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All Journal International Journal of Elementary Education Mimbar Ilmu PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies Indonesian Journal of Educational Development (IJED)
Rahayu, Ni Komang Ari
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Religion Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Layanan KOBE “Konsultasi Belajar” Untuk Meningkatkan Literasi Baca Tulis Siswa Sekolah Dasar Rahayu, Ni Komang Ari; Septiari, Ni Kadek; Dewi, Ni Kadek Riska; Sari, Ni Komang Desy Artika; Putri, Ni Kadek Mirah Atmanadi; Asmini, Ni Ketut Sri; Werang, Basillius Redan
PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini Vol. 7 No. 1 (2024): Juni
Publisher : Fakultas Pendidikan, Universitas Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/primearly.v7i1.2907

Abstract

The urgency of this study is to determine the benefits of learning consulting services in improving students' literacy at SD Negeri 4 Patas, Buleleng Regency. This study uses a qualitative approach with a case study design. This research will combine two qualitative research traditions, namely phenomenology and instrumental case studies. In this study, inductive data analysis is carried out through data collection, data analysis, reduction, presenting data that has been sorted, and drawing conclusions or verifying findings. Research data sources involve primary data sources, consisting of school principals, teachers, students, and other parties related to the problem being researched. The results of the study showed that literacy skills were low at SD Negeri 4 Patas, with only 34% of students reaching the KKM standard. The causes include low interest in reading, limited reading media, and reading difficulties. The proposed solution is the "Learning Consultation" (KOBE) service to improve student learning outcomes so that it is able to achieve the minimum completeness criteria (KKM).
Virtual Manipulatives: A Pathway to Enhancing Numeracy Skills in Inclusive Classrooms Rahayu, Ni Komang Ari; Suarjana, I Made
International Journal of Elementary Education Vol 8 No 3 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i3.89805

Abstract

Mathematics instruction in inclusive classrooms often encounters challenges in delivering abstract material, such as basic multiplication facts, necessitating interactive and adaptive learning media. This study aims to analyze the design, validity, practicality, and effectiveness of instructional media based on virtual manipulatives. The study employed a one-group pretest-posttest design, collecting data through questionnaires and tests. Data analysis was conducted using qualitative, quantitative, and inferential statistical methods. The subject of this development is virtual manipulatives-based learning media, with the objects of practicality, validity, and effectiveness. The results revealed that the instructional media, developed using the ADDIE model, encompassed analysis, design, development, implementation, and evaluation stages. The media demonstrated excellent validity, with an average score of 3.90 from content experts and 3.88 from media experts. The media's practicality achieved a percentage of 95%, indicating its high feasibility. The effectiveness of the media was evaluated using a one-sample t-test, yielding a significance value of 0.000 < 0.05, indicating a significant improvement in students' numeracy skills after using the media The conclusion of this study shows that virtual manipulatives-based learning media innovation is effective and feasible to be used to improve students' numeracy skills in basic multiplication facts material in inclusive classes. These results contribute significantly to the development of innovative instructional media that address the needs of inclusive education.
The Impact of Mindfulness Training on Anxiety and Self-Regulation among Primary School Children Ambara, Didith Pramunditya; Septiari, Ni Kadek; Listyana, I Gusti Agung Ayu Putu; Rahayu, Ni Komang Ari
Mimbar Ilmu Vol. 30 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i1.95878

Abstract

Addressing children’s emotional well-being is crucial for fostering healthy psychological development and optimizing their capacity to thrive in academic settings. However, traditional classroom routines often overlook the role of self-awareness and emotion regulation, especially for younger learners. This study aims to analyze the impact of a mindfulness-based intervention on reducing anxiety and improving self-regulation among primary school children. A quasi-experimental design was employed, involving students who were assigned to either an experimental group receiving mindfulness training or a control group with no such intervention. Anxiety and self-regulation were measured using validated psychological scales before and after the intervention. Multivariate analysis of variance (MANOVA) was used to assess the overall effect of the mindfulness program on both dependent variables. The results revealed that students who underwent mindfulness training demonstrated significantly lower levels of anxiety and improved self-regulation compared to the control group. The findings suggest that mindfulness practices help children develop greater emotional awareness, calmness, and behavioral control, contributing to their overall psychological resilience. This study underscores the value of incorporating structured mindfulness programs into early education to support both emotional and behavioral development.
The impact of metacognitive-based learning strategies on enhancing students' decision-making and cognitive dissonance Surya Abadi, Ida Bagus Gede; Widiana, I Wayan; Septiari, Ni Kadek; Listyana, I Gusti Agung Ayu Putu; Rahayu, Ni Komang Ari
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 1 (2025): May 2025
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.v6i1.4805

Abstract

Enhancing students' decision-making abilities and reducing cognitive dissonance are critical goals in developing metacognitive awareness and psychological readiness for complex learning tasks. However, conventional learning models often overlook the role of self-regulation and metacognitive control, leading to fragmented reasoning and unresolved internal conflict. This study examines the impact of a metacognitive-based learning approach on students' decision-making skills and levels of cognitive dissonance in an educational setting. A quasi-experimental design was implemented, involving students divided into experimental and control groups. This study used a cluster random sampling technique. The population of this study consisted of elementary school students divided into two groups, namely the control and experimental groups. Data were collected through a validated decision-making assessment and a cognitive dissonance inventory. The data were analyzed using multivariate analysis of variance (MANOVA) to assess the impact of the intervention. The findings revealed that students who participated in metacognitive-based learning significantly outperformed their peers in decision-making tasks and exhibited lower levels of cognitive dissonance. The structured learning cycle focusing on planning, monitoring, and evaluating cognitive strategies enabled students to make more deliberate choices while aligning their beliefs and actions. These results highlight the effectiveness of metacognitive-based learning in fostering cognitive harmony and rational decision-making. The study supports the integration of metacognitive strategies into classroom instruction to promote deeper learning and adaptive cognitive behavior. Future research is recommended to explore the long-term effects of metacognitive-based learning on students' decision-making consistency and cognitive dissonance resolution across diverse educational contexts.
Co-Authors Asmini, Ni Ketut Sri Dewi, Ni Kadek Riska Didith Pramunditya Ambara I Made Suarjana I Wayan Widiana Ida Bagus Gede Surya Abadi Listyana, I Gusti Agung Ayu Putu Putri, Ni Kadek Mirah Atmanadi Sari, Ni Komang Desy Artika Septiari, Ni Kadek Werang, Basillius Redan