Article Per Year (5 Year)
p-Index From 2020 - 2025
1.048
P-Index
This Author published in this journals
All Journal Widya Accarya Indonesian Journal of Law Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Civic Education Research International Journal of Education and Social Science Studies
Ni Putu Ika Putri Sujianti
Unknown Affiliation
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : International Journal of Education and Social Science Studies

 1 
TEACHER STRATEGIES IN INCREASING STUDENT ACTIVITY IN E-LEARNING I Gusti Ngurah Santika; Ni Putu Ika Putri Sujianti; I Putu Bagus Mustika
International Journal of Education and Social Science Studies Vol. 1 No. 1 (2024): International Journal of Education and Social Science Studies
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/ijesss.v1i1.78

Abstract

The past year has shaken our country with the outbreak of a disease often referred to as COVID-19. In this case, educators are expected to have the skills and abilities to think creatively and innovatively to collaborate with students during the learning process. . The research aims to analyze teacher strategies for increasing student activity in e-learning for Class XI IPS at SMA Dwijendra Denpasar for the 2020/2021 academic year. This type of research is qualitative research. The data collection techniques were observation, interviews, documentation, and analysis carried out in a qualitative descriptive manner. This research was carried out at Dwijendra High School, Denpasar. Which is the subject of teachers and students. Research results (1). In this case, teachers need to be creative in collaborating with students, for example, with the material delivered using online game media. The game method is used if the teacher sees students starting to get bored, restless and not focusing on paying attention to the teacher when studying online. One of the games used is the focus game. When playing the game students look very happy and enthusiastic about participating in the game with enthusiastic voices and if when playing the game the student makes a mistake then they are punished by making the student sing and so on. (2). The teacher pays attention to students through online learning; namely, at the beginning of learning the teacher always asks if they have prayed, have they had breakfast. the teacher also always gives a smiling face. When students start to get bored with learning, the teacher also does ice-breaking and games so that students are enthusiastic and interested in participating in online learning again.
EVALUATING LEARNING OUTCOMES STRATEGIES FOR ENHANCING TEACHING EFFECTIVENESS IN THE CLASSROOM Ni Putu Ika Putri Sujianti; Ida Bagus Made Sanjiyasa; Jetlia Mesa; Matius Saingo; Perinus Bili
International Journal of Education and Social Science Studies Vol. 1 No. 2 (2025): International Journal of Education and Social Science Studies
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/ijesss.v1i2.194

Abstract

This study aims to explore the relationship between learning outcome evaluation strategies and teaching effectiveness in the classroom. In the context of modern education, which emphasizes active and competency-based learning, evaluation is no longer viewed merely as a final measurement tool but as an integral part of the learning process that supports pedagogical decision-making. This research employed a mixed-methods approach, combining quantitative data from student assessments with qualitative data from interviews, classroom observations, and document analysis. The findings indicate that consistent implementation of formative assessments enhances teachers’ ability to respond adaptively to students’ needs. Moreover, authentic assessment strategies—such as portfolios, project-based evaluations, and self-reflections—are proven to strengthen student engagement and support more holistic learning achievements. Student involvement in the evaluation process, through self-assessment and peer-assessment, also contributes positively to their learning awareness and personal responsibility. These findings underscore that well-designed evaluation practices can serve as a strategic foundation for more effective, meaningful, and student-centered instruction. The study recommends strengthening teacher capacity in designing and applying assessments, along with institutional support to foster a reflective and collaborative evaluation culture within schools.
Co-Authors Adrianus Ahas Darmidi Geraldine Thirdaswari Adnyana I Gusti Ngurah Santika I Putu Bagus Mustika Ida Ayu Putu Sri Mas Sunariyanti Ida Bagus Made Sanjiyasa Jetlia Mesa Limas Dwi Lestari Matius Saingo Melkianus Hona Mone Perinus Bili Santika, I Gusti Ngurah Yohanes Nagel