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I Ketut Sudarsana
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Cetta: Jurnal Ilmu Pendidikan
Published by Jayapangus Press
ISSN : -     EISSN : 26150891     DOI : -
Core Subject : Education,
Education
Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 583 Documents
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Implementation of Deep Learning in Independent Curriculum: Literature Study and Implications for Future Education Arina, Ida; Tri Herlambang, Yusuf
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4486

Abstract

In today's digital era, various significant new challenges and opportunities are faced by the world of education. The Independent Curriculum implemented in Indonesia is designed to provide freedom and comfort to students in developing their potential. In this context, the application of the Deep Learning concept is considered increasingly important. This study aims to discuss the application of Deep Learning in the Independent Curriculum and its application to future education. The literature study method with a qualitative descriptive approach is used to describe and analyze the application of Deep Learning in the Independent Curriculum. The main focus of the study is the collection and analysis of information from relevant literature sources. Based on the literature study that has been conducted, a significant impact on future education can be provided by the application of Deep Learning in the Independent Curriculum. Some important aspects include personalization of learning, data analysis, interactive content, improving the quality of teaching, the potential of artificial intelligence (AI), and preparation for the future.
Interactive Visual Auditory Kinesthetic-Based E-Module to Enhance Elementary School Students’ Learning Outcomes Suriantara, I Gede; Sanjaya, Putu; Lisna Handayani, Ni Nyoman
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4487

Abstract

This study aims to design an e-module that integrates visual auditory and kinesthetic approaches to teaching sixth-grade elementary school students about the properties of magnets in everyday life, using criteria that are valid, practical and effective in improving learning achievement. This study uses Thiagarajan's 4D model, which consists of four stages Define, Design, Develop and Disseminate. Data were collected through questionnaires and multiple-choice tests. Data analysis included quantitative and qualitative descriptive approaches, as well as inferential statistical analysis using the t-test. The validity of the module was evaluated using Gregory's formula, practicality was calculated using the mean value, while effectiveness was tested using an independent sample t-test. The results of the study indicate that the e-module is highly valid (Aiken's V = 1.00), highly practical (average practicality score = 67.6), and effective in improving student learning outcomes (t = 3.797; p < 0.05; effect size = 1.39).  This visual-auditory-kinesthetic-based e-module is suitable for use as a learning medium to improve the learning outcomes of sixth-grade elementary school students.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Berorientasi Tri Kaya Parisudha Terhadap Motivasi Dan Hasil Belajar IPAS Siswa Kelas VI Gugus II Kecamatan Klungkung Lili Absari, I Gusti Ayu Komang
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4492

Abstract

The issue of low motivation and learning outcomes in IPAS among sixth-grade students highlights the need for the implementation of an effective and character-based learning model, one of which is the Guided Inquiry model oriented towards Tri Kaya Parisudha. This study aims to determine the influence of the Guided Inquiry Learning Model oriented toward Tri Kaya Parisudha on motivation and IPAS learning outcomes of sixth-grade students in Cluster II of Klungkung District. This is a quasi-experimental study with a population consisting of all sixth-grade students in Cluster II of Klungkung District, totaling 196 students. The sample was selected using a random sampling technique. The sample of this study consisted of two classes: 33 students from SD Negeri 2 Akah as the experimental group and 32 students from SD Negeri 2 Semarapura Kangin as the control group. The research procedure involved three stages: preparation, implementation, and final phase of the experiment. Data were analyzed using MANOVA statistical testing. The results showed that: (1) there was a significant difference in learning motivation between students who followed the Guided Inquiry Learning Model oriented toward Tri Kaya Parisudha and those who followed conventional learning methods, with F = 143,864 and P<0,05; (2) there was a significant difference in IPAS learning outcomes between students taught using the Guided Inquiry Learning Model oriented toward Tri Kaya Parisudha and those taught using conventional methods, with F = 21,490 and P<0,05; (3) the implementation of the Guided Inquiry Learning Model oriented toward Tri Kaya Parisudha significantly influenced both motivation and IPAS learning outcomes of sixth-grade students in Cluster II of Klungkung District, with F = 74,030 and P<0,05.
Implementasi Kurikulum Berbasis Keterampilan dalam Program Pendidikan Kebidanan Yunas, Aisya Astri
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4497

Abstract

The advancement of science and technology, along with the increasing complexity of maternal health service demands, midwifery education curricula must continuously evolve to produce competent and work-ready graduates. One increasingly relevant approach is the implementation of a skills-based curriculum. This study aims to review the implementation of a skills-based curriculum in midwifery education through a systematic literature review. The method used was a systematic literature review by analyzing seven relevant research articles obtained from three major electronic databases: PubMed, ScienceDirect, and Google Scholar, published within the last ten years. The results show that implementing a skills-based curriculum has a significant positive impact, including improved knowledge, clinical skills, and self-confidence among midwifery students. This approach also fosters the development of critical thinking, effective communication, and interprofessional collaboration. Despite challenges in implementation, such as the need for faculty training, adequate facilities, and adjustments in teaching methods, the benefits outweigh the drawbacks. In conclusion, the skills-based curriculum holds great potential in enhancing the quality of midwifery education and ultimately contributes to improving maternal and neonatal healthcare services.
Kajian Literatur Tentang Implementasi Pembelajaran Bermakna di Sekolah Menengah Atas Artha, I N. Widya; Agustini, Ketut; Suartama, I Kadek
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4499

Abstract

The transformation of education in the 21st century demands instructional strategies that go beyond cognitive achievement to foster critical thinking, collaboration, and character development. Meaningful learning is considered an appropriate approach to address these challenges. This study aims to identify meaningful learning strategies implemented in Indonesian senior high schools, analyze supporting and inhibiting factors, and reveal research gaps for future studies. A Systematic Literature Review (SLR) method was employed by reviewing sixteen scientific articles published between 2021 and 2024, collected from national and international databases. The findings indicate that dominant strategies include Meaningful Instructional Design (MID), Project-Based Learning (PjBL), Contextual Teaching and Learning (CTL), Cooperative Learning, and Writing to Learn. These strategies have proven effective in enhancing students’ learning outcomes, active engagement, reflection, and character building. The success of implementation is supported by teachers’ readiness, adequate learning resources, and community involvement. However, constraints such as limited teacher training, lack of interdisciplinary innovation, and the absence of comprehensive evaluation standards remain challenges. The literature review also reveals research gaps, particularly the concentration on science subjects, the prevalence of short-term study designs, and the limited exploration of community-based meaningful learning models. In conclusion, meaningful learning significantly contributes to realizing the goals of the Merdeka Curriculum in Indonesia. Nevertheless, future research should focus on developing more contextual, integrative, and sustainable strategies to meet the dynamic needs of 21st century education.
Implementasi Prinsip Accountability Dalam Pembiayaan Kegiatan Pendidikan di SD Negeri 1 Ketileng Todanan Lutfia, Emi; Kurnia, Anora Wanodiya; Setyaningrum, Any Inti Wahyu; Nurkolis, Nurkolis
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4504

Abstract

This study aims to examine how the principle of accountability is applied in financing extracurricular scouting and dance activities at SD Negeri 1 Ketileng Todanan, Blora, and to identify factors that support or hinder the implementation of the principle. This study uses a field method with a qualitative descriptive approach. The data analysis process includes the stages of data reduction, data presentation, and drawing conclusions or verification. Based on the results of the study, it can be concluded that the implementation of the principle of accountability in financing scouting and dance activities at the school has been carried out well. All stages from planning, implementation, to financial reporting are carried out transparently, accountably, and involve various parties such as schools, committees, and parents of students. Factors that support the implementation of accountability include the existence of clear goals and objectives, a strong institutional structure, targeted policies, and detailed and appropriate planning. Meanwhile, the obstacles faced include a lack of understanding of accountability, the absence of competent administrative staff in financial management, and low participation from the School Committee and parents of students.
Transformasi Pembelajaran Bahasa Indonesia Berdiferensiasi di Sekolah Dasar melalui Pendekatan Teaching At The Right Level (TaRL) Latif, Azminudin; Markhamah, Markhamah; Rahmawati, Laili Etika
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4513

Abstract

Differentiated Indonesian language instruction plays a vital role in supporting the optimal achievement of literacy competencies among elementary school students. This study aims to describe the implementation, identify obstacles, and explore solutions in applying differentiated Indonesian language instruction through the Teaching at the Right Level (TaRL) approach at SD Negeri 03 Tunggulrejo. The research was conducted with fourth-grade students who exhibited diverse levels of learning abilities. The method used was a descriptive qualitative approach to comprehensively illustrate the strategies, challenges, and solutions encountered during the implementation of TaRL. Data collection techniques included classroom observation, in-depth interviews with teachers and students, as well as documentation of instructional materials. Data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing, with validity tested through triangulation and member checking.The main findings of the study indicate that the TaRL approach is effective in grouping students based on initial assessment results and in designing instruction tailored to their individual needs. Students with lower proficiency levels showed gradual improvement in reading and writing comprehension, while higher-level students were appropriately challenged. The challenges encountered included limited time, a lack of varied learning media, and the need for teacher adaptation to the new approach. However, through well-planned differentiated instruction strategies, teacher training, and collaboration among teachers, parents, and students, the implementation of TaRL was more effective. This study concludes that integrating the TaRL approach into differentiated Indonesian language instruction not only enhances students' literacy skills but also fosters learning motivation and creates a more inclusive, adaptive, and meaningful learning experience for all students.
Strategi Komunikasi Pendidik Dalam Meningkatkan Budaya Literasi di SMP Kemala Bhayangkari 1 Medan Br Ginting, Alemina Natasya; Purba, Christin Agustina; Lutfiah, Lutfiah; Pinem , Veronika Mareta
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4523

Abstract

The low level of literacy culture among junior high school students, particularly in the Medan area, remains a serious issue that requires immediate attention. This study aims to describe the communication strategies used by teachers in fostering a literacy culture at SMP Kemala Bhayangkari 1 Medan. This research employed a descriptive qualitative method, with data collected through observation, interviews, and documentation. The informants in this study consisted of two Indonesian language teachers and one English language teacher. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the teachers implemented four communication strategies: personal, participatory, collaborative, and reflective. The implementation of the 15-Minute Literacy and Literacy Wednesday programs successfully established consistent reading habits among students. The communication channels used included direct interaction, WhatsApp groups, social media, and digital media such as videos and e-books. Teachers acted as facilitators and motivators in building two-way communication involving both students and parents. Therefore, adaptive multi-channel communication strategies can be replicated in other schools to strengthen students’ literacy culture, offering both theoretical and practical contributions.
Penerapan Media Pembelajaran Geografi Pada Materi Hidrosfer Berbasis Spatial.io untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas X-1 di SMAN 1 Lawang Elfanda, Bagas Putra; Wahyudi, Adip; Fitriana, Evi; Lestari, Shima Tandya
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4533

Abstract

Effective learning depends on innovative and interesting way of presenting the material to increase students' interest in learning. This study aims to apply Spatial.io learning media on hydrosphere material, as well as improve critical thinking skills of students in class X-1 SMAN 1 Lawang. The method used was class action research (PTK), the subject taken was class X-1 with a total of 34 students. Data taken using pre-test post-test and critical thinking skills of students. The results revealed an increase from pre-test to post-test of 26 students, 8 students experienced the same score from both tests, with none experiencing a decrease. Hypothesis testing using the Wilcoxon Test results obtained Asymp.Sig. (2-tailed) 0.000 <0.05, it can be decided that the alternative hypothesis (Ha) is accepted and rejects the null hypothesis (H0). It can be concluded that there is an influence on the application of Spatial.io learning media on students' ability to understand as evidenced by the pre-test and post-test. In critical thinking skills, 34 students were recorded at a percentage of 66 ≤ P ≤ 100 which is categorized as being at a minimum of medium and a maximum of very high scores. This research shows that virtual reality technology not only improves students' critical thinking skills, but also attracts students' understanding of environmental issues.
Peran Kepemimpinan Transformasional Kepala Sekolah dalam Implementasi Supervisi Akademik Berbasis Kolaborasi untuk Optimasi Kinerja Mengajar Guru Kusumawati, Erna
Cetta: Jurnal Ilmu Pendidikan Vol 6 No 4 (2023)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v6i4.4547

Abstract

This study investigates the role of principals' transformational leadership in optimizing teacher teaching performance through collaborative academic supervision. The background of this study is the urgency of improving the quality of education that is highly dependent on the effectiveness of teacher teaching, where the role of the principal as a leader is very important in facilitating teacher professional development. The purpose of this study is to analyze the implementation of principals' transformational leadership, the characteristics of collaborative supervision carried out, and its impact on improving teacher teaching performance. This study uses a qualitative multi-site case study method, allowing for in-depth exploration of the phenomenon in several locations. Data were collected through interviews, observations, and documentation, then analyzed and validated through data triangulation. The results of the study indicate that the principal's transformational leadership effectively fosters equal dialogue and the development of joint follow-up plans between the principal and teachers. The implementation of this collaborative academic supervision has a significant impact on improving teacher performance including aspects of better lesson planning, innovative teaching strategies, effective classroom management, deep self-reflection skills, and increased teacher self-efficacy. The conclusion of the study explains that the principal's transformational leadership is a key factor in creating a conducive environment for teacher professional development through collaborative supervision, which ultimately contributes to improving the quality of teaching holistically. This study makes an important contribution to the development of an empowering supervision model, emphasizing the role of the principal as a change agent who empowers teachers to reach their maximum potential.

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