Universitas Pendidikan Ganesha

This study aims to identify the potential of Pura Mengening in Saraseda Village, Tampaksiring District, Gianyar Regency as a spiritual tourism destination based on the 4A components. This research is qualitative descriptive research using data collection methods through observation and interviews related to the 4A components. The data were analyzed descriptively, with the research subjects being the Head of Saraseda Village, the Traditional Village Chief of Saraseda, and the managers of the Pura Mengening tourism destination. The research object is the perception or experience of tourists visiting Pura Mengening. The results of the study indicate that Pura Mengening has strong potential as a spiritual tourism destination based on the four main components (4A): attraction, access, amenities, and ancillary services. The attraction includes the natural beauty of the area with cool air, the sanctity of the temple that is still well-preserved, and the spiritual experience felt by tourists after undergoing the melukat ritual. Access is considered good with roads that are easily reachable, although some points still need improvement, and the travel time from Denpasar city is only 1 hour and 30 minutes. Available amenities include supporting facilities such as toilets, changing rooms, parking areas, and signboards. Ancillary services include the active role of the community and tour guides in maintaining the sanctity of the temple while assisting tourists in the melukat procession. In conclusion, Pura Mengening has great potential to be developed as a sustainable spiritual tourism destination that reflects the harmony of Tri Hita Karana, which is the balance of the relationship between humans, nature, and God.

The increasing popularity of Korean culture (Hallyu) over time has also influenced the increased exposure of Hallyu, such as Korean dramas, music, films, and language to Hallyu fans, especially fans who are non-native Korean speakers. One of the exposures of Korean language elements is swear words through media and online interactions, so that some fans also use these words, some even use them without knowing their meaning. This study aims to find out Hallyu fans’ perception of the use of Korean swear words and what factors influence them to use these words. This study is a qualitative study. Data collection was carried out by conducting semi-structured interviews using Indonesian with Hallyu fans who have different characteristics, backgrounds, and Korean proficiencies. The results of the interviews were converted into transcripts then translated into English. The collected data were analyzed using the thematic analysis method which has six stages, namely familiarization, generating codes, searching for themes, reviewing themes, defining and naming the themes, and report. The results of the study show that Hallyu fans' perceptions of Korean swear words are relative, depending on the context. The factors that influence the use of swear words are Korean content and the social environment. In addition, this study can help learners avoid misuse and develop more appropriate pragmatic competence in real-life communication.

<p><span style="color: rgb(59, 56, 56);">This study addresses the urgent need for pedagogical transformation in higher education amid rapid digitalization by formulating design principles for multimodal blended learning (MBL) that navigate cognitive load and strengthen critical literacy in Indonesian language courses. A descriptive–qualitative research design was employed, with data collected from two contrasting institutions: Universitas Pendidikan Ganesha (standardized ecosystem with integrated LMS) and Universitas Mahasaraswati Denpasar (flexible, multiplatform practices). Data were gathered through classroom observations, syllabus/module/media analysis, in-depth interviews (lecturers, students), and open-ended questionnaires. Instruments were guided by Cognitive Load Theory and the framework of digital critical literacy. Thematic analysis with source triangulation was conducted to ensure validity. Findings reveal systemic trade-offs: standardized single-channel delivery reduces extraneous load but risks routinizing practices and limiting critical dialogue, while creative multiplatform practices enhance engagement and production but increase fragmentation and cognitive overload, resulting in uneven critical performance. Synthesizing empirical findings with theoretical insights, the study proposes five design principles: (1) consistent access through a primary channel, (2) meaningful modality alignment with learning objectives, (3) cognitive load balancing (chunking, clear navigation, concise instructions), (4) structured stimulation of critical literacy (analysis, evaluation, reflective production), and (5) connection with students’ everyday digital practices. This contribution advances technology adoption readiness by providing a conceptually tested blueprint for instructional design development and subsequent trial implementation.</span></p>

This research is conducted with the objectives of (1) understanding and analyzing the The use of discretion by public officials in the administration of government often raises legal issues when such policies have the potential to cause state losses and are associated with criminal acts of corruption. This study aims to analyze the legal regulations and forms of accountability of public officials in the use of discretion that may result in state losses, as well as to examine the elements of state losses and the relevance of progressive law in assessing the use of such discretion. This research is normative legal research with statutory, conceptual, and case approaches. Research results indicate that discretion is a legitimate authority under the Government Administration Law; however, its use is limited by the general principles of good governance and statutory regulations. The accountability of public officials can entail both official responsibility and personal liability, particularly when discretion is exercised through abuse of power that results in actual state losses, as defined under corruption criminal law. In this context, progressive law provides an evaluative perspective by emphasizing the importance of considering good faith, the purpose of public interest, and social utility, so that the assessment of discretion is not solely based on formal consequences but also on the substance of justice and societal welfare.

Many elementary school students face difficulties in deeply understanding scientific concepts, resulting in low science literacy and an inability to connect scientific knowledge with everyday life. This problem is exacerbated by the limited availability of interactive, contextual learning materials and minimal integration of local cultural values. This study aimed to design, analyze validity, assess practicality, and evaluate the effectiveness of a Tri Hita Karana-based E-module on ecosystem materials to improve science literacy among fifth-grade students. The research employed a Research and Development (R&D) design using the ADDIE model, including Analysis, Design, Development, Implementation, and Evaluation. The subjects consisted of two content experts, two media experts, two teachers and three students for practicality testing, and 28 students for effectiveness testing. Data were collected using questionnaires on validity and practicality, as well as pretest and posttest science literacy assessments, with instruments validated (coefficient = 1.00) and reliable (KR-20 = 0.82). The results indicated that the developed E-module was valid (content experts = 3.87; media experts = 3.80), practical (teachers = 4.00; students = 3.77), and effective, with an average increase in science literacy of 20.536 points, a decrease in standard deviation from 20.550 to 16.011, and a paired sample t-test showing t = 10.280 with significance 0.000 < 0.05, indicating a significant improvement. In conclusion, the Tri Hita Karana-based E-module supports interactive, contextual, and character-based science learning. Its implication is that teachers can utilize this E-module as an innovative learning resource integrating digital technology and local wisdom to enhance students’ science literacy.

The low level of students’ spatial understanding and the limited availability of dynamic visual media capable of facilitating three-dimensional object representation in projection drawing learning constitute a strategic educational problem. Students often experience difficulties in visualizing spatial relationships, which affects both their motivation and learning outcomes. To address this issue, this study developed augmented reality (AR) learning media using the 4D development model, consisting of Define, Design, Develop, and Disseminate stages. The purpose of this research was to improve students’ learning motivation and learning outcomes in projection drawing instruction. This research was conducted in the Visual Arts Education Study Program at Universitas Pendidikan Ganesha, involving 22 students as research subjects. Data were collected through interviews, observations, questionnaires, tests, and documentation. The research instruments included expert validation sheets, motivation questionnaires, and learning outcome tests. All instruments were validated by content experts, media experts, and instructional design experts. Data analysis techniques comprised descriptive analysis, normality testing, Wilcoxon tests, paired-sample t-tests, and N-gain analysis to determine the effectiveness of the developed media. The results showed that the AR learning media was highly feasible, with a validation score of 91% from content experts and 88% from media experts. Individual, small-group, and field trials indicated positive student responses, with acceptance rates between 81% and 91%. The mean pretest score increased from 41.00 to 72.41 in the posttest, with an N-gain value of 0.52 (moderate category). Students’ learning motivation also increased significantly (p = 0.000). Therefore, the developed AR media is feasible and effective for projection drawing learning.

Dysphagia, a severe complication of neurological disorders, is now managed through advanced diagnostics and treatments that leverage technological innovation. Modern approaches utilize high-resolution manometry and endoscopic imaging for precise biomechanical assessment, moving beyond traditional strategies. The therapeutic focus has shifted towards harnessing neuroplasticity with interventions like pharyngeal electrical stimulation and biofeedback-aided exercises. These innovations enable targeted, mechanism-based rehabilitation that actively restores swallow function, significantly improving safety, reducing aspiration risk, and enhancing quality of life for patients. This integration of technology represents a new era in dysphagia care.

In the present dynamic and knowledge-driven business environment, Knowledge Management (KM) has emerged as a critical factor for enhancing organizational performance, fostering innovation, and ensuring long-term sustainability. Organizations increasingly rely on effective KM practices to systematically create, store, share, and apply knowledge, thereby improving decision-making processes, strengthening collaboration, and achieving strategic objectives. KM serves as a catalyst for managing intellectual assets and transforming them into valuable organizational outcomes, contributing significantly to competitiveness and growth . Despite its growing importance, the implementation of effective KM practices remains a significant challenge across organizations. Various barriers such as cultural resistance, technological limitations, lack of resources, and inadequate organizational support hinder the successful adoption of KM systems. Cultural dimensions, including organizational hierarchy, power distance, and communication patterns, play a crucial role in influencing knowledge-sharing behavior and the overall effectiveness of KM practices. In many cases, rigid organizational structures and resistance to change restrict open communication and limit the free flow of knowledge within organizations . Furthermore, the increasing emphasis on sustainability and digital transformation has highlighted the need for robust and adaptive KM frameworks. Emerging concepts such as Green Knowledge Management (GKM) emphasize the role of KM in achieving environmental, social, and economic sustainability. Organizations are increasingly integrating KM practices with sustainability goals to promote resource efficiency, environmental responsibility, and long-term development. At the same time, advancements in digital technologies, including artificial intelligence (AI), data analytics, and information systems, are transforming traditional KM processes by enhancing knowledge creation, storage, and dissemination capabilities . Although significant progress has been made in KM research, several gaps still exist in understanding its application across diverse organizational and industrial contexts. Existing KM frameworks often fail to adequately address cultural and contextual differences, which are critical for successful implementation. Moreover, while KM has been extensively studied in large organizations, its application in small and medium-sized enterprises (SMEs) remains relatively underexplored. SMEs face unique challenges such as limited resources, lack of structured KM systems, and informal management practices, which affect the effectiveness of KM initiatives . In addition, there is a need for more empirical and longitudinal studies to evaluate the long-term impact of KM practices on organizational performance, innovation, and sustainability. Many existing studies are conceptual in nature and lack practical validation across different industries and cultural settings. The integration of KM with emerging technologies and its role in supporting innovation and decision-making processes also require further exploration . This study adopts a literature review-based approach to examine the current landscape of Knowledge Management research, with a focus on its interrelationship with culture, innovation, and sustainability. By synthesizing findings from various studies, the research aims to provide a comprehensive understanding of KM practices, identify key challenges and research gaps, and suggest directions for future research. The study contributes to the existing body of knowledge by highlighting the importance of context-specific KM frameworks and the need for integrating technological, cultural, and sustainability dimensions in KM practices.

Many Indonesian primary students still experience difficulties in acquiring English vocabulary due to limited practice, low motivation, and the minimal use of technology in classroom instruction. This study focuses on improving fifth-grade students’ vocabulary mastery at SD Negeri 1 Sibangkaja through the implementation of drilling techniques integrated with vocabulary videos. The objectives of the study were to enhance students’ vocabulary mastery and to explore students’ responses toward the use of technology-enhanced drilling techniques. The study employed Classroom Action Research consisting of a preliminary study and two action cycles, each involving planning, action, observation, and reflection. Data were collected through vocabulary tests, classroom observations, and interviews. The results showed a significant improvement in students’ vocabulary mastery across the research cycles, with all students achieving the minimum completion criteria in the second cycle. In addition, students expressed positive responses, increased motivation, and greater engagement in vocabulary learning. The study concludes that integrating drilling techniques with vocabulary videos is an effective and engaging approach to improving elementary students’ vocabulary mastery. Furthermore, this approach offers practical implications for English teachers in designing more engaging, student-centered, and technology-aligned vocabulary instruction, while also contributing empirical evidence to the growing body of research on technology-assisted language learning for young learners.

Deep learning is an approach that launched by the Ministry of Primary and Secondary Education with an academic manuscript that can be viewed freely on its page. It has three main principles, that are mindful, meaningful, and joyful that should be implemented simultaneously during the learning process. This article discussess the theories of these three main principles from various figures such as Langer, Ausubel, and Dewey by using the literature study from various articles and books. The discussion of this article is designed to help educators more understand about the core of the approach accompanied by practical examples, enabling them to align the learning process with national policies. The principles in deep learning are aligned with constructivism theory, which made students as active subjects in the learning process. Students are aware of the leraning objectives and fully engaged in learning activities which the content is connected to real-life experiences, enabling them for constructing the conceptual knowledge. This article focuses solely on constructivism theory despite the existence of other theories that also support educational innovation. Highlights: Three interconnected principles frame a holistic student-centered approach grounded in awareness, cognitive integration, and experiential engagement. The framework positions learners as active knowledge constructors through contextual instruction and structured conceptual organization. Practical classroom strategies include initial assessment, project-based activities, and reflective interaction aligned with national curriculum policy. Keywords: Deep Learning, Mindful, Meaningful, Joyful