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All Journal Jurnal Konseling dan Pendidikan Cetta: Jurnal Ilmu Pendidikan Jurnal Penelitian Agama Hindu LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Literasi: Jurnal Pendidikan Guru Indonesia Jurnal Abdimas Ilmiah Citra Bakti Widyajaya: Jurnal Mahasiswa Prodi PGSD
Ni Putu Candra Prastya Dewi
Institut Agama Hindu Negeri Mpu Kuturan
Religion Arts Humanities Computer Science & IT Education Environmental Science Other

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Sintesis sistematis tentang superioritas pembelajaran inkuiri dan kontekstual dalam membangun pemahaman konsep sains siswa SD di Indonesia I Komang Edi Santosa; Ni Nyoman Kurnia Wati; Ni Putu Candra Prastya Dewi
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1204200

Abstract

Pemahaman konsep sains di sekolah dasar merupakan fondasi literasi ilmiah, namun capaian siswa Indonesia masih rendah dengan dominasi metode ceramah yang menghambat konstruksi pengetahuan aktif. Tinjauan sistematis ini bertujuan mensintesis bukti empiris mengenai efektivitas pembelajaran berbasis inkuiri dan Contextual Teaching and Learning (CTL) dalam meningkatkan pemahaman konsep sains siswa SD di Indonesia. Mengikuti panduan PRISMA 2020, pencarian dilakukan di ERIC, Google Scholar, dan Semantic Scholar (2018–2024). Dari 298 rekaman teridentifikasi, 28 studi empiris memenuhi kriteria inklusi dan dianalisis menggunakan Mixed Methods Appraisal Tool (MMAT) serta sintesis naratif-tematik. Pembelajaran inkuiri (N-Gain = 0,69) dan CTL (N-Gain = 0,64) secara konsisten lebih efektif daripada metode konvensional. Integrasi keduanya menunjukkan efek sinergis (N-Gain = 0,78). Empat faktor memoderasi implementasi: (1) kesiapan guru dan PCK sains, (2) fleksibilitas Kurikulum Merdeka, (3) adaptasi sumber belajar berbasis kearifan lokal, dan (4) keselarasan asesmen autentik. Bukti empiris masih terfragmentasi secara geografis (dominasi Jawa) dan jenjang (kelas 4–6). Inkuiri dan CTL merupakan strategi efektif untuk pembelajaran sains SD di Indonesia, dengan potensi optimalisasi melalui integrasi dan kontekstualisasi lokal. Diperlukan studi Randomized Controlled Trials (RCT) dan longitudinal untuk memperkuat bukti kausal serta ekspansi penelitian ke kelas awal dan wilayah Indonesia Timur.
INTEGRASI NILAI PANCASILA TERHADAP PEMBELAJARAN PKN DI SD NEGERI 4 PANJI ANOM Ni Kadek Sinta Duwi Cayani; Putu Yeni Fitri Wahyuni; Made Sariani; Ni Putu Candra Prastya Dewi
Widyajaya: Jurnal Mahasiswa Prodi PGSD Vol. 5 No. 1 (2025): Widyajaya
Publisher : Widyajaya: Jurnal Mahasiswa Prodi PGSD

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Abstract

Pancasila sebagai ideologi bangsa Indonesia berperan penting membentuk karakter generasi muda, terutama melalui pendidikan dasar. Penelitian ini bertujuan untuk mengeksplorasi bagaimana nilai Pancasila diintegrasikan ke dalam pembelajaran PKn di SD Negeri 4 Panji Anom, khususnya dalam konteks Kurikulum Merdeka. Berdasarkan wawancara dengan guru kelas 6, ditemukan bahwa pembelajaran Pancasila dilakukan dengan cara kemanusiaan, ke dalam aktivitas harian di kelas lewat pembiasaan berdoa sebelum memulai pembelajaran dan pembentukan kesepakatan kelas untuk mematuhi norma-norma yang telah disepakati. Tantangan yang dihadapi oleh guru adalah sulitnya menerapkan nilai Pancasila secara konsisten, terutama karena perkembangan zaman membuat siswa tidak fokus pada pembelajaran. Kendala lain adalah keterbatasan dalam penggunaan media pembelajaran yang tepat, meskipun fasilitas seperti proyektor sudah tersedia. Hasil penelitian menunjukkan bahwa meskipun terdapat tantangan, integrasi nilai Pancasila dalam pembelajaran PKn efektif dalam membantu siswa memahami dan menerapkan nilai tersebut dalam kehidupan mereka. Dengan pendekatan yang kolaboratif antar guru dan siswa, pembentukan karakter Pancasila dapat dicapai lewat proses.
PENGEMBANGAN MEDIA PEMBELAJARAN DIGITAL BERBASIS TRI HITA KARANA MATERI ENERGI PADA PEMBELAJARAN IPAS KELAS VI SEKOLAH DASAR Putu Novi Antini; I Made Ari Winangun; Ni Putu Candra Prastya Dewi
Widyajaya: Jurnal Mahasiswa Prodi PGSD Vol. 5 No. 2 (2025): Widyajaya
Publisher : Widyajaya: Jurnal Mahasiswa Prodi PGSD

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Abstract

Penelitian ini bertujuan untuk: (1) bagaimana prototype media pembelajaran digital berbasis kearifan lokal Tri Hita Karana; (2) bagaimana tingkat validitas media pembelajaran tersebut; dan (3) bagaimana tingkat kepraktisan media bagi guru dan siswa. Studi ini menerapkan pendekatan Research and Development (R&D) melalui model ADDIE. Metode pengambilan data yang dilangsungkan ialah observasi, wawancara, kuesioner, dan dokumentasi. Analisis data dilangsungkan melalui tahap deskripstif kuantitatif dan kualitatif. Jumlah total subjek pada studi ini ialah 32, yang tersusun atas 2 orang ahli instrumen, 3 orang ahli (media, materi, dan bahasa) sebagai validator, 6 orang guru kelas, dan 15 orang siswa kelas VI SD Negeri 3 Kampung Baru sebagai responden uji kepraktisan. Media yang dikembangkan berupa PowerPoint interaktif yang dipadukan dengan nilai-nilai Tri Hita Karana. Temuan validasi menjabarkan bahwa media dinilai sangat valid melalui persentase kelayakan sebesar 97% dari ahli media, 96% oleh ahli materi, dan 91% oleh ahli bahasa. Uji kepraktisan menghasilkan skor 98% dari guru dan 97% dari siswa, yang ada pada kategori “sangat praktis.” Media pembelajaran digital ini terbukti sangat valid, praktis, dan efektif dalam meningkatkan keterlibatan, pemahaman, dan kemandirian belajar siswa melalui pendekatan interaktif dan kontekstual melalui integrasi nilai-nilai kearifan lokal.
Analisis Kebutuhan Pengembangan Media Diorama Augmented Reality Untuk Pembelajaran IPAS di Sekolah Dasar Kadek Panji Yustisio; I Gede Suwindia; Ni Putu Candra Prastya Dewi
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i2.5286

Abstract

IPAS learning in elementary schools still faces limitations in providing learning media that effectively facilitate students’ concrete and contextual understanding of ecosystem concepts, which affects their engagement in learning about the relationships and dynamics of biotic and abiotic components. This study aims to analyze the needs for developing Augmented Reality (AR) Diorama media in IPAS learning as a basis for designing media that aligns with user characteristics and instructional contexts. A descriptive approach was employed by integrating quantitative and qualitative data obtained from Grade V teachers and students through needs analysis questionnaires and classroom observations. The results indicate that IPAS learning is predominantly supported by textbooks and two-dimensional media, which are insufficient to explain abstract and dynamic ecosystem concepts; teachers require interactive visual media to support explanations of ecological relationships and processes, while students demonstrate strong interest in three-dimensional visual learning media. The availability of supporting devices in the school environment provides opportunities for implementing AR-based media, although media design should consider existing technical constraints. In conclusion, AR Diorama media is relevant to be developed as an innovative, contextual, and applicable alternative to enhance the quality of IPAS learning in elementary schools.
Rancang Bangun E-LKPD Berbasis Problem Based Learning Terintegrasi Nilai Tri Kaya Parisudha Pada Jenjang Sekolah Dasar Putu Triska Prateja; Ni Nyoman Kurnia Wati; Ni Putu Candra Prastya Dewi
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5521

Abstract

Learning motivation and cognitive achievement among Grade IV IPAS students at SD N 3 Kayuputih Melaka have declined, characterized by teacher-centered instruction, a lack of local culture based digital teaching materials, and a downward trend in formative scores with the average dropping from 77.2 to 69.3 and the proportion of students scoring below the minimum mastery threshold (KKTP) surging from 30% to 55%. This study aimed to design, develop, and evaluate an electronic student worksheet (E-LKPD) based on Problem Based Learning (PBL) and infused with Tri Kaya Parisudha (TKP) values ​​for Grade IV IPAS instruction. The study employed a Research and Development (R&D) approach using the ADDIE model, involving three expert validators, one teacher, six students in a small-group trial, and thirty students in a field trial; data were analyzed using descriptive statistics, the normalized N-Gain index, and a paired t-test. Validation results showed an average score of 89.45% (categorized as "highly valid"), covering three dimensions: content-pedagogical depth (90.63%), media-interface quality (90.22%), and linguistic readability (87.50%). Practicality achieved an average of 94.54% (categorized as "highly practical"), with consistent results across teacher feedback (95.00%), the small-group trial (95.83%), and the field trial (92.78%). Regarding effectiveness, the average pre-test score of 52.17 rose to 86.33 in the post-test, yielding a normalized N-Gain index of 0.71 (high category); 60% of students fell into the high category and 40% into the medium category, with none in the low category; classical mastery reached 93.33%, exceeding the 80% threshold; and the paired t-test yielded t(29) = 24.37 (p < 0.001) with a Cohen’s d of 3.63, indicating a very large effect size. The PBL-based E-LKPD incorporating *Tri Kaya Parisudha (TKP) values ​​has been proven valid, practical, and effective in improving learning outcomes in Natural and Social Sciences (IPAS) for fourth-grade elementary students, and is worthy of recommendation as an innovative teaching material for primary schools with similar characteristics.
Dinamika Sosiologis Pengelola Lembaga Pendidikan Keagamaan Hindu Pasca Keluarnya Peraturan Menteri Agama Nomor 2 Tahun 2024 Tentang Penyelenggaraan Pendidikan Widyalaya I Made Bagus Andi Purnomo; I Nyoman Ariyoga; Ni Putu Candra Prastya Dewi; Made Devia Paramitha Putera
Jurnal Penelitian Agama Hindu Vol 10 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/jpah.v10i3.3990

Abstract

The enactment of Regulation of the Minister of Religious Affairs (PMA) Number 2 of 2024 on the Implementation of Widyalaya Education represents a significant policy shift in the governance of Hindu religious education in Indonesia. This regulation encourages the transformation of formal pasraman into widyalaya as general education institutions with a Hindu character that are fully integrated into the national education system. This study aims to analyze the sociological dynamics experienced by the management of Hindu religious educational institutions after the implementation of PMA 2/2024, focusing on institutional integration, changes in managerial roles and functions, and the resulting socio-cultural implications. The research adopts a qualitative approach using a case study method at Madyama Widyalaya Jnana Dharma Sastra in Buleleng Regency, Bali. Data were collected through observation, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles and Huberman. The findings indicate that PMA 2/2024 has driven governance standardization, strengthened institutional legitimacy, enhanced managerial professionalism, and clarified the position of widyalaya as formal educational institutions equivalent to general schools with religious characteristics. The integration of formal pasraman into widyalaya has improved diploma recognition, access to government support, and public trust. Nevertheless, the transformation also presents adaptation challenges, including curriculum adjustments, increased administrative workloads, limited institutional resources, and social resistance related to changes in institutional identity and internal power relations. In conclusion, PMA 2/2024 constitutes a strategic momentum for the integrative and adaptive transformation of Hindu religious educational institutions. The success of its implementation depends largely on managerial readiness, stakeholder support, and the ability of widyalaya to balance traditional religious values with the bureaucratic demands of modern formal education.
ANALISIS PENERAPAN MODEL PEMBELAJARAN BRAIN BALANCE LEARNING DI SEKOLAH DASAR Ni Made Yunik Puspita Yanti; Kadek Hengki Primayana; Ni Putu Candra Prastya Dewi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.10931

Abstract

ABSTRACT Elementary social and science learning requires learning experiences that connect conceptual understanding, active engagement, and students’ readiness to process information. In this context, Brain Balance Learning is considered relevant because it integrates multisensory activities, movement, visualization, reflection, and learning interaction, allowing cognitive functions to be engaged in a more balanced manner. This study examines how the approach has been implemented and the extent to which it contributes to social and science learning in elementary schools. The review was conducted using a Systematic Literature Review procedure guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 25 national and international articles published between 2021 and 2026 were selected through identification, screening, eligibility assessment, and content synthesis. The findings indicate that 80% of the reviewed articles reported improved learning concentration, 70% documented gains in critical thinking, 55% linked the approach to increased creativity, and 45% identified strengthened scientific literacy. Student engagement was also reported in 60% of the analyzed articles. These outcomes were more evident when learning was supported by brain gym, mind mapping, visual media, animated videos, multisensory activities, and neuroscience-based e-modules. The review suggests that Brain Balance Learning can enrich elementary social and science learning by fostering active, contextual, and developmentally responsive learning experiences. ABSTRAK Pembelajaran IPAS di sekolah dasar menuntut pengalaman belajar yang mampu menghubungkan pemahaman konsep, keterlibatan aktif, dan kesiapan peserta didik dalam mengolah informasi. Dalam konteks tersebut, Brain Balance Learning dipandang relevan karena mengintegrasikan aktivitas multisensori, gerak, visualisasi, refleksi, serta interaksi belajar yang memberi ruang bagi keterlibatan fungsi kognitif secara lebih seimbang. Kajian ini menelaah bagaimana pendekatan tersebut diterapkan dan sejauh mana kontribusinya terhadap pembelajaran IPAS di sekolah dasar. Penelusuran dilakukan melalui Systematic Literature Review dengan prosedur Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Sebanyak 25 artikel nasional dan internasional yang terbit pada 2021–2026 diseleksi melalui tahap identifikasi, penyaringan, penilaian kelayakan, dan sintesis isi. Peta temuan memperlihatkan bahwa 80% artikel melaporkan peningkatan konsentrasi belajar, 70% mencatat perkembangan berpikir kritis, 55% mengaitkan penerapan pendekatan ini dengan kreativitas, dan 45% menunjukkan penguatan literasi sains. Keterlibatan belajar juga muncul pada 60% artikel yang dianalisis. Dampak tersebut lebih tampak ketika pembelajaran dipadukan dengan brain gym, mind mapping, media visual, video animasi, aktivitas multisensori, dan e-modul berbasis neurosains. Kajian ini menegaskan bahwa Brain Balance Learning berpotensi memperkaya pembelajaran IPAS melalui pengalaman belajar yang aktif, kontekstual, dan selaras dengan kebutuhan perkembangan peserta didik.
PEMBERDAYAAN GURU SEKOLAH DASAR MELALUI PELATIHAN PENYUSUNAN PERANGKAT PEMBELAJARAN BERBASIS PENDEKATAN DEEP LEARNING DI KECAMATAN KUBUTAMBAHAN Putu Eka Sastrika Ayu; I Putu Suardipa; I Made Ari Winangun; Gusti Ngurah Arya Yudaparmita; L. Heny Nirmayani; Komang Surya Adnyana; Ni Putu Candra Prastya Dewi; I Komang Wahyu Wiguna; I Ketut Ngurah Ardiawan; I Made Sedana
Jurnal Abdimas Ilmiah Citra Bakti Vol. 7 No. 1 (2026)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jailcb.v7i1.6465

Abstract

Kualitas pembelajaran di sekolah dasar sangat dipengaruhi oleh kemampuan guru dalam merancang perangkat pembelajaran yang sistematis, reflektif, dan berorientasi pada kebutuhan belajar siswa. Namun, hasil pemetaan awal menunjukkan bahwa sebagian guru sekolah dasar di Kecamatan Kubutambahan masih mengalami kesulitan dalam menyusun perangkat pembelajaran yang selaras dengan pendekatan deep learning, khususnya dalam mengintegrasikan tujuan pembelajaran, aktivitas belajar bermakna, dan asesmen autentik. Kondisi ini berdampak pada praktik pembelajaran yang masih berfokus pada penyampaian materi dibandingkan pengembangan pemahaman konseptual siswa. Oleh karena itu, kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk memberdayakan guru sekolah dasar melalui pelatihan penyusunan perangkat pembelajaran berbasis pendekatan deep learning guna meningkatkan kompetensi pedagogik dan kualitas pembelajaran di kelas. Mitra kegiatan adalah guru-guru sekolah dasar di Kecamatan Kubutambahan dengan jumlah peserta sebanyak 40 orang. Kegiatan dilaksanakan selama tiga hari melalui metode workshop partisipatif, diskusi kelompok terfokus, pendampingan intensif, serta praktik langsung penyusunan perangkat pembelajaran yang meliputi perumusan tujuan pembelajaran, pengembangan aktivitas pembelajaran bermakna, serta penyusunan asesmen yang berorientasi pada pemahaman konseptual. Hasil kegiatan menunjukkan adanya peningkatan pemahaman dan keterampilan guru dalam merancang perangkat pembelajaran yang lebih sistematis, kontekstual, dan berpusat pada siswa. Selain itu, guru menunjukkan perubahan sikap yang lebih reflektif dan inovatif dalam merancang pembelajaran yang mendorong pemahaman mendalam siswa terhadap materi pelajaran. Dengan demikian, pelatihan berbasis pendekatan deep learning tidak hanya meningkatkan kompetensi teknis guru dalam menyusun perangkat pembelajaran, tetapi juga memperkuat paradigma pembelajaran bermakna di sekolah dasar. Kegiatan ini berpotensi menjadi model pemberdayaan guru yang berkelanjutan dalam mendukung peningkatan mutu pendidikan dasar.
Analysis Of The Use Of Pop-Up Book Media On Rights And Obligations Materials On The Learning Interest Of Elementary School Students Ni Nyoman Sri Lingga Dewi; Ni Putu Candra Prastya Dewi; L Heny Nirmayani
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.3267

Abstract

Low interest in learning has an impact on students' lack of attention when participating in learning, lack of involvement, and lack of active participation during the learning process. The use of innovative learning media can increase students' interest in learning. The learning media that suits students' characteristics is Pop-Up Book, because the learning material is presented visually and concretely through attractive three-dimensional images. The purpose of this study is to describe changes in students' interest in learning the material on rights and obligations after using Pop-Up Book media in the learning process. The study used a qualitative descriptive approach to gain an in-depth understanding of attitudes, responses, and behavior during the learning process using Pop-Up Book media. The research subjects were 20 fourth-grade students of SDN 4 Bebandem. Data collection techniques were carried out through questionnaires, observation, and documentation. The results of the study showed that using Pop-Up Book learning media in the learning process was able to increase students' interest in learning the material on rights and obligations in fourth-grade elementary school students.
Development of Flipbook-Based Digital Comic Media with the Integration of Tri Parartha Essence in the Pancasila Education Course I Kadek Pasek; Ni Putu Candra Prastya Dewi; Ni Rai Vivien Pitriani
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.3325

Abstract

This research is motivated by the critical importance of strengthening character education for elementary school students through Pancasila Education, specifically focusing on moral and spiritual aspects. The primary objective of this study is to develop and evaluate the feasibility and effectiveness of learning media in the form of flipbook-based digital comics that integrate the essence of Tri Parartha values (Asih, Punia, and Bhakti). The study focuses on fourth-grade students within Cluster 2, Abang District. The research methodology employed is Research and Development (R&D), utilizing the ADDIE development model, which encompasses Analysis, Design, Development, Implementation, and Evaluation stages. The development process involved integrating Balinese local wisdom into interactive visual narratives to help students grasp complex ethical concepts. Data collection instruments included observation sheets, validation questionnaires for media and content experts, student response surveys, and standardized tests to measure moral and spiritual intelligence. Validity test results from experts indicated that the digital comic media is categorized as "Highly Feasible" for classroom implementation. Furthermore, effectiveness tests conducted through pre-test and post-test assessments showed a statistically significant increase in students' moral and spiritual intelligence after utilizing this media compared to conventional methods. Students demonstrated a deeper understanding of compassion (Asih), generosity (Punia), and devotion (Bhakti). In conclusion, the use of flipbook-based digital comic media infused with Tri Parartha values has proven effective as an innovative tool for fostering positive character traits and enhancing students' spiritual and moral intelligence at the elementary school level in a sustainable manner.
Co-Authors Gusti Ngurah Arya Yudaparmita I Gede Suwindia I Kadek Pasek I Ketut Ngurah Ardiawan I Komang Edi Santosa I Komang Wahyu Wiguna I Made Ari Winangun I Made Bagus Andi Purnomo I Made Sedana I Nyoman Ariyoga I Putu Suardipa Kadek Hengki Primayana Kadek Panji Yustisio Komang Surya Adnyana L Heny Nirmayani L. Heny Nirmayani Made Devia Paramitha Putera Made Sariani Ni Kadek Sinta Duwi Cayani Ni Made Yunik Puspita Yanti Ni Nyoman Kurnia Wati Ni Nyoman Kurnia Wati Ni Nyoman Sri Lingga Dewi Ni Rai Vivien Pitriani Putu Eka Sastrika Ayu Putu Novi Antini Putu Triska Prateja Putu Yeni Fitri Wahyuni