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Kajian Model Pembelajaran SAVI Terhadap Mathematical Connections Ability I Putu Suardipa
Edukasi: Jurnal Pendidikan Dasar Vol 1, No 1 (2020)
Publisher : STAHN Mpu Kuturan Singaraja

Mathematical connection is one of the abilities that is the goal of learning mathematics. Mathematical connections occur between mathematics and mathematics itself or between mathematics outside mathematics and between mathematics and everyday life. With the ability to connect mathematics, in addition to understanding the benefits of mathematics, students are able to see that mathematical topics are interrelated. Mathematical Connections Ability is important but students who master mathematical concepts are not necessarily smart in connecting mathematics. The SAVI learning model involves activities and connections of the body and the five senses, so that the learning that is carried out gives an effective and efficient impact on classroom management to be better. Students' memories of the material learned are stronger because students build their own knowledge of mathematical concepts and are able to connect the knowledge formed. Keywords: Mathematics, SAVI, Learning, Students

Urgensi Soft skill dalam Perspektif Teori Behavioristik I Putu Suardipa; I Ketut Widiara; Ni Made Indrawati
Edukasi: Jurnal Pendidikan Dasar Vol 2, No 1 (2021)
Publisher : STAHN Mpu Kuturan Singaraja

The point is that a person has a sense, a conscience that must be developed to be able to govern himself or herself and to interact with others. Pedagogic competence is the ability of a teacher in processing the learning process of learners. In addition, pedagogic skills are also shown in helping, guiding, and leading learners who can implicitly cultivate the soft skills of learners. A teacher is able to master the characteristics of learners, master the theory of learning, utilize information technology in learning, and perform reflective actions to improve the quality of learning and provide intrapersonal and interpersonal abilities so that mature personalities are formed in learning. In summary Intrapersonal skills include Self a wareness and Self skill, while interpersonal skills include social a wareness and social skills. It becomes its own urgency in the order of maturity of the child into the future regeneration. Keywords: Soft Skill, Behavioristic Theory

Urgensi Kompetensi Pedagogi Guru sebagai influencer Pendidikan I Putu Suardipa
Purwadita : Jurnal Agama dan Budaya Vol 4, No 1 (2020)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/purwadita.v4i1.542

The accentuation of education is being shaken by various progesifitas changes with the demands of innovation and community needs, and is challenged to be able to respond to local problems and rapidly global change. The changes and problems such as the free market, the development of science, technology and information, art, culture, are very powerful. Thus, with the development must be coupled with the development in the educational world, ranging from the quality of education to the quality of teachers, students, curriculum, and infrastructure quality, so that the human resources will be based Also. This has been a separate urgency scale on educational jargon. Teachers must have the ability to manage learning, the ability to provide good examples, the ability to be PROFESIOANL teachers, and the ability to communicate and interact. These abilities have been reflected in the four competencies of teachers namely, pedagogic, personality, professional, and social that have become the minimum standard that a prospective educator must have as an influencer Keyword: competence of teacher pedagogy, education.

Pengaruh Pendidikan Matematika Realistik Terhadap Prestasi Belajar Matematika Dengan Kovariabel Bakat Numerik Pada Siswa Kelas V SD Gugus Banyuning I Putu Suardipa; Ni Nyoman Lisna Handayani
Purwadita : Jurnal Agama dan Budaya Vol 5, No 1 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/purwadita.v5i1.1465

This research aims to investigate the effect of realistic mathematic education implementation toward mathematic learning achievement with numerical aptitude covariable of fifth grade students cluster V Banyuning. The research was a quasi-experiment with Posttest-Only Control-Group Design. Research population was the entire fifth grade students of cluster V Banyuning which consisted of 136 students. Research results show that: First, there was a difference in mathematic learning achievement between students who followed realistic mathematic education and students who followed conventional learning model (F = 17.537 with p < 0.05). Second, there was a difference in mathematic learning achievement between students who followed realistic mathematic education and students who followed conventional learning model after numerical aptitude covariable was controlled (F= 23.440 with p<0.05). Third, there was a contribution of numerical aptitude of 29,7% toward students mathematic learning achievement. Keywords: learning achievement, numerical talent, realistic mathematic education

PERAN DESAIN EVALUASI PEMBELAJARAN UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN I Putu Suardipa; Kadek Hengki Primayana
Widyacarya: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2020)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyacarya.v4i2.796

Evaluation of learning is very important to know whether or not a learning system is implemented by educators. Because if an educator does not conduct an evaluation, there is no development in designing a learning system. Educators must create new Innovations to update learning systems that will be implemented in the classroom, ranging from materials, methods, media, learning resources, environments and assessment systems. In designing learning evaluations, educators should also pay attention to the basic principles of evaluation and the requirements that should be considered. The requirements are that the evaluation must actually use the right measuring instrument (Valid) according to its purpose, the test tool must be trusted (Reliabel) or produce the same results (Consistent), and the condition of the evaluation of the latter that is the evaluation must be practical or easy to use does not make it difficult for educators or learners.Keywords: Learning Evaluation Design, Learning Quality

PROSES SCAFFOLDING PADA ZONE OF PROXIMAL DEVELOPMENT (ZPD) DALAM PEMBELAJARAN I Putu Suardipa
Widyacarya: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 1 (2020)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyacarya.v4i1.555

Vygotsky learning theory is a view that can accommodate sociocultural-revolution in the theory of learning. Vygotsky theory learning is one of the social learning theories so that it is very suitable for cooperative learning model because in cooperative learning model occurs social interactive, namely interaction between students and students and between students With the teacher, in an effort to discover concepts and problem solving. During this interaction process there is cognitive apprenticeship, which is the process by which one who is learning step by step gaining expertise through interactions with experts. Vygotsky's theory assumes that learning occurs when children work or learn to handle unlearned tasks but those tasks are still within reach of their abilities, or those tasks are in the zone of proximal Development. Zone of proximal development is a slight development of students ' capabilities over their own capabilities. Vygotsky emphasizes scaffolding, which is to provide full assistance to the child in the early stages of learning which is then gradually reduced and gives the child the opportunity to take over the greater responsibility immediately After he can do it.Keywords: Scaffolding Process, Zone of Proximal Development, Vygotsky learning theory

KORELASI PEMBELAJARAN FLIPPED CLASSROOM DENGAN TAKSONOMI BLOOM I Putu Suardipa; I Made Sedana
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 5, No 1 (2022)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v5i1.2057

Flipped classroom is recommended learning when the teacher is preparing to carry out synchronous and asynchronous learning activities because of its effectiveness. This effectiveness is obtained because the flipped classroom is supported by four pillars of innovative learning: flexible environment, learning culture, intentional content, and professional educator, based on a constructivist learning approach and the design involved can activate and develop thinking skills in the realm of Bloom's taxonomy. The correlation that appears in the study above gives place to the Flipped classroom by assigning students to know and understand the content of lessons outside the classroom by using higher order thinking skills (HOTs) in Bloom's Taxonomy as a guardian of activities. Bloom's Taxonomy content in the Flipped Classroom model has a reverse direction, in the Flipped Classroom model step by emphasizing on students to create a product first, then students reconstruct understanding by trying to criticize to be evaluated (evaluating) in the application, then look at the details the strengths and weaknesses of the resulting product (analyzing) so that students apply the best working strategy (applying) by gaining new understanding (understanding) and being able to remember all previous learning. After students have "capital" understanding of the content, learning moves to face-to-face classes with activities aimed at clarifying, strengthening and deepening understanding as well as developing the skills acquired.Keywords: Flipped Classroom, Bloom Taxonomy

PENDIDIKAN KARAKTER BAGI PENDIDIKAN DASAR DI ERA DISRUPTIF Ni Nyoman Lisna Handayani; I Putu Suardipa
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 5, No 2 (2022)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v5i2.1322

Character education is an application process of etiquette value and religious into the students through knowledge, the application of the values to yourself, family and each friends into the teacher, environment and also into God Almighty. The social development of the child in the age of the elementary school have increase. From the first only socialize with the family in the house and then grow up to know another people around him. The child in this age also know the digital style either in the house, friends, school and the environment. In the digital era it’s not only positive impact but also negative impact. In this case the figure of the parents, teacher and society are working to guide and watch the child to become good, excellent and have the positive aim to their self.Keywords: Character Education, Primary education, Distruption Era

Pembelajaran Flipped Classroom Konten E learning I Putu Suardipa; I Made Sedana; Ni Nyoman Lisna Handayani
Edukasi: Jurnal Pendidikan Dasar Vol 3, No 1 (2022)
Publisher : STAHN Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/edukasi.v3i1.2298

In addition to adopting the bloom taxonomic system that was reversed in the initial process, flipped classroom also adopted blended learning strategies. In flipped classroom learning that uses blended learning strategies that contain the meaning of mixing elements, or combining one pattern with another pattern. Blended learning is a variety of e-learning strategies based on e-learning. In flip classroom itself blended learning in question is a mixture of several strategies, such as: (1) face to face learning; (2) m-learning; (3) project base learning; (4) problem base learning; (5) peer learning; (6) individualized learning, and (7) group learning. Implementing the flip classroom learning model in e learning needs to be understood that there are two stages, namely the out class and in class stages.

Pengaruh Model Pembelajaran ALC Berbantuan Media Quizizz Untuk Meningkatkan Literasi Numerasi Matematika Siswa Sekolah Dasar I Putu Suardipa; Ni Nyoman Lisna Handayani; Ni Luh Dewi Budayani
Edukasi: Jurnal Pendidikan Dasar Vol 4, No 1 (2023)
Publisher : STAHN Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/edukasi.v4i1.2724

The research aims to find out the significant effect of the ALC Model Assisted by Quizizz Media with Conventional Learning Models to Improve Mathematical Numeracy Literacy for IV elementary School Students. This research has quasi-experimental. The total population in this study was 161 students and research sample is 60 students with 30 experimental class students and 30 control class students. Based on the hypothesis that has been tested that, data analysis using independent t-test for N-Gain Score shows that df 30 + 30 - 2 = 58 with the value of tcount = 3,341 at a significant of 5%, the ttable value is obtained, namely 2,002. From the calculations results is known that tcount > ttable is 3,341 > 2,002 and Sig. (2-tailed) < 0.05 (0.001 < 0.05). This shows there is a significant difference in the effect of mathematical numeracy literacy between students who study with the ALC Model assisted by Quizizz media with the Conventional Model to improve mathematical numeracy literacy for 4 grade students of SD Cluster 3 Tejakula Village in the 2021/2022 academic year.

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