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<![CDATA[Pengaruh Discovery Learning Berbasis Catur Pramana Terhadap Keaktifan dan Hasil Belajar Pendidikan Agama Hindu ]]>
<![CDATA[Oktaviani Arta, Ni Putu Eka]]>;
<![CDATA[Dantes, I Nyoman]]>;
<![CDATA[Lisna Handayani, Ni Nyoman]]>
<![CDATA[ Kamaya: Jurnal Ilmu Agama Vol 8 No 3 (2025) ]]>
Publisher : <![CDATA[Jayapangus Press ]]>
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DOI: 10.37329/kamaya.v8i3.4537
<![CDATA[Low levels of student engagement and learning outcomes in Hindu Religious and Character Education remain a fundamental challenge in delivering meaningful and value-based instruction. One contributing factor is the dominance of conventional teaching approaches that limit active student involvement and offer little space for exploring the deeper meanings of religious teachings. This study aims to examine the effect of the Discovery Learning model integrated with the epistemological cycle of Catur Pramāṇa on the engagement and learning outcomes of fifth-grade students in Cluster V, Sukasada District. Catur Pramāṇa, a reasoning method in Hindu philosophy, consists of four sources of knowledge—Pratyakṣa, Anumāna, Upamāna, and Śabda—which were adopted as instructional syntax to foster both scientific reasoning and spiritual understanding. A quantitative approach was employed using a quasi-experimental posttest-only control group design. A total of 57 students were randomly selected and divided into experimental and control groups. The experimental group received instruction through Discovery Learning based on Catur Pramāṇa, while the control group was taught using conventional methods. Data were analyzed using MANOVA. The results indicated significant effects on student engagement (F = 40.481), learning outcomes (F = 19.404), and both variables simultaneously (F = 32.792) with p < 0.05. The study concludes that this model is effective in enhancing student participation and conceptual understanding, and is suitable for value-based Hindu education. These findings have practical implications for developing instructional strategies in Hindu Religious Education that are more contextual, reflective, and transformative.]]>
<![CDATA[Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Kemampuan Berpikir Kritis Matematika Siswa Kelas IV Sekolah Dasar ]]>
<![CDATA[Sukartini, Ni Putu]]>;
<![CDATA[Atmadja, Nengah Bawa]]>;
<![CDATA[Lisna Handayani, Ni Nyoman]]>
<![CDATA[ Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025 ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jwp.v12i2.18789
<![CDATA[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.]]>
<![CDATA[ASSESMEN PORTOFOLIO DALAM PEMBELAJARAN KONTEKSTUAL TERHADAP KEMAMPUAN DASAR KOGNITIF DAN KEMAMPUAN BAHASA ANAK ]]>
<![CDATA[Handayani, Ni Nyoman Lisna]]>
<![CDATA[ Kumarottama: Jurnal Pendidikan Anak Usia Dini Vol 1 No 2 (2022) ]]>
Publisher : <![CDATA[Institut Agama Hindu Negeri Gde Pudja Mataram ]]>
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DOI: 10.53977/kumarottama.v1i2.399
<![CDATA[This study uses an experimental research pattern The Posttest-Only Control-Group Design. The research population is all children of group B TK Lab Undiksha. The sample in this study amounted to 41 people. Data on children's basic cognitive abilities and language skills were collected by observation using an observation sheet. The data analysis used was MANOVA (Multivariat Analysis of Variance) assisted by SPSS 17.00 for windows. The results showed that: First, portfolio assessment in contextual learning had an effect on students' cognitive abilities (F= 28.56 p<5%). Second, portfolio assessment in contextual learning has an effect on students' language skills (F= 38.75 p<5%). Third, portfolio assessment in contextual learning has a significant effect on students' basic cognitive abilities and language skills (F= 17.59 p<5%).]]>
<![CDATA[Development of alternative models for early detection of religiously legitimated anarchism in Bali Province ]]>
<![CDATA[Handayani, Ni Nyoman Lisna]]>
<![CDATA[ Jurnal Civics: Media Kajian Kewarganegaraan Vol 19, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jc.v19i1.47492
<![CDATA[The long-term goal of this research is to develop a model for preventing radicalism in the Bali Region. This research used a front-ended prototype studies development approach. The data in this study were collected by: (1) observation guidelines, (2) clinical interview guidelines, (3) questionnaires, (4) document study guidelines, (5) focus groups discussion, and (6) interrater validity factors. Data analysis will be carried out using the EFA and SMART methods combined with SaSHA (satisfication stake holders appraisal) analysis. The research products consist of: (1) mapping of social modalities and cultural modalities of traditional villages, (2) mapping of potential strengths and weaknesses of each traditional village, (3) profile of each traditional village, (4) preliminary model for preventing radicalism and terrorism based on local values and institutions.]]>
<![CDATA[Pengaruh Pembelajaran Berdiferensiasi Catur Pramana Terhadap Motivasi Dan Kemampuan Berpikir Kritis Siswa Sekolah Dasar ]]>
<![CDATA[Sudiarta, Kadek]]>;
<![CDATA[Ariasa Giri, I Made]]>;
<![CDATA[Handayani, Ni Nyoman Lisna]]>
<![CDATA[ Kamaya: Jurnal Ilmu Agama Vol 8 No 4 (2025) ]]>
Publisher : <![CDATA[Jayapangus Press ]]>
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DOI: 10.37329/kamaya.v8i4.4928
<![CDATA[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.]]>
<![CDATA[THE EFFECT OF THE TGT-TYPE COOPERATIVE MODEL ASSISTED BY QUESTION CARD MEDIA ON THE MOTIVATION AND LEARNING OUTCOMES OF MAETHMATICS OF GRADE IV ELEMENTARY SCHOOL GROUP IV BEBANDEM DISTRICT ]]>
<![CDATA[Sudarma, I Made]]>;
<![CDATA[I Made Sedana]]>;
<![CDATA[Ni Nyoman Lisna Handayani]]>
<![CDATA[ SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi ]]>
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DOI: 10.36526/sosioedukasi.v14i4.6405
<![CDATA[This study aims to determine the magnitude of the influence of the Cooperative Type Teams Games Tournament (TGT) Assisted by Question Card Media on Student Learning Motivation and Mathematics Learning Outcomes. The study population was all fourth-grade elementary school students in Cluster IV, Bebandem District. The sample was determined by group random sampling technique. The sample in this study amounted to 43 people. Learning outcome data used a multiple-choice test consisting of 20 questions, student learning motivation was collected through a questionnaire. Data were analyzed using MANOVA (multivariate Analysis of Variance). The results of the study showed that: First, there was a significant difference in Mathematics learning motivation between students who studied with the Cooperative Learning Model TGT Type Assisted by Question Card Media and students who studied with conventional learning models in fourth-grade elementary school students. Second, there was a significant difference in learning outcomes between students who studied with the Cooperative Model TGT Type Assisted by Question Card Media and conventional learning models in fourth-grade elementary school students. Third, Simultaneously, there is a significant difference in learning motivation and learning outcomes in Mathematics between students who learn with the TGT Type Cooperative Learning Model Assisted by Question Card Media and students who learn with the conventional learning model in grade IV of elementary school students. The conclusion is that there is an influence of the TGT model assisted by question card media on student motivation and learning outcomes.]]>
<![CDATA[Pengaruh Model Contextual Teaching Learning Berbasis Tri Hita Karana Terhadap Kemampuan Berpikir Kritis Dan Hasil Belajar: The Effect of the Tri Hita Karana-Based Contextual Teaching and Learning Model on Critical Thinking Skills and Learning Outcomes ]]>
<![CDATA[Budiartini, Ni Nyoman]]>;
<![CDATA[Lisna Handayani, Ni Nyoman]]>;
<![CDATA[Gede Hadriani, Ni Luh]]>
<![CDATA[ Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values ]]>
Publisher : <![CDATA[Institut Agama Islam Daruttaqwa Gresik ]]>
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DOI: 10.54069/attadrib.v8i3.1091
<![CDATA[Learning in elementary schools of Natural and Social Sciences remains teacher-centered and fails to apply innovative methods, thereby affecting students' low critical thinking skills and learning outcomes. This study aims to analyze the effects of the Tri Hita Karana-based Contextual Teaching and Learning model on critical thinking skills and learning outcomes of fifth-grade students at Elementary School Cluster IX, Buleleng District, both partially and simultaneously. This study used a post-test-only control-group Design. The sampling technique used was random sampling. The sample for this study consisted of 51 students. The data collection technique used an essay test for critical thinking skills and a multiple-choice test for social studies learning outcomes. The data analysis technique used was Multivariate Analysis of Variance (MANOVA). The results of the study showed that 1) there were significant differences in critical thinking skills between groups of students who followed the Tri Hita Karana-based Contextual Teaching Learning model and groups of students who followed conventional learning; 2) there were significant differences in social studies learning outcomes between groups of students who followed the Tri Hita Karana-based Contextual Teaching Learning model and groups of students who followed conventional learning; 3) there were significant simultaneous differences in critical thinking skills and social studies learning outcomes between groups of students who followed the Tri Hita Karana-based Contextual Teaching Learning model and groups of students who followed conventional learning.]]>
<![CDATA[Efektivitas Media Komik Digital IPAS dengan Insersi Tri Kaya Parisudha untuk Meningkatkan Literasi Sains Siswa ]]>
<![CDATA[Gede, Widiana]]>;
<![CDATA[Giri, I Made Ariasa]]>;
<![CDATA[Handayani, Ni Nyoman Lisna]]>
<![CDATA[ Wahana Pendidikan Vol 13, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jwp.v13i1.18885
<![CDATA[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.]]>
<![CDATA[Analisis Kebutuhan Pengembangan Buku Suplemen Menulis Deskriptif Berbasis Observasi Lingkungan Pada Siswa Sekolah Dasar ]]>
<![CDATA[Ari Utami, Luh Ketut]]>;
<![CDATA[Suparya, I Ketut]]>;
<![CDATA[Handayani, Ni Nyoman Lisna]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 9 No 1 (2026) ]]>
Publisher : <![CDATA[Jayapangus Press ]]>
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DOI: 10.37329/cetta.v9i1.5254
<![CDATA[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.]]>
<![CDATA[ANALISIS KEMAMPUAN PENGUASAAN MATERI PECAHAN DAN OPERASI HITUNGNYA PADA SISWA KELAS VI SEKOLAH DASAR ]]>
<![CDATA[Luh Tri Utami]]>;
<![CDATA[I Made Ari Winangun]]>;
<![CDATA[Ni Nyoman Lisna Handayani]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025. ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i4.38557
<![CDATA[The study discusses the ability to master fractions and their arithmetic operations in sixth grade students of SDN 1 Sari Mekar. This study aims to describe the ability to master fractions and their arithmetic operations in sixth grade students of SDN 1 Sari Mekar, Buleleng Regency. This study uses a survey method using a population of sixth grade students of SDN 1 Sari Mekar with a sample of 27 students. The results of the study show results with the lowest score being 40, the highest score being 100, an average of 72.59 and a standard deviation of 24.43. The results of the study showed that students in the high score category with a score range of more than or equal to 97.02 were obtained as many as 10 students with a percentage of 37.04%, students in the medium score category with a score range of more than or equal to 48.16 and less than or equal to 97.02 were obtained as many as 16 students with a percentage of 59.26% and students in the low score category with a score range of more than or equal to 48.16 and less than or equal to 97.02 were obtained as many as 1 student with a percentage of 3.7%. Based on these data, the average results of students' mastery abilities on fractions and arithmetic operations in the population are in the medium category.]]>
