Article Per Year (5 Year)
p-Index From 2020 - 2025
0.882
P-Index
This Author published in this journals
All Journal IJoLE: International Journal of Language Education Journal of Education Technology Mimbar Ilmu Indonesian Journal of Educational Development (IJED)
Listyana, I Gusti Agung Ayu Putu
Unknown Affiliation
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Enhancing Learning Creativity and Computational Thinking through Coding-Based Flipbook Media in Elementary Education Listyana, I Gusti Agung Ayu Putu; Suarjana, I Made; Antara, Putu Aditya
Journal of Education Technology Vol. 8 No. 3 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v1i1.91520

Abstract

This study addresses the issue of low learning motivation, limited student understanding of science concepts, and the lack of diverse instructional media in fifth-grade elementary classrooms. These conditions necessitate solutions through interactive and innovative learning approaches. The research aims to design, evaluate the validity, practicality, and effectiveness of coding-based flipbook learning media to enhance students’ learning creativity and computational thinking skills. This study employs a quantitative design using a pretest-posttest control group model. The research subjects consist of 36 fifth-grade students. Data were collected through a learning creativity questionnaire and a computational thinking test. Data analysis was conducted using inferential t-tests to determine significant differences between experimental and control groups. The findings reveal that coding-based flipbook media exhibit high validity and practicality levels and are significantly effective in improving students’ learning creativity and computational thinking skills. These findings provide a relevant solution to the issues of low learning motivation, limited concept understanding, and inadequate instructional media in the classroom. In conclusion, coding-based flipbook media represent an effective and innovative approach to supporting science education in elementary schools.
Adapting Mother Tongue-Based Instructional Models to Address Gender Disparities in Literacy and Numeracy Skills Laksana, Dek Ngurah Laba; Qondias, Dimas; Veliz, Leonardo; Chiu, Chunta; Utami, Ketut Herya Darma; Listyana, I Gusti Agung Ayu Putu
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75115

Abstract

Gender disparities in literacy and numeracy continue to challenge equitable education, especially in linguistically diverse and indigenous communities. In East Nusa Tenggara, Indonesia, the integration of mother tongue-based instructional models offers a promising approach to address these inequities. While the benefits of mother tongue education on overall academic achievement are well documented, its specific role in mitigating gender gaps remains insufficiently examined. This study aim to analyze mother tongue-based multilingual education (MTB-MLE) can be adapted to support gender-equitable learning outcomes in literacy and numeracy among elementary students. The method employed a mixed-method approach. The quantitative component involved quasi-experimental research, meanwhile the qualitative aspect included interviews. Research participants included early-grade elementary students in the Riung ethnic region, comprising a total sample of 168 students (70 male and 98 female). The quantitative data were analyzed using ANCOVA to evaluate differences in pretest and post-test results based on gender, while qualitative data underwent thematic analysis to identify facilitating factors and barriers in implementing the instructional model. Findings reveal that both male and female students benefited significantly from mother tongue-based instruction. Notably, female students showed greater improvements in literacy, while male students demonstrated slightly higher gains in numeracy. These results underscore the potential of culturally responsive, language-based instructional models to promote inclusive and equitable education. By situating learning within students’ linguistic and cultural contexts, mother tongue-based instruction not only enhances academic performance but also supports gender-sensitive pedagogy and curriculum development. This study contributes to the global discourse on language education by offering insights into how localized pedagogical strategies can be leveraged to address gender disparities.
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 Chiu, Chunta Didith Pramunditya Ambara I Made Suarjana I Wayan Widiana Ida Bagus Gede Surya Abadi Laksana, Dek Ngurah Laba Putu Aditya Antara Rahayu, Ni Komang Ari Septiari, Ni Kadek Utami, Ketut Herya Darma Veliz, Leonardo