script literacy of visually impaired students at a Special Public School. This audio-assisted Relief Balinese Script Media (Reaksi) helps visually impaired students recognize the actual forms of Balinese script, thereby enhancing the literacy skills of Balinese script reading and writing among visually impaired students.
Trilingual Supplementary Learning Material: Needs of English Learning Materials for First Grade Elementary School Students Dewantara, Kadek Andre Karisma; Adnyani, Ni Luh Putu Sri; Suarcaya, Putu
International Journal of Elementary Education Vol 8 No 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i2.79031

Abstract

One of the factors that greatly influence the ineffectiveness of language learning in schools is the limited resources, including textbooks, teaching materials, and other supporting tools needed for effective English learning. Therefore, supplementary learning materials are needed that can complement the lack of teaching materials in English Classes. As an initial stage in designing and developing supplementary learning materials, this research aims to conduct a needs analysis in two elementary schools to obtain an initial picture of the needs of teachers and students as a basis for designing supplementary learning materials. This research is a qualitative descriptive study. Data were collected by interviews and direct observation. Data from the interview were analyzed descriptively. Based on the results of the analysis, it is known that there are several problems, such as teachers’ difficulties in speaking English, students’ disinterest in learning English due to limited vocabulary, and lack of interactive learning activities. Therefore, additional trilingual learning materials are needed with three equivalent languages: English, Indonesian, and Balinese. Providing learning materials covering three languages and integrated with interactive activities and games is expected to be a more inclusive and effective solution for improving students’ language skills.
Reading Related Activities in English Textbook and How the Texts are Exploited in the Classroom Dewantara, Kadek Andre Karisma; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i3.48583

Abstract

Reading comprehension skill is an important requirement that must be possessed by students in learning English. To support students’ reading skill development, the role of the teacher and the learning materials are crucial. This study is an attempt to describe the reading related activities in English text book for Grade 9 and how the texts are exploited in the classroom by teacher. This study uses a descriptive qualitative which analyze the textbook used by the students and observe an English teacher who teach the ninth grade. The data of this research collected through document analysis, classroom observation, and interviews. The data were   analyzed through four processes of data analysis which involved data collection, data reduction, data display and conclusion. The study found that, there are five types of reading related activities contain in English textbook namely: skimming/scanning activities, lexical items activity, linking words activity, activating activity, and questioning activity. Besides that, the most frequent exploited text done by the teacher in the class are completing activity in the form of fill the blank, grammatical words activity, and identifying order of event activity. This research was limited in time, number of subjects and data source so further research is suggested for more generable findings.
Developing Trilingual Supplementary Learning Materials to Enhance First-Grade Elementary Students’ Receptive and Productive English Language Skills Dewantara, Kadek Andre Karisma
International Journal of Language and Literature Vol. 8 No. 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v8i2.93146

Abstract

One of the key factors contributing to the ineffectiveness of language learning in schools is the limited availability of resources, including textbooks, teaching materials, and other essential tools required for effective English language instruction. Therefore, additional learning materials are needed to supplement the deficiencies of classroom teaching resources in English language learning. This study aims to develop supplementary trilingual learning materials to facilitate students' receptive and productive English language skills in first-grade elementary school. This research follows a development approach using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data were collected using a Likert scale questionnaire involving two experts. The research employed a quantitative descriptive analysis method. The developed prototype of the supplementary learning materials consists of six chapters with a total of 75 pages. The materials are designed to be engaging, featuring illustrations, audio for listening skills, games, and vocabulary tables in each chapter. The use of specially designed supplementary materials to enhance receptive skills (listening and reading) and productive skills (speaking and writing) in English is expected to make a significant contribution to improving students' English proficiency.
Artificial Intelligence-Based Virtual Tour for Vocational High Schools in Tourism Sector in Developing English Language Competence for Guides Ramendra, Dewa Putu; Juniarta, Putu Adi Krisna; Parma, I Putu Gede; Jayanta, I Nyoman Laba; Tantri, Ade Asih Susiari; Dewantara, Kadek Andre Karisma
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.71704

Abstract

This study aims to develop a virtual tour based on artificial intelligence for vocational high school students in the field of tourism in developing English language competencies for guides. This study contributes to the development of innovative technology-based learning media to improve the English language competence of vocational high school students in the field of tourism. This study adopts a design-based research approach utilizing the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). The data analysis in this study will employ both qualitative and quantitative methods. The findings of this study indicate a significant improvement in students' English language competence after using the Artificial Intelligence-Based Virtual Tour. The large effect size (Cohen’s d = 2.14) further confirms the strong impact of this intervention, demonstrating its effectiveness in improving students' abilities in English communication for guiding. The implementation of Artificial Intelligence (AI)-based Virtual Tour enables interactive simulations that resemble real-life situations in the tourism world, providing direct exposure for students to practice in a professional context. With the automatic evaluation and feedback features of AI, students can improve their language skills effectively, flexibly, and sustainably, making it a relevant approach to developing English language competency in the tourism sector.
A Systematic Review of AI-Powered Tools in English Language Learning for Vocational Students Dewantara, Kadek Andre Karisma; Laksana, I Putu Yoga; Saraswati, Ni Putu Ritra Trees Ari Kartika Hadi
International Journal of Natural Science and Engineering Vol. 8 No. 3 (2024): Oktober
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijnse.v9i2.101889

Abstract

Vocational education emphasizes the development of practical skills aligned with industry needs. In today's digital era, English proficiency combined with the ability to adapt to technological advancements such as Artificial Intelligence (AI) is essential. AI-powered tools have begun to transform English language learning by offering personalized, adaptive, and interactive experiences. This systematic review aims to examine and synthesize the characteristics of AI-powered tools and their implementation in English language learning for vocational students, focusing on how these technologies support communication, industry-specific language use, and learner autonomy. This systematic review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to ensure a comprehensive and transparent review process. Data were gathered through searches in electronic databases including Scopus, ERIC, Google Scholar, and Web of Science using keywords such as “AI in language learning,” “vocational students,” “ESP,” and “English learning technology.” After screening based on inclusion and exclusion criteria, 20 studies published between 2018 and 2024 were selected for analysis. A narrative synthesis was used to extract and organize key themes. The review identified the following characteristics of AI-powered tools used in vocational English education: real-time feedback, adaptive content delivery, speech recognition for speaking practice, and chatbot-based conversation simulation. These tools were mostly applied through mobile apps, web platforms, and LMS integration. The outcomes showed positive impacts on students’ speaking fluency, vocabulary acquisition, motivation, and engagement. AI-powered tools offer significant potential for enhancing English language learning in vocational settings by providing personalized and flexible learning pathways.
Design Thinking Learning with a Neuro-Linguistic Programming (NLP) Approach to Enhance Autonomous Learning in Early Writing and Reading Kristiantari, Maria Goreti Rini; Purnami, I Gusti Ayu Lokita; Tristiantari, Ni Ketut Desia; Bayu, Gede Wira; Dewantara, Kadek Andre Karisma; Dewi, Ni Putu Utami
International Journal of Language Education Vol. 9, No. 3, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.77406

Abstract

The purpose of this study is to develop learning model of design thinking learning with a Neuro-Linguistic Programming (NLP) approach to enhance autonomous learning in early writing and reading. This study conducted base on problems that exist in strategies for teaching early writing and reading in elementary schools and seek solutions that can increase the effectiveness of this process. This study adopts a design-based research approach utilizing the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). The data analysis in this study will employ both qualitative and quantitative methods. The findings of this study indicate a significant improvement in early writing and reading after using design thinking learning with a Neuro-Linguistic Programming (NLP) approach. The Design Thinking approach integrated with NLP provides a comprehensive solution to improve reading, writing and autonomous learning skills. By implementing the stages of Design Thinking equipped with NLP principles, students can be actively involved in the learning process, develop basic literacy skills, and build a more independent, confident, and disciplined learning attitude. The learning concept that integrates Design Thinking and Neuro-Linguistic Programming (NLP) offers an innovative and effective approach to improving early reading and writing skills as well as autonomous learning.
Metacognitive-Based Learning Model: Improving Agile Innovation and Critical Thinking Skills of Students in Science Learning at Elementary Schools I Gusti Ngurah Puger; Jian-Bang Deng; I Gede Wahyu Suwela Antara; Kadek Andre Karisma Dewantara; Made Sugiarta; Leonardo Veliz; Sudatha, I Gde Wawan; Sudarma, I Komang
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/fpt98910

Abstract

This research aims to analyze the influence of a metacognitive-based learning model on agile innovation and critical thinking abilities of students in science learning at elementary school level. The study population consists of fourth-grade students in elementary schools. The sample was selected using cluster random sampling with an intact group type in Bali. Participants in this research study are Grade 5 students in elementary schools in Bali Province, Indonesia. Samples were taken using a cluster random sampling technique with intact group type. Based on the sampling results, the experimental class comprised 32 students, who received pedagogical intervention in the form of metacognitive-based learning implementation, while the control class with 31 students was exposed to conventional learning models. A survey questionnaire was employed as data collection instrument. Data analysis included descriptive and inferential analysis. Based on the analysis of agile innovation data, an F-value of 23.994 was obtained with a significance value of 0.000 (<0.05). From these results, it can be concluded that there is a significant difference in agile innovation between students who experienced metacognitive-based learning and those who did not. The group of students who received metacognitive-based learning showed a higher level of agile innovation with an average score compared to the group of students who did not experience metacognitive-based learning. Additionally, data on critical reasoning abilities showed an F-value of 20.915 with a significance value of 0.000 (<0.05). In conclusion, there is a significant difference in critical reasoning abilities between students who received metacognitive-based learning and those who did not.
Co-Authors Adnyani, Ni Luh Putu Sri Antara, I Gede Wahyu Suwela Dewa Putu Ramendra Dewi, Ni Putu Utami Gede Wira Bayu I Gede Wahyu Suwela Antara I Gusti Ngurah Puger I Komang Sudarma I Nyoman Laba Jayanta I Nyoman Suka Ardiyasa, I Nyoman Suka I Putu Gede Parma I Putu Yoga Laksana I Wayan Sujana Jian-Bang Deng Leonardo Veliz Luh Gede Eka Wahyuni Luh Putu Artini M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Sugiarta Maria Goreti Rini Kristiantari Ni Ketut Desia Tristiantari Purnami, I Gusti Ayu Lokita Putu Adi Krisna Juniarta Putu Ritra Trees Ari Kartika Hadi Saraswati Putu Suarcaya Sudiartini, Ni Pande Kadek Dewi Tantri, Ade Asih Susiari Widiarta, I Gusti Komang Agus Angga Putra