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Jurnal Santiaji Pendidikan (JSP)
Published by Universitas Mahasaraswati
ISSN : 20879016     EISSN : 26854694     DOI : https://doi.org/10.36733/jsp.v9i2
Core Subject : Education,
Education
Jurnal Santiaji Pendidikan (JSP) adalah jurnal yang memuat publikasi berupa hasil penelitian dan kajian pustaka dalam bidang pendidikan. JSP diterbitkan sejak Januari 2011 oleh Fakultas Keguruan dan Ilmu Pendidikan Universitas Mahasaraswati Denpasar. JSP terbit dua kali setahun pada bulan Januari, dan Juli.
Arjuna Subject : -
Articles 444 Documents
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AN ETHNOLINGUISTIC STUDY OF THE CULTURAL LEXICONS IN THE MEBOROS CEREMONY OF BUSUNGBIU VILLAGE Carollina, Nenzy; I Wayan Swandana
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14787

Abstract

This study aims to identify the cultural lexicons used in the Meboros Ceremony in Busungbiu Village, Buleleng Regency, Bali, and to analyze their cultural meanings from an ethnolinguistic perspective. A qualitative descriptive design was employed using an ethnolinguistic approach. Data were collected through non-participant observation, semi-structured interviews, and documentation. Primary data were obtained from adat leaders, pemangku (traditional priests), and community members involved in the ceremony, while secondary data were gathered from relevant books, journal articles, and local documents. The data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing, with source and methodological triangulation applied to ensure data credibility. The findings identified fourteen cultural lexicons: Tegak, Pamukbuk, Seselet, Mependak, Bulu Pangi, Ngajit, Tumpeng, Udang, Meboros (Megoo), Mainan, Rare Angon, Upih, Yowana, and Meboros. These lexicons represent ritual participants, ceremonial stages, hunting equipment, symbolic objects, and traditional social roles. The study reveals that the lexicons function not only as linguistic units but also as cultural symbols that embody the Busungbiu community's beliefs, social organization, and harmonious relationship between humans, nature, and spiritual entities. The findings highlight the important role of language in preserving cultural identity and local wisdom while contributing to the documentation and maintenance of Balinese cultural heritage through an ethnolinguistic perspective.
Peranan AI dalam Menstimulasi Kognitif, Afektif, dan Keterampilan Bahasa: Metode Campuran Antara Persepsi dan Tantangan Ida Ayu Made Tika Pradnyani; Theresia Devayani Rondonuwu; Ida Ayu Made Wedasuwari; I Ketut Wardana; I Nyoman Suparsa
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14804

Abstract

Artificial Intelligence (AI) has been increasingly utilized to support language learning; however, studies that comprehensively examine its role in stimulating students' cognitive, affective, and language skills, as well as the challenges of its implementation, remain limited. This study aimed to explore the role of AI in stimulating students' cognitive abilities, affective development, and language skills while identifying the challenges encountered during the learning process. A mixed-methods approach was employed by integrating quantitative data collected through questionnaires with qualitative data obtained from semi-structured interviews. A total of 100 students from four classes were selected using purposive sampling. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were examined through thematic analysis. The findings revealed that AI played a positive role in stimulating students' cognitive abilities (M = 3.34, SD = 1.07), language skills (M = 3.30, SD = 1.00), and affective development (M = 3.13, SD = 1.06), with cognitive stimulation emerging as the most dominant dimension. The qualitative findings further indicated that AI enhanced learning efficiency, language practice, the quality of feedback, and self-regulated learning. However, the effective implementation of AI depended on students' digital literacy, critical thinking skills, and technological infrastructure, while excessive reliance on AI could diminish creativity, critical thinking, and learner autonomy. This study concludes that AI serves as a supportive educational technology capable of optimizing language learning in a more effective, contextualized, and student-centered manner when integrated critically, ethically, and pedagogically
WHERE ALIGNMENT BREAKS: A DOCUMENT-BASED EVALUATION OF CONSTRUCTIVE ALIGNMENT IN A SEQUENCED EFL READING CURRICULUM La Ode Alfin Haris Munandar; I Made Sujana; Lianda Dewi Sartika; Darin Fadhilah; Anak Agung Ngurah Bagus Janitra Dewanta; Ayunda Wulandari
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14908

Abstract

Quality assurance in Indonesian higher education is enacted largely through course documents, yet the internal coherence of those documents is rarely audited once they have been approved. This study evaluated constructive alignment across four sequenced Reading courses in an undergraduate English Language Education programme at an Indonesian university. Using a qualitative evaluative design based on document analysis, the study examined the programme curriculum, five semester lesson plans covering the four courses, and one draft instructional module. Twenty-eight units of analysis were coded on three component pairings using a three-level alignment rubric, producing 84 coding decisions and a set of descriptive alignment indices. A gap in stated proficiency level was the clearest finding: mapped against CEFR reading descriptors, the four courses indicated levels B1, B1, B2, and B1 against a programme learning outcome targeting C1, and the sequence did not rise, since the first two courses showed no increase in demand and the final course indicated a lower level than the course preceding it. Mean alignment indices fell in the moderate band for all four courses, ranging from 60.0% to 70.4%, and declined consistently from objectives-to-materials, through objectives-to-planned-implementation, to objectives-to-assessment, which was rated low in every course and reached 27.8% in one. Document verification further revealed that the lesson plan for the first course was textually near-identical to that of the second, that two conflicting versions of one lesson plan were in circulation, and that no assessment instruments or scoring rubrics existed for any course. Because these weaknesses originate in lesson plans drafted in isolation by individual convenors, the study recommends cross-course collaborative design, in which the lesson plans of a related course sequence are drafted and revised together in a single scheduled session and read against one another and against the curriculum, supported by content-based rather than checklist-based internal document audit.
PERAN TEKNOLOGI DALAM MENDUKUNG PENDIDIKAN INKLUSI Wakila, Nurul; Kalsum, Ummi; Asruni; Padil; Nurhasanah; Hasmiati
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14014

Abstract

  This research seeks to examine the role of technology in facilitating the implementation of inclusive learning within educational settings. Inclusive learning is a learning system that provides opportunities for all students, including students with special needs, to learn together in the same environment. In its implementation, technological support is needed so that the learning process can run more effectively, interactively, and be easily accessed by all students. The method employed in this study is a literature review of scholarly articles discussing educational technology and inclusive education, involving the analysis of various relevant academic sources, including journals, books, and scholarly articles discussing educational technology and inclusive learning. The findings of the literature review indicate that technology supports inclusive education through three main functions: improving learning accessibility, providing assistive tools, and adapting learning materials to students’ individual needs. Digital learning media and text-to-speech technology help students access and understand learning materials, particularly those who experience reading difficulties. Meanwhile, adaptive technology enables adjustment to learning materials and methods according to students’ abilities and needs. The review also highlights that technology can support students’ independence and active participation in learning activities. However, its effective implementation requires appropriate technology selection and adequate teacher preparation. These findings suggest that technology can strengthen inclusive learning when its use is aligned with students’ needs and supported by teachers and educational institutions.

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