KETUT SUSIANI
@undiksha.ac.id
universitas pendidikan ganesha
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Ifdil Ifdil, Kadek Suranata, Itsar Bolo Rangka, Abu Yazid Abu Bakar, Ketut Susiani, and Tamil Selvan Subramaniam
Elsevier BV
I Kadek Suartama, Alexander Hamonangan Simamora, Ketut Susiani, Kadek Suranata, Muhammad Yunus, and Gede Doddy Tisna MS
Asian Educational Journal Publishing Group
The emergence of online learning has become important during the COVID -19 pandemic due to the advent of internet technology. The unpreparedness of planning and implementing online learning has caused many problems during the pandemic such as limited or monotonous academic materials as well as difficulty in organizing activities and student involvement. Online learning is also more stressful because students are stuck in private academic processes in the absence of challenging and fun activities leading to knowledge development difficulties. Therefore, this study aims to develop and analyze the feasibility of a gamification model for case and project-based online learning in universities. This analysis used the research and development (R&D) method with the experimental procedure containing model development as well as product validation and testing. In the validation process, two learning design and media experts as well as 76 students participated with a descriptive statistical analysis used to analyze the data. The results of the learning design experts’ assessment showed a score of 4.35, learning media experts’ assessment showed a score of 4.90 and the average score of the students' assessment was 4.33. Based on the results, the developed learning model was feasible to use in university academic processes.
Kadek Suranata, I Kadek Suartama, Gede Doddy Tisna MS, I wayan Lasmawan, Ni Luh Yaniasti, and Susiani Ketut
International Collaboration for Research and Publications
Tri Pramana, which is constituted of two major components, denotes the three life strengths to comprehend and believe in a certain event in Bhuwana Alit with manacikapura as the three powers of living beings, including (1) Bayu as the breath power, (2) Sabda as the sound power, and (3) Idep as the mind power. As delineated in Widhi Tatwa, Tri Pramana encompasses Praktyaksa Pramana, Anumana Pramana, and Agama Pramana (Sabda Pramana), which are possessed by humans, the most flawless life forms to realistically and abstractly grasp objective truths. The current study aims to incorporate the Tri Pramana principles into science learning by conducting a descriptive qualitative methodology, including a literature review, observation, interviews, and documentation. The results demonstrated the high relevance and effectiveness of Tri Pramana in science learning in elementary schools by incorporating the Upadesa and Whraspati principles Kalpa in Widhi Tatwa. Specifically, the three Tri Pramana elements were significantly interrelated to facilitate elementary students’ science learning.
Ketut Susiani, I Ketut Dharsana, I Kadek Suartama, Kadek Suranata, and I Nyoman Yasa
Innovative Research Publishing
Recent studies on self-learning have emphasized the importance of the cognitive and motivational elements of the classroom environment. Most of these studies have explored these elements by considering the potential for contextual variation. The current study examined inequalities in students' average assignment scores in social studies, math, and English education, as well as several non-cognitive variables, namely self-efficacy, exam anxiety, the use of cognitive strategies, the use of regulatory strategies, and academic success in the class. Employing an in-subject correlational design, students of mathematics, social sciences, and English were divided by gender. Multivariate regression was used to evaluate the relationships among performance, strategy utilization, and motivation indicators. The participants in the study were 545 students in the seventh and eighth grades of a secondary school (51 percent girls) who were asked to complete a self-report questionnaire. The results of the study showed that factors involving motivation and cognitive strategies varied by gender and subject, but not the use of regulatory approaches or academic achievement. However, according to the data, the relationships between these constructs appear to be relatively similar across the three subject areas studied. The importance of the findings to understanding the context-specificity of students' self-learning is highlighted.
K Suranata, I B Rangka, I Ifdil, Z Ardi, K Susiani, W E Prasetyaningtyas, D Daharnis, A Alizamar, L Erlinda, and R Rahim
IOP Publishing
Every student could be studying optimally when movements within the zone of proximal development (ZPD). The ZPD among students in a class may diverge. This research tried to analysis of students ZPD in numerical skills on math learning. The study covered 28 third-grade students in elementary school at Padangkeling, Singaraja, Bali. Numerical data understanding of students obtained through the 10 items essays numerical understanding test for elementary school students. Rasch Model analysis is used to examine the properties and quality of numerical understanding tests and to describe each student’s ZPD in numeric understanding. This study basically shows that through Rasch analysis it is known that ZPD of students in one class are absolutely different and diverse. There are 11 students identified as having ZPD under the control of the material based on the numerical understanding test so that it requires a special learning program. Four students have ZPD zones that are under some materials requiring more intelligent adult tutors or peers. The other fourth students have ZPD that suited to the comprehensive work in the test, and nine students are students with specific skills who require to look at enrichment in learning program.