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All Journal Journal of Education Technology Mimbar Ilmu Journal of Innovation in Educational and Cultural Research PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies Indonesian Journal of Educational Development (IJED)
Septiari, Ni Kadek
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Religion Computer Science & IT Education Languange, Linguistic, Communication & Media 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).
Metacognitive-Based Learning Management System in Natural and Social Sciences: A Study on Enhancing Independence and Critical Thinking Skills Septiari, Ni Kadek; Gede Wira Bayu
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.91535

Abstract

This study was motivated by the low level of independence and critical thinking skills of students in elementary schools, especially in IPAS learning. This research has four main objectives, namely: (1) develop a prototype Learning Management System (LMS) based on metacognitive learning, (2) analyze the content validity of the LMS, (3) evaluate students' responses to the LMS, and (4) measure the effectiveness of the LMS based on metacognitive learning in increasing the independence and critical thinking skills of elementary school students in IPAS content with force material. This research uses the ADDIE development model. The subject of the research is the LMS based on metacognitive learning, while the object of research includes the validity of media content, learning design, material content, student responses, and media effectiveness. Data collection was done through questionnaires and essay questions. The results showed that: (1) the LMS based on metacognitive learning obtained a validity index of 0.995 which is included in the high content validity category, (2) the LMS learning design obtained a validity index of 0.984  with high content validity qualifications, (3) the LMS material content obtained a validity index of 0.986 with high content validity qualifications, and (4) the correlated t-test showed a significance value (2-tailed) of 0.000 or p < 0.05 at the 5% significance level, both for student independence and critical thinking skills. Thus, the LMS based on metacognitive learning is proven to be effective in improving the independence and critical thinking skills of elementary school students.
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.
The Effect of Character-Based Learning Media Integrated with Local Wisdom in Enhancing Elementary Students' Literacy Skills and Character Development Lestari, Luh Putu Sri; Septiari, Ni Kadek; Kristiantari, MG. Rini; Listyana, I Gusti Agung Ayu Putu
Journal of Innovation in Educational and Cultural Research Vol 7, No 1 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i1.2426

Abstract

Developing students' literacy skills and character values is essential in fostering holistic competencies in elementary education. However, conventional learning media often lack contextual relevance and fail to integrate cultural values, limiting their impact on students' personal and academic development. This study investigates the effect of character-based learning media integrated with local wisdom on students' literacy skills and character development. A quasi-experimental research design was applied, involving elementary school students assigned to experimental and control groups. The data were gathered through literacy performance assessments and character observation rubrics. Multivariate analysis of variance (MANOVA) was employed to analyze the effectiveness of the intervention. The results showed that students who engaged with character-based media grounded in local wisdom demonstrated significantly greater improvement in both literacy proficiency and character traits compared to the control group. The integration of culturally relevant content with character education principles allowed students to connect more deeply with learning materials and internalize core values such as responsibility, respect, and cooperation. These findings highlight the potential of localized, value-driven learning media in enhancing not only academic achievement but also moral and social development. The study suggests that adopting culturally rooted and character-based pedagogical approaches can substantially enrich elementary education practices.
Co-Authors Asmini, Ni Ketut Sri Dewi, Ni Kadek Riska Didith Pramunditya Ambara Gede Wira Bayu I Wayan Widiana Ida Bagus Gede Surya Abadi Listyana, I Gusti Agung Ayu Putu Maria Goreti Rini Kristiantari Putri, Ni Kadek Mirah Atmanadi Rahayu, Ni Komang Ari S.Pd. Luh Putu Sri Lestari . Sari, Ni Komang Desy Artika Werang, Basillius Redan