Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia

Research Article

Developing Innovative Students’ Assignment Plans Based-on Tri Hita Karana Philosophy for Blended Setting

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  • @INPROCEEDINGS{10.4108/eai.21-11-2018.2282242,
        author={I Made Tegeh and Anak Aging Gede Agung and Ignatius I Wayan Suwatra and Luh Putu Putrini Mahadewi},
        title={Developing Innovative Students’ Assignment Plans Based-on Tri Hita Karana Philosophy for Blended Setting},
        proceedings={Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia},
        publisher={EAI},
        proceedings_a={ICTES},
        year={2019},
        month={3},
        keywords={blended learning innovative assignment plans tri hita karana philosophy},
        doi={10.4108/eai.21-11-2018.2282242}
    }
    
  • I Made Tegeh
    Anak Aging Gede Agung
    Ignatius I Wayan Suwatra
    Luh Putu Putrini Mahadewi
    Year: 2019
    Developing Innovative Students’ Assignment Plans Based-on Tri Hita Karana Philosophy for Blended Setting
    ICTES
    EAI
    DOI: 10.4108/eai.21-11-2018.2282242
I Made Tegeh1,*, Anak Aging Gede Agung1, Ignatius I Wayan Suwatra1, Luh Putu Putrini Mahadewi1
  • 1: Universitas Pendidikan Ganesha
*Contact email: imadetegehderana@yahoo.com

Abstract

The purpose of this study was to determine the quality of the Innovative Student Work Plan (RTM) oriented to Tri Hita Karana in the blended learning model. Tri Hita Karana is a philosophy of life in Bali which consists of harmonious relations with God, between humans, and with the environment. RTM was developed using the models Dick, Carey and Carey. Six of this were developed, namely: RTM Group Counselling, Cinematography Education, Inferential Statistics, Mathematics Education, Learning and Instructional for Early Childhood, and Strategies and Learning Design. The questionnaire data collection method was employed. The data obtained were then descriptively analysed quantitatively. The results showed that the quality of RTM in the aspects of learning design was 82.50, learning media was 100, and that of assessment 64.44. The result indicated that the quality of RTM was good and very good in the aspects of learning design and learning media respectively, but was just enough and needed revision in the assessment aspect