cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ni Wayan Swarniti
Contact Email
jurnalaccarya@gmail.com
Phone
+6285739637227
Journal Mail Official
jurnalaccarya@gmail.com
Editorial Address
Jalan Kamboja No.17, Dangin Puri Kangin, Kec. Denpasar Utara, Kota Denpasar, Bali - Indonesia
Location
Kota denpasar,
Bali
INDONESIA
Widya Accarya
Published by Universitas Dwijendra
ISSN : 20850018     EISSN : 27228339     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Widya Accarya, 2085-0018 (Print ISSN), 2722-8339 (Electronic ISSN) is the Journal of Education who published research articles and of theoretical articles in education which published by Faculty of Teacher Training and Pedagogy, Dwijendra University. The journal is published twice a year every April and October published by Faculty of Teacher Training and Pedagogy. This journal encompasses original research articles, review articles, and short communications, including: • Education • Language Teaching and Learning • Classroom Action Research • Morphology • Syntax • Phonology • Semantic • Pragmatic • Discourse Analysis • Translation • Comparative Linguistics History • Applied Linguistic
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 258 Documents
 22   23   24   25   26 
Smartphone-Based Anecdotal Text Learning Media Oki Rasdana; Silvia Permatasari; Mangatur Sinaga; Amira Deani; Amelia Putri; Dudit Nugroho
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to develop a smartphone-based anecdotal text learning media for high school students using the DDDE (Decide, Design, Development, Evaluation) model. The background of the research is based on three main problems: (1) low interest in learning conventional anecdotal texts, (2) lack of teaching materials relevant to students' digital lives, and (3) suboptimal use of smartphones (4) internet access in schools that has not been optimized. This research aims to provide innovative media alternatives based on the contextual needs of schools. The research methods used are research and development with observation, interview and data testing techniques. The data was processed using mixed method data analysis techniques. Quantitative data was obtained from the results of product trials using questionnaires and learning outcome tests, while qualitative data was obtained from observations and interviews with teachers and students. The validity of the product is assessed by material experts, media experts, and practitioners with categories that are very suitable for Indonesian learning. The trial is divided into a limited trial in one class and a field trial involving two classes at the school. The results of the analysis of 26 student samples showed an average pretest score of 61.8 and a posttest score of 83.8, with an increase of 22 points. The paired t-test yielded a calculated t of 44.9 > a t-table of 2.06 (α = 0.05), so there was a significant difference between learning outcomes before and after using the learning media. The normalized gain value (g) = 0.58 is in the moderate category, which indicates that learning media is effective in improving student learning outcomes. Thus, the media developed has proven to be very suitable for use in the learning process and has a positive effect on improving student understanding.
Teachers' Challenges in Teaching English to Students with Special Needs at SMP Negeri Hindu 2 Sukawati Ni Made Yuniari; I Gusti Ayu Indah Triana Juliari; I Komang Dedik Susila; I Wayan Teguh Sastra Wiguna; I Wayan Gede Supawan
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Inclusive education ensures equitable access to quality education for all learners, including students with special needs, yet teachers face significant challenges in implementing effective English language instruction for these diverse learners. This study aimed to examine the pedagogical challenges teachers encounter when adapting English lessons for students with special needs, analyze how teachers address communication barriers, identify instructional strategies and accommodations used, and investigate classroom management challenges at SMP Negeri Hindu 2 Sukawati. Unlike previous research that broadly examines inclusive education, this study highlights the lived experiences of English teachers in a school without a formal inclusive program, offering a context-specific perspective often overlooked. A qualitative descriptive case study design was employed, utilizing purposive sampling to select 2-4 English teachers with direct experience teaching students with special needs. Data collection involved semi-structured interviews that analyzed through thematic analysis to identify recurring patterns and themes. The results revealed that teachers face multifaceted challenges including significant disparities in students' basic literacy abilities, inadequate specialized teaching materials and training, difficulties balancing attention between regular and special needs students, and disruptive behavioral management issues. Teachers demonstrated adaptive strategies such as multilingual instruction, differentiated learning approaches, modified assessments, and informal peer collaboration. However, professional development opportunities remained limited, with teachers relying primarily on spontaneous solutions and colleague discussions. The study concludes that while teachers show resourcefulness in addressing inclusive education challenges, systematic support systems, comprehensive training programs, and specialized resources are urgently needed. These findings provide important implications for inclusive education policy and practice by highlighting the necessity of formal teacher preparation programs, structured institutional support, and collaboration with special education experts to ensure that inclusive classrooms can effectively serve all learners.
A Qualitative Study on The Challenges Faced by English Teachers In Applying Differentiated Instruction Sri Supiah Cahyati
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the challenges faced by English teachers in implementing differentiated instruction (DI) within the context of senior high schools in Indonesia. Recognizing the increasing diversity in student abilities, interests, and learning styles, differentiated instruction has emerged as a student-centered approach aimed at addressing these differences. Despite its theoretical strengths, practical implementation remains complex. Employing a qualitative descriptive method, this research gathered data through in-depth interviews, classroom observations, and document analysis involving English teachers with at least two years of teaching experience. The findings reveal five major challenges: (1) difficulties in adjusting content, teaching methods, and assessments; (2) time constraints and high workload; (3) limited facilities and instructional resources; (4) internal barriers such as limited knowledge and low teacher confidence; and (5) adaptive strategies developed by teachers. Despite significant constraints, teachers demonstrated resilience by employing flexible grouping, task modifications, reflective practices, and peer collaboration. The study concludes that successful DI implementation requires more than individual teacher initiative—it demands systemic support, adequate training, and enabling school environments. These insights can inform educational policy, curriculum development, and teacher training programs to promote more inclusive and effective English language instruction.
Efektivitas Media Educa Studio dalam Meningkatkan Kemampuan Membaca Siswa Kelas IV SDN 1 Samida Kecamatan Selaawi Garut Fini Hidayah; Ari Kartini; Agus Hamdani
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan menilai efektivitas Media Educa Studio dalam meningkatkan kemampuan membaca siswa kelas IV SDN 1 Samida Kecamatan Selaawi Garut. Pendekatan kuantitatif dengan desain quasi experiment digunakan melalui pembagian kelas eksperimen dan kelas kontrol. Kelas eksperimen memperoleh pembelajaran dengan Media Educa Studio, sedangkan kelas kontrol menggunakan metode konvensional. Data dianalisis melalui perhitungan N-Gain Persen untuk melihat peningkatan kemampuan membaca setelah perlakuan diberikan. Hasil menunjukkan bahwa kelas eksperimen mencapai rata-rata N-Gain Persen 70,71% dengan kategori “Cukup Efektif”, sementara kelas kontrol memperoleh rata-rata 59,56% dalam kategori yang sama namun pada tingkat lebih rendah. Temuan tersebut memperlihatkan bahwa penggunaan Media Educa Studio mampu memberikan peningkatan yang lebih kuat dan lebih stabil dibandingkan pembelajaran tanpa media digital. Penelitian ini menegaskan bahwa Media Educa Studio dapat menjadi alternatif media belajar yang mendukung pengembangan kemampuan membaca siswa sekolah dasar.
A Conceptual Review of the Physical Aspect in Expressing Children’s Character and Interest in Social Studies Learning in MI/SD Susilasari; Aramudin
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study presents a conceptual synthesis of the role of physical characteristics such as facial expressions, body gestures, voice intonation, and behavioral attitudes in children’s interactions during Social Studies learning in MI/SD. The study employs a literature review approach, focusing on collecting, examining, and synthesizing relevant scholarly sources to develop a comprehensive conceptual understanding of the topic. Rather than establishing causal relationships, this review explores how various physical indicators are interpreted within educational contexts and how they are conceptually associated with children’s character expression and learning interest. The synthesis of the literature suggests that different physical cues may be understood as meaningful representations in the learning process. For instance, hand gestures are often conceptually linked to motor engagement and social interaction, while fingerprints are occasionally discussed in relation to individual cognitive tendencies in a symbolic manner. Similarly, nails and hair are sometimes interpreted as reflecting emotional states and personality-related aspects. Facial expressions and eye behavior are commonly associated with attention and motivational engagement, whereas cognitive indicators such as thought patterns are inferred through observable learning behaviors. However, these interpretations remain largely theoretical and context-dependent. This conceptual review is limited by its reliance on secondary sources and the absence of empirical validation. Therefore, the findings should be understood as interpretative frameworks rather than definitive conclusions. Overall, the study highlights the importance of considering physical and behavioral cues as part of a broader pedagogical perspective that may support more responsive and inclusive Social Studies learning in elementary education.
Penguatan Pendidikan Karakter Melalui Pendidikan Pancasila Berfokus Pada Integrasi Nilai-Nilai Pancasila Dalam Proses Pembelajaran Di SMK PGRI 1 Denpasar Adrianus Ahas; Ni Putu Ika Putri Sujianti; I Gusti Ngurah Santika; I Made Sila; Patrio Surianto Mali; Yohanes Nagel
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan karakter merupakan salah satu aspek penting dalam sistem pendidikan di Indonesia, terutama dalam menghadapi tantangan globalisasi dan perkembangan teknologi yang pesat, jadi Pembelajaran Pancasila jangan hanya cenderung berfokus pada hafalan teori dan pasal, tetapi penerapan nilai-nilainya dalam kehidupan sehari-hari. Ini membuat siswa sulit menghubungkan konsep Pancasila dengan perilaku nyata Penelitian ini bertujuan untuk menganalisis penguatan pendidikan karakter melalui integrasi nilai-nilai Pancasila dalam proses pembelajaran di SMK PGRI 1 Denpasar. Penelitian kualitatif ini menggunakan metode observasi, wawancara, dan survei dengan 16 siswa kelas XI dan seorang guru PPKn. Hasil penelitian menunjukkan bahwa mayoritas siswa memiliki persepsi positif dan menyadari pentingnya pendidikan karakter dan Pancasila. Sebanyak 69% siswa menyatakan sangat setuju bahwa pendidikan karakter penting untuk membentuk moral dan etika, dan 62,5% sangat setuju bahwa nilai-nilai Pancasila harus menjadi dasar utama pembentukan karakter mereka. Data juga menunjukkan dukungan kuat (74% sangat setuju) dari siswa terhadap integrasi nilai-nilai Pancasila ke dalam semua mata pelajaran, bukan hanya PPKn. Hal ini diperkuat dengan temuan bahwa 63% siswa sangat setuju bahwa pembelajaran yang hanya berfokus pada teori tanpa penanaman karakter dianggap kurang efektif. Berdasarkan wawancara dengan guru PPKn, strategi implementasi yang efektif meliputi peran sentral guru sebagai teladan, serta integrasi nilai-nilai Pancasila melalui metode pembelajaran tematik, kontekstual, diskusi, dan pembiasaan karakter di sekolah. Pembahasan lebih lanjut menyimpulkan bahwa penguatan pendidikan karakter berbasis Pancasila di SMK PGRI 1 Denpasar memiliki dukungan kuat dari siswa dan dapat berjalan efektif dengan pendekatan holistik yang melibatkan peran guru sebagai role model serta penerapan strategi pembelajaran yang beragam dan praktis
Implementasi Digital Performance Assesment Dalam Pembelajaran IPAS SD Kurikulum Merdeka: Studi Pada Penguatan Profesi Kependidikan Dewi Juniayanti; I Made Astra Winaya; I Putu Rangga Sedana Putra; I Kadek Andika Putra; I Wayan Suardana
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Digital Performance Assessment (DPA) dalam pembelajaran IPAS berbasis Kurikulum Merdeka, menilai dampaknya terhadap capaian hasil belajar siswa dan penguatan dimensi Profil Pelajar Pancasila, serta mengidentifikasi tantangan yang dihadapi dalam proses penerapannya. Penelitian ini menggunakan desain PTK model spiral Kemmis & McTaggart yang dilaksanakan dalam tiga siklus, dengan pendekatan campuran (mixed methods) untuk memperoleh data kuantitatif dan kualitatif yang saling melengkapi. Subjek penelitian adalah 24 siswa kelas IV SD Negeri 6 Penatih. Data dikumpulkan melalui observasi partisipatif, dokumentasi e-portfolio, wawancara semi-terstruktur, tes kinerja berbasis inkuiri, dan kuesioner persepsi siswa. Hasil penelitian menunjukkan bahwa penerapan DPA melalui e-rubric, e-portfolio, dan umpan balik formatif digital secara konsisten meningkatkan rata-rata skor hasil belajar IPAS dari 71,3 pada siklus I menjadi 84,7 pada siklus III. Selain itu, ketercapaian dimensi Profil Pelajar Pancasila khususnya bernalar kritis, kreativitas, gotong royong, dan kemandirian menunjukkan tren peningkatan positif pada setiap siklus. Guru dan siswa menilai DPA lebih transparan, autentik, partisipatif, dan mendorong pembelajaran yang bermakna. Secara keseluruhan, DPA terbukti relevan sebagai strategi asesmen inovatif yang mendukung keberhasilan implementasi Kurikulum Merdeka sekaligus memperkuat profesionalisme guru di era digital.
Pencegahan Perundungan di Sekolah Menengah Pertama di Kota Denpasar dengan Pengembangan Model Pembelajaran Berbasis Proyek Berlandaskan Filosofi Tri Kaya Parisudha Wayan Meter; I Ketut Suar Adnyana; Putu Ronny Angga Mahendra; Ni Putu Diah Sekar Ayu Nirmala
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Perundungan di sekolah tetap menjadi masalah yang terus berlanjut meskipun telah dilakukan berbagai upaya intervensi. Pendekatan tradisional, seperti kampanye sosialisasi dan kuesioner, terbukti tidak efektif karena kurangnya keberlanjutan dan dampak yang terbatas dalam mengurangi insiden perundungan. Data dari UNICEF (2020) mengungkapkan tingkat kekerasan (41%) dan perundungan (45%) yang sangat tinggi di kalangan siswa di Indonesia. Sifat heterogen Denpasar memperparah risiko perundungan, terutama di lingkungan pendidikan. Untuk mengatasi masalah mendesak ini, penelitian ini mengusulkan pendekatan baru: menerapkan model pembelajaran berbasis proyek (PBL) yang berlandaskan filosofi Hindu Bali Tri Kaya Parisudha (harmoni dalam pikiran, perkataan, dan perbuatan) di sekolah menengah pertama (SMP) di Denpasar. Penelitian ini bertujuan untuk menentukan efektivitas peraturan sekolah terkait perundungan, saling mendukung untuk melawan pelaku perundungan, serta melaporkan perundungan kepada guru dan orang tua guna memberikan dukungan. Pendekatan ini terdiri dari lima tahap: (1) penilaian kebutuhan awal, (2) pelatihan guru dan staf, (3) pembentukan kelompok proyek, (4) penerapan model pembelajaran berbasis proyek, (5) solusi pembelajaran berbasis masalah. Penelitian ini akan mengukur keberhasilan program dan dampaknya terhadap perilaku siswa guna memberikan makna bagi siswa dalam hal pencegahan dampak perundungan.

Page 26 of 26 | Total Record : 258

 22   23   24   25   26 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol. 17 No. 1 (2026): Widya Accarya Vol. 16 No. 2 (2025): Widya Accarya Vol. 16 No. 1 (2025): Widya Accarya Vol. 15 No. 2 (2024): Widya Accarya Vol. 15 No. 1 (2024): Widya Accarya Vol. 14 No. 2 (2023): Widya Accarya Vol 14 No 1 (2023): Widya Accarya Vol 12 No 1 (2021): Widya Accarya Vol 11 No 2 (2020): Widya Accarya Vol 11 No 1 (2020): Widya Accarya Vol 10 No 2 (2019): Widya Accarya Vol 10 No 1 (2019): Widya Accarya Vol 9 No 2 (2018): Widya Accarya Vol 9 No 1 (2018): Widya Accarya Vol 8 No 2 (2017): Widya Accarya Vol 7 No 1 (2017): Widya Accarya Vol 6 No 2 (2016): Widya Accarya Vol 5 No 1 (2016): Widya Accarya Vol 4 No 1 (2015): Widya Accarya Vol 3 No 1 (2014): Widya Accarya Vol 2 No 1 (2013): Widya Accarya More Issue