Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

11.47

P-Index

This Author published in this journals

Ni Nyoman Lisna Handayani

Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Author-ID : 869763

Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

Published : 110 Documents Claim Missing Document

Claim Missing Document

Articles

7 8 9 10 11

Analisis Kebutuhan Pengembangan Buku Suplemen Menulis Deskriptif Berbasis Observasi Lingkungan Pada Siswa Sekolah Dasar Luh Ketut Ari Utami; I Ketut Suparya; Ni Nyoman Lisna Handayani
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i1.5254

This study aims to analyze the need for developing a supplementary book for descriptive writing based on environmental observation for elementary school students. The problem underlying this study is the low quality of students’ descriptive writing, particularly in terms of content development, text organization, and the use of concrete descriptive vocabulary. This research employed a research and development approach with a focus on the needs analysis and preliminary study stage. The study was conducted with sixth-grade students from an elementary school cluster in Tabanan District, involving 72 students and 4 classroom teachers. Data were collected through document analysis of students’ written work, classroom observations, teacher interviews, and a student needs analysis questionnaire. The findings indicate that most students have not achieved mastery in content and language aspects, while descriptive writing instruction in the classroom is still dominated by textbook-based approaches without systematic environmental observation activities. In addition, both teachers and students expressed the need for supplementary teaching materials that can guide the writing process in a structured and contextual manner. The scientific contribution of this study lies in positioning needs analysis as an empirical foundation for designing a descriptive writing supplementary book grounded in the local environmental context and aligned with experience-based learning principles within the Merdeka Curriculum framework.

Pengaruh Pembelajaran Berdiferensiasi Catur Pramana Terhadap Motivasi Dan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Kadek Sudiarta; I Made Ariasa Giri; Ni Nyoman Lisna Handayani
Kamaya: Jurnal Ilmu Agama Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/kamaya.v8i4.4928

Low levels of learning motivation and critical thinking skills remain challenges in Hindu Religious Education at the elementary level. Students often show low engagement, procrastination, and weak analytical and argumentative abilities. This study examines the effect of differentiated learning oriented to the Catur Pramana learning cycle on the learning motivation and critical thinking skills of fifth-grade students in Cluster II, Buleleng District. The research employed a quantitative approach with a Posttest-Only Control Group Design. A total of 60 students were selected through simple random sampling. Data were collected using a motivation questionnaire and a critical thinking test, and analyzed with MANOVA using SPSS 20.0. The results revealed: (1) a significant difference in learning motivation between students taught with Catur Pramana-based differentiated learning and those taught conventionally (F = 63.915; p < 0.005); (2) a significant difference in critical thinking skills between the two groups (F = 15.398; p < 0.005); and (3) a simultaneous difference in motivation and critical thinking (Wilk’s Lambda = 11.936; p < 0.005). The experimental group achieved higher average scores, categorized as high, compared to the control group, which remained in the moderate category. In conclusion, integrating differentiated learning with the Catur Pramana learning cycle is proven effective in enhancing both learning motivation and critical thinking skills. These findings highlight the potential of Hindu local wisdom as a pedagogical innovation to strengthen the quality of elementary education.

Efektivitas Media Komik Digital IPAS dengan Insersi Tri Kaya Parisudha untuk Meningkatkan Literasi Sains Siswa Widiana Gede; I Made Ariasa Giri; Ni Nyoman Lisna Handayani
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.18885

Penelitian ini bertujuan untuk menganalisis efektivtas implementasi media komik digital IPAS dengan insersi Tri Kaya Parisudha untuk meningkatkan literasi sains siswa kelas V sekolah dasar. Penelitian ini menggunakan desain kuantitatif dengan pendekatan posttest only control group design. Pengumpulan data dilakukan dengan menggunakan tes hasil literasi sains. Sumber data penelitian ini terdiri atas data primer dan sekunder. Data primer berupa skor hasil posttest literasi sains siswa kelas V pada kelompok eksperimen (SD Negeri 1 Sangsit) dan kelompok kontrol (SD Negeri 1 Kerobokan). Data sekunder diperoleh melalui dokumentasi sekolah, meliputi daftar nilai, jumlah siswa, dan profil sekolah yang digunakan untuk mendukung analisis serta memastikan kesetaraan karakteristik antar kelompok.. Populasi penelitian ini seluruh siswa kelas V SDN Gugus 6 Kecamatan Sawan, dengan jumlah keseluruhan yaitu sebanyak 112 orang, sementara sampel penelitian terdiri dari 71 siswa kelas V SD Negeri 1 Sangsit sebagai kelompok eksperimen dan SD Negeri 1 Kerobokan sebagai kelompok kontrol. Data dianalisis dimulai dengan uji normalitas, homogenitas. Penentu utama keberhasilan Media Komik Digital IPAS dengan Insersi Tri Kaya Parisudha untuk meningkatkan Literasi Sains diukur melalui data hasil posttest, yang dianalisis menggunakan uji T dengan signifikansi lebih kecil dari 0,05. Hasil penelitian menunjukkan bahwa media komik digital IPAS dengan insersi Tri Kaya Parisudha efektif dalam meningkatkan literasi sains siswa kelas V dengan nilai sig.(2-tailed) 0,000 <0,05.

Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Kemampuan Berpikir Kritis Matematika Siswa Kelas IV Sekolah Dasar Ni Putu Sukartini; Nengah Bawa Atmadja; Ni Nyoman Lisna Handayani
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18789

Penelitia$n ini bertu$ju$a$n u$ntu$k mengeta$hu$i perbeda$a$n penga$ru$h a$nta$ra$ model pembela$ja$ra$n berba$sis ma$sa$la$h terha$da$p kema$mpu$a$n berpikir kritis ma$tema$tika$ pa$da$ siswa. Penelitian ini dirancang sebagai penelitian kuasi eksperimen dengan menggunakan desain post test only control group design. Teknik pengumpulan data dengan menggunakan tes kemampuan berpikir kritis. Su$bjek penelitia$n meliba$tka$n siswa$ kela$s IV da$ri Gu$gu$s III Keca$ma$ta$n Ku$bu$ta$mba$ha$n. Seba$nya$k 30 siswa$ da$ri SD Negeri 1 Bengka$la$ da$n SD Negeri 2 Bengka$la$ berpera$n seba$ga$i kelompok eksperimen, sementa$ra$ 29 siswa$ da$ri SD Negeri 1 Bila$ da$n SD Negeri 2 Bila$ berpera$n seba$ga$i kelompok kontrol. Penelitia$n ini menggu$na$ka$n desa$in ku$a$ntita$tif denga$n pendeka$ta$n post test only control grou$p design. Seba$ga$i a$la$t u$ku$r, tes kema$mpu$a$n berpikir kritis ma$tema$tika$ diberika$n setela$h penera$pa$n model pembela$ja$ra$n berba$sis ma$sa$la$h da$n model konvensiona$l. A$na$lisis da$ta$ dila$ku$ka$n menggu$na$ka$n sta$tistik deskriptif. U$ntu$k mengu$ji norma$lita$s, digu$na$ka$n Kolmogorov-Smirnov Test, seda$ngka$n u$ji homogenita$s dila$ku$ka$n mela$lu$i Va$ria$nce Homogeneity Test. U$ji A$NOVA$ digu$na$ka$n u$ntu$k menga$na$lisis signifika$nsi sta$tistik denga$n menggu$na$ka$n pera$ngka$t lu$na$k SPSS versi 29.0 for MA$C. Ha$sil penelitia$n menu$nju$kka$n nila$i F = 181,360 da$n nila$i signifika$nsi du$a$ sisi (2-ta$iled) lebih kecil da$ri 0,05, ya$ng menu$nju$kka$n a$da$nya$ perbeda$a$n signifika$n da$la$m kema$mpu$a$n berpikir kritis ma$tema$tika$ a$nta$ra$ kela$s ya$ng menggu$na$ka$n model pembela$ja$ra$n berba$sis ma$sa$la$h da$n kela$s ya$ng menggu$na$ka$n pembela$ja$ra$n konvensiona$l di kela$s IV Gu$gu$s III Keca$ma$ta$n Ku$bu$ta$mba$ha$n.

The Effectiveness of a Mathematics Textbook Embedded with Mpu Kuturan’s Values on Prospective Elementary Teachers’ Numeracy Skills I Komang Wahyu Wiguna; Ni Nyoman Lisna Handayani; I Komang Sesara Ariyana
Indonesian Values and Character Education Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i1.96687

The numeracy skills of prospective elementary school teachers remain relatively low and are often not contextualized with relevant local values in the learning process. This study aims to analyze the effectiveness of a mathematics textbook infused with Mpu Kuturan's values in improving numeracy skills among prospective elementary school teachers. A quasi-experimental design was employed, using a nonequivalent group pretest-posttest model. The research subjects consisted of 56 PGSD students who were enrolled in the Mathematics Education course. Data were collected using a validated numeracy test and analyzed quantitatively through t-tests. The results showed an increase in the average numeracy score from 62.45 (pretest) to 81.23 (posttest), with the t-test indicating a significance value of 0.000 (<0.05), confirming a statistically significant improvement. These findings indicate that integrating local values into mathematics teaching materials enhances not only cognitive aspects but also reinforces relevant cultural values in the learning process. This study recommends the development of contextual learning materials based on local wisdom as an innovative strategy in teacher education.

INTEGRATING LOCAL WISDOM ASSISTED BY INTERACTIVE COMICS IN SOCIAL STUDIES LEARNING: ITS EFFECT ON ELEMENTARY SCHOOL STUDENTS' DIGITAL LITERACY AND CONCEPTUAL UNDERSTANDING Ni Nyoman Kurnia Wati; Ni Nyoman Lisna Handayani; Komang Trisna Mahartini
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 3 (2026): Volume 7 Number 3 (July 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i3.5742

Interactive comics based on local wisdom are seen as capable of providing a solution because they can deliver an enjoyable learning experience while simultaneously strengthening students' cultural identity. This study aims to analyze the effect of integrating local wisdom assisted by interactive comics in Social Studies (IPS) learning on the digital literacy and conceptual understanding of elementary school students. This study used a quantitative approach with a quasi-experimental design in the form of a non-equivalent control group design. The research population consisted of all fifth-grade elementary school students in Cluster III, Buleleng District, in the even semester of the 2025/2026 academic year. The research sample comprised two classes with a total of 68 students, specifically 35 students in the experimental class and 33 students in the control class. The research instruments consisted of a Social Studies conceptual understanding test, a digital literacy questionnaire, learning activity observation sheets, and documentation. Data analysis was conducted quantitatively using descriptive and inferential statistics. Descriptive statistics were used to determine the mean, percentage, standard deviation, and the improvement in students' conceptual understanding and digital literacy. Hypothesis testing was carried out using Manova analysis with the assistance of SPSS. The results of the study showed that: 1) there is a significant difference in digital literacy, with an obtained F-value of 83.339 and a significance of <0.001; 2) there is a significant difference in conceptual understanding, with an obtained F-value of 140.090 and a significance of <0.001; 3) simultaneously, there is a significant difference in both digital literacy and conceptual understanding, with an obtained F-value of 125.293 and a significance of <0.001. Based on the results of the Manova analysis, it can be concluded that learning that integrates local wisdom assisted by interactive comics in Social Studies learning is proven to effectively improve students' digital literacy and conceptual understanding.

Model Pembelajaran Problem Based Learning Berbantuan Video terhadap Aktivitas dan Hasil Belajar IPAS Siswa Made Wiwik Erawatini; Ni Nyoman Lisna Handayani; I Made Sedana
Journal of Education Action Reseach Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v9i4.98922

Kenyataan di lapangan menunjukkan bahwa aktivitas dan hasil belajar siswa dalam pembelajaran IPAS masih tergolong rendah, sehingga membutuhkan perhatian serius dari pendidik dan pemangku kebijakan pendidikan. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran problem based learning berbantuan video pembelajaran terhadap aktivitas dan hasil belajar IPAS. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan post-test control group design. Populasi penelitian berjumlah 214 orang dan sampel berjumlah 68 orang yang dipilih menggunakan teknik random sampling. Data dalam penelitian ini dikumpulkan dengan menggunakan lembar observasi aktivitas belajar dan tes hasil belajar IPAS berupa tes pilihan ganda. Data dianalisis menggunakan uji statistik MANOVA. Hasil penelitian menunjukkan bahwa terdapat perbedaan secara simultan terhadap aktivitas dan hasil belajar IPAS antara siswa yang belajar dengan model pembelajaran problem based learning berbantuan video pembelajaran dan siswa yang belajar dengan model pembelajaran konvensional pada siswa kelas IV. Penelitian ini memberikan bukti empiris mengenai efektivitas model pembelajaran problem based learning berbantuan video pembelajaran dalam pembelajaran IPAS di tingkat sekolah dasar.

Project Based Learning Berbantuan Media Interaktif terhadap Motivasi dan Keterampilan Berpikir Kritis Siswa Kelas V dalam Pembelajaran IPAS Kadek Dwi Nugraha Jati; Ni Nyoman Lisna Handayani; I Made Sedana
Journal of Education Action Reseach Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v9i4.98926

Pembelajaran IPAS di sekolah dasar masih banyak didominasi metode ceramah dan penugasan konvensional. Hal ini menyebabkan siswa kurang terlibat aktif dalam proses pembelajaran, sehingga motivasi belajar rendah. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran project based learning berbantuan media interaktif terhadap motivasi belajar dan keterampilan berpikir kritis. Populasi penelitian berjumlah 273 orang dan sampel berjumlah 66 orang yang dipilih menggunakan teknik random sampling. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan post-test contol group design. Data dalam penelitian ini dikumpulkan dengan menggunakan kuesioner untuk data motivasi belajar dan keterampilan berpikir kritis IPAS berupa tes esai. Data dianalisis menggunakan uji statistik MANOVA. Hasil penelitian menunjukkan bahwa penerapan model PjBL yang dipadukan dengan media interaktif mampu memberikan dampak positif yang signifikan terhadap proses dan hasil belajar siswa. Siswa yang mengikuti pembelajaran dengan pendekatan ini mengalami peningkatan motivasi belajar, terlihat dari antusiasme mereka dalam mengikuti setiap tahapan proyek, keterlibatan aktif dalam diskusi kelompok, serta dorongan intrinsik untuk menyelesaikan tugas secara mandiri maupun kolaboratif. Selain itu, keterampilan berpikir kritis siswa juga berkembang, ditunjukkan dengan kemampuan mereka dalam mengajukan pertanyaan yang lebih mendalam, memberikan argumentasi yang logis, serta menghubungkan konsep IPAS dengan fenomena nyata di lingkungan sekitar. Implikasi penelitian in dapat menjadikan model ini sebagai alternatif inovasi pembelajaran yang lebih relevan dengan tuntutan abad ke-21.

Pendekatan Matematika Realistik terhadap Minat dan Hasil Belajar Matematika Siswa Kelas IV Sekolah Dasar Made Sulasmini; I Made Sedana; Ni Nyoman Lisna Handayani
Journal of Education Action Reseach Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v9i4.98935

Masih banyak siswa kelas IV SD yang kurang berminat dalam belajar matematika karena pembelajaran cenderung abstrak dan tidak dikaitkan dengan kehidupan sehari-hari. Hal ini berdampak pada rendahnya hasil belajar matematika siswa sehingga diperlukan pendekatan yang lebih kontekstual, seperti Pendekatan Matematika Realistik. Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan pendidikan matematika realistik terhadap minat belajar dan hasil belajar matematika. Populasi penelitian berjumlah 255 orang dan sampel berjumlah 58 orang yang dipilih menggunakan teknik random sampling. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan post-test control group design. Data dalam penelitian ini dikumpulkan dengan menggunakan kuesioner minat belajar dan tes hasil belajar matematika berupa tes pilihan ganda. Data dianalisis menggunakan uji statistik MANOVA. Hasil penelitian menunjukkan bahwa terdapat pengaruh pendekatan matematika realistik terhadap minat belajar dan hasil belajar matematika secara simultan pada siswa kelas IV. Kesimpulan dari penelitian ini menunjukkan bahwa pendekatan matematika realistik efektif dalam meningkatkan minat serta hasil belajar matematika siswa kelas IV SD. Implikasinya, guru dapat memanfaatkan pendekatan ini sebagai strategi pembelajaran alternatif yang kontekstual dan menyenangkan untuk mendukung peningkatan kualitas pembelajaran matematika di sekolah dasar.

Enhancing Science Learning Experience and Social Attitudes through Vygotsky’s Social Reconstruction Model with Scaffolding Ni Nyoman Lisna Handayani; I Putu Suardipa; I Made Ari Winangun; I Ketut Ngurah Ardiawan
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.100759

Conceptual understanding of science is an essential component that students must possess in the learning process. However, elementary school students’ understanding of scientific concepts remains relatively low. This condition is partly caused by learning approaches that have not fully facilitated optimal social interaction and learning support. In addition, the limited development of students’ social attitudes also hinders the creation of meaningful learning experiences. This study aims to analyze the effect of Vygotsky’s social reconstruction model combined with scaffolding techniques on students’ science learning experiences and to examine the effectiveness of this model after controlling for the covariate of social attitudes. This research employed a quasi-experimental design with a posttest control group design. The participants consisted of 42 students divided into experimental and control groups. Data were collected using questionnaires to measure social attitudes and multiple-choice tests to assess science learning experiences. Data analysis was conducted using the ANCOVA statistical test to determine the effects and covariate contributions to learning outcomes. The results revealed that the Vygotsky social reconstruction model with scaffolding techniques had a significant effect on students’ understanding of scientific concepts, with a covariate contribution of social attitudes amounting to 65.1%. These findings indicate that the implementation of a learning model grounded in social interaction and gradual support can enhance conceptual understanding while fostering positive social attitudes among elementary students. The implication suggests that teachers should systematically integrate the social reconstruction approach with scaffolding strategies in science instruction to create a more collaborative, reflective, and meaningful learning process.

Co-Authors ., Ni Ketut Erna Muliastrini Adnyana, I Komang Surya Angga Pradnyana, I Gede Bagus Ari Winangun, I Made Budiartini, Ni Nyoman Dewa Nyoman Wija Astawa Gede Hadriani, Ni Luh Gusti Ayu Putu Alit Wistari Gusti Ngurah Arya Yudaparmita Gusti Ngurah Arya Yudaparmita I Gede Dodik Sanjiartha I Gede Someada I Gusti Ngurah Arya Yudaparmita I Kadek Sutrisna I Kadek Wira Ariawan I Ketut Ngurah Ardiawan I Ketut Sudha I Ketut Suparya I Komang Sesara Ariyana I Komang Surantika I Komang Surya Adnyana I Komang Wahyu Wiguna I Komang Wahyu Wiguna I Komang Wahyu Wiguna I Komang Wahyu Wiguna I Made Ari Winangun I Made Ari Winangun I Made Ari Winangun I Made Ariasa Giri I Made Ariasa Giri I Made Ariyasa Giri I Made Edi Suta Wiguna I Made Indrawati I Made Sedana I Made Sedana I Made Sedana I Made Sedana I Made Sedana I Made Sudarma I Made Supardi Yasa I Nengah Yusa Yusyana I Nyoman Miarta Putra I Nyoman Raka I Nyoman Raka I Putu Suardipa I Putu Suardipa I Putu Suardipa Kadek Dwi Nugraha Jati Kadek Erlin Dwi Cahayanita Kadek Sudiarta Ketut Gde Mulyana Sahadewa Komang Gangga Sutawan Komang Suparmini Komang Trisna Mahartini Luh Ketut Ari Utami Luh Tri Utami Made Ferry Kurniawan Made Sulasmini Made Sutrisna Maha Terianita Made Wiwik Erawatini Nana Samvara Nengah Bawa Atmadja Ni Kadek Ari Sugiani Ni Ketut Erna i Muliastrini Ni Luh Dewi Budayani Ni Made Dwi Apriani Ni Made Eri Mulyaningsih Ni Made Karnitawati Ni Ny. Sri Suryadnyani Ni Nyoman Kurnia Wati Ni Nyoman Kurnia Wati Ni Putu Candra Prastya Dewi Ni Putu Sri Utami Ni Putu Sukartini Nyoman Dantes Nyoman Sudarsana Oktaviani Arta, Ni Putu Eka Putu Bayu Ariska Putra Gotama Putu Sanjaya Putu Sanjaya Putu Sanjaya Putu Sanjaya Putu Sanjaya Putu Sutariani Raka, I Nyoman Saifudin Zuhri Sanjaya, Putu Santi Wardani , Putu Eka Suardipa, Putu Suriantara, I Gede Vita Meylani Widiana Gede Wiguna, Komang Wahyu Winaastari, Ni Putu Ayu Yeni Angumasanita Kusumawati Zyra Aurelia Putri, Putu

Title

Found 110 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 110 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 110 Documents
Search