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p-Index From 2020 - 2025
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All Journal Jurnal Ilmiah Pendidikan dan Pembelajaran International Journal of Language and Literature Jurnal Pedagogi dan Pembelajaran
I Nyoman Tri Esaputra
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Education Languange, Linguistic, Communication & Media Other

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Phenomenon-Based Learning Improves Self-Discipline and Work Team Competence in Social Sciences Learning Anak Agung Istri Dewi Adhi Utami; I Nyoman Tri Esaputra; I Gusti Ayu Agung Manik Wulandari
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 8 No. 2 (2024): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v8i2.79694

Abstract

Social studies learning activities for elementary school students currently need more self-discipline and competence in teamwork. Even though this ability is required for the 21st century, based on these problems, this research aims to test the influence of the phenomenon-based learning model on self-discipline and teamwork competencies in social studies learning. The type of research used is Quasi-Experimental Design (quasi-experiment) with a posttest-only control group design. The population in this study was all elementary school students, totalling 192 students. The sample for this research was taken randomly (random sampling) with a total sample of 58 students. The method used to collect data is a questionnaire. The instrument used to collect research data was a questionnaire sheet. The analysis used to test the hypothesis is two-way ANOVA. The research results show a significant effect simultaneously and partially with a sig value. < 0.05, there is an influence of Phenomenon Based Learning on self-discipline and teamwork competency in Social Sciences Learning. This research implies that the application of Phenomenon Learning can make it easier for students to learn social studies, which impacts increasing student competence.
Strategies for Intercultural Communication in Multicultural Educational Environments I Nyoman Tri Esaputra
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.v8i2.93191

Abstract

Intercultural communication in multicultural educational environments presents both challenges and opportunities for educators and students. Effective communication strategies are essential to fostering inclusive learning and minimizing misunderstandings arising from linguistic and cultural diversity. This study aims to explore intercultural communication strategies employed by educators in multicultural educational settings and analyze their effectiveness in promoting meaningful interactions. Using a qualitative research approach, data were collected through in-depth interviews, observations, and document analysis. Participants included educators and students from diverse cultural and linguistic backgrounds. Thematic analysis was conducted to identify patterns and strategies used in classroom communication. The findings reveal that educators implement various strategies, such as code-switching, contextualized teaching, and the use of visual aids, to bridge language and cultural differences. Additionally, the study highlights the role of empathy, cultural sensitivity, and active listening in enhancing communication effectiveness. The results indicate that the successful application of these strategies fosters inclusive learning environments, improves student engagement, and reduces cultural barriers. The study concludes that intercultural communication strategies play a critical role in shaping effective teaching and learning in multicultural settings. These findings have significant implications for teacher training programs, emphasizing the need for intercultural competence and adaptive communication techniques to support diverse student populations.
Elementary Social Studies Learning Application Based on Tri Kaya Parisudha and Menyama Braya to Improve Elementary School Students' Tolerance I Wayan Kertih; I Made Tegeh; I Nyoman Tri Esaputra
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.96295

Abstract

Intolerance among elementary school students remains a challenge that needs to be addressed through contextual learning based on local cultural values. This study aims to develop a social studies learning application based on the values of Tri Kaya Parisudha and Menyama Braya as an effort to improve students' tolerance. The research employed a development model that integrates the initial stages of the simplified Borg & Gall model, namely preliminary study, needs analysis, and initial product design. The subjects of the study included media experts, content experts, language experts, classroom teachers, and fourth-grade elementary school students. Data collection techniques included observation, interviews, and validation questionnaires, while data analysis was conducted using both qualitative descriptive and quantitative methods. Validation results showed a very high level of feasibility for the application, with average validation scores of 94.5% from the language expert, 95% from the content expert, and 96% from the media expert. Practicality tests conducted with students and teachers also indicated average scores above 92%, categorized as highly practical. These findings suggest that the application effectively delivers social studies content in an engaging, communicative, and meaningful way, and is effective in internalizing the values of tolerance in students. This application has the potential to become an innovative, locally-based learning medium that supports character education at the elementary school level.
Co-Authors A.A Istri Dewi Adhi Utami I Gusti Ayu Agung Manik Wulandari I Made Tegeh I Wayan Kertih