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All Journal Al Ishlah Jurnal Pendidikan Ganaya: Jurnal Ilmu Sosial dan Humaniora DHARMASMRTI: Jurnal Pascasarjana UNHI Jurnal Penelitian Agama Hindu Journal of Humanities Research Sustainability Journal of Pedagogi Archipel: Journal of Indonesian Interdisciplinary Studies International Journal of Educational Narratives International Journal of Language and Ubiquitous Learning
Karmini, Ni Wayan
Universitas Hindu Indonesia Denpasar
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Digital Storytelling for Inclusive Education: Voices of Students with Special Needs in the Classroom Ni Wayan Karmini; Nong Chai; Siri Lek; Rustiyana Rustiyana
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2550

Abstract

Background. The integration of digital storytelling in inclusive education offers new possibilities for amplifying the voices and experiences of students with special needs. This study investigates how digital storytelling functions as a medium of expression, participation, and empowerment in inclusive classroom environments. Purpose. The research aims to explore how students with diverse learning abilities use digital narratives to communicate their perspectives, develop self-confidence, and engage collaboratively with peers. Method. A qualitative case study design was employed, involving 20 students with special needs and 5 inclusive education teachers across three schools. Data were collected through classroom observations, interviews, and analysis of student-created digital stories. Results. Thematic analysis revealed that digital storytelling enhanced students’ sense of agency and belonging by enabling them to represent their identities through multimodal expression combining voice, images, and text. Teachers reported that storytelling projects fostered empathy, cooperation, and deeper understanding among all students. Conclusion. The study concludes that digital storytelling provides an inclusive pedagogical approach that bridges cognitive, emotional, and social learning, promoting equitable participation and self-advocacy for students with special needs in mainstream education.
The Effect of Student Participation through the Use of Online Learning Platforms in improving student learning outcomes Ni Wayan Karmini; I Made Yudabakti; Desak Nyoman Seniwati; Korlina Makulua; Natanel Burnama
International Journal of Language and Ubiquitous Learning Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i1.752

Abstract

Background. Along with the development of the times, the learning process in education is increasingly advanced. Especially in this digital era, where the use of online learning platforms is rampant, it is used as an alternative to improve learning effectiveness. The main aspect of using this online learning platform is student participation. Purpose. The purpose of this study is to determine the effect of student participation on the use of online learning platforms in terms of improving student learning outcomes. Method. The method used in this study uses a quantitative approach. The research data was obtained from the results of questionnaire filling by students. The sample used in this study is students in schools that use online learning platforms. Results. The results of this study show that with student participation in learning using online learning platforms can improve student learning outcomes. On average, students provide active participation when learning takes place using the online learning platform. Conclusion. The conclusion of this research is that there is student participation through the use of online learning platforms which has a positive influence on students in terms of improving student learning outcomes continuously. Therefore, an educator must be more able to encourage students to participate more actively in learning and introduce students to online learning platforms. The limitation of this study is that researchers did not go directly to schools to conduct research but rather by distributing questionnaires.
Analysis of the Effect of Local Wisdom-Based Learning Modules on Student Learning Outcomes in the Implementation of the Merdeka Curriculum Ni Wayan Karmini; Putri Anggreni; Ida Ayu Putu Sari; I Made Yudabakti; Ni Nyoman Wahyu Adi Gotama
International Journal of Language and Ubiquitous Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i3.1300

Abstract

Background. Learning based on local wisdom is gaining importance in education, especially within the Independent Curriculum, which allows adapting materials to local contexts. Modules based on local wisdom are believed to enhance student engagement and understanding, but empirical evidence regarding their effectiveness on learning outcomes remains limited. Purpose. This study aims to analyze the influence of the use of learning modules based on local wisdom on student learning outcomes in the implementation of the Independent Curriculum. Method. This study uses a quasi-experimental design involving two groups: an experimental group that uses a module based on local wisdom and a control group that uses a conventional module. The sample consisted of 200 students from four purposively selected junior high schools. The instruments used are learning outcome tests and attitude questionnaires. Results. Experimental group experienced significant improvements in cognitive, affective, and psychomotor learning outcomes compared to the control group. The average post-test scores of the experimental group were higher than those of the control group, with greater improvements in class engagement and positive attitudes towards learning. The use of modules based on local wisdom also strengthens students' ability to apply learning concepts into daily life, especially those related to local cultural values. Conclusion. Learning module based on local wisdom is effective in improving student learning outcomes and is relevant to the implementation of the Independent Curriculum. This approach not only improves academic understanding, but also supports the development of students' character and social skills.
The Humanistic Approach to Education: Implementing the “Curriculum of Love” to Build a Harmonious Learning Environment Ni Wayan Karmini; Ichsan Ichsan; Laros Tuhuteru
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/nm9wcf49

Abstract

Education that focuses solely on cognitive achievements has drawn criticism for failing to adequately address the affective, moral, and relational dimensions of the learning process. This article aims to examine educators’ humanistic approaches through the implementation of the Curriculum of Love as a pedagogical framework that positions love as the epistemological and methodological foundation for building a harmonious learning ecosystem, through a narrative literature review of fourteen relevant studies. The results of the study indicate that the Curriculum of Love is implemented through three main dimensions: the internalization of the value of love as the school’s vision; the transformation of pedagogical practices to be empathetic; and the strengthening of the school ecosystem to foster emotional safety. Educators serve as facilitators who guide with compassion, in line with Ki Hajar Dewantara’s “Telu Mong” concept and Noddings’ ethics of care, which emphasize emotional attachment and the teacher’s presence as constitutive dimensions of learning. Consistent implementation of this approach has been reported to enhance students’ character, empathy, discipline, and well-being, as well as effectively restore the post-pandemic learning climate. However, the tension between humanistic flexibility and the demands of a standardized curriculum, time constraints and class size limitations, and the need for systematic support for teachers remain key challenges that must be addressed. This article concludes that the Curriculum of Love is not merely educational romanticism, but rather an innovative pedagogical strategy relevant to building a more humanistic, civilized, and harmonious learning ecosystem.
Co-Authors A.A. Kade Sri Yudari Ali Khan Desak Nyoman Seniwati Desak Nyoman Seniwati Fatima Malik Gede Yoga Kharisma Pradana I Ketut Suda I Made Yudabakti I Made Yudabakti I Wayan Diana I Wayan Sukarma Ichsan Ichsan Ida Ayu Alit Maharatni Ida Ayu Putu Sari Iwan Ramadhan Korlina Makulua Laros Tuhuteru M. Nurzen S. Made Ayu Anggreni Made Yuliani Wiana Maharatni, Ida Ayu Alit Natanel Burnama Ni Ketut Srie Kusuma Wardhani Ni Nyoman Wahyu Adi Gotama Ni Putu Dyatmikawati Nong Chai Putri Anggreni Rusliandy, Rusliandy Rustiyana, Rustiyana Siri Lek Suasthi, I Gusti Ayu Tekat Sukomardojo Trinandari Prasetyo Nugrahanti