Development of an IPAS supplementary book oriented toward Tri Kaya Parisudha for elementary school students

I Ketut  Suparya; I Ketut Catur  Paramita; Kadek  Dipapastana

doi:10.59672/ijed.v7i2.6438

Authors

I Ketut Suparya Institut Agama Hindu Negeri Mpu Kuturan
I Ketut Catur Paramita Institut Agama Hindu Negeri Mpu Kuturan
Kadek Dipapastana Institut Agama Hindu Negeri Mpu Kuturan

DOI:

https://doi.org/10.59672/ijed.v7i2.6438

Keywords:

Elementary school, IPAS learning, Supplement book, Tri Kaya Parisudha

Abstract

The integration of local wisdom into the learning of science and Integrated Social Sciences (IPAS) is increasingly recognised as a strategy to promote contextual learning and scientific literacy. However, previous research has mainly emphasised ethnoscience-based learning models and culturally responsive teaching, while the development of IPAS teaching materials that systematically integrate Tri Kaya Parisudha as a pedagogical framework is still limited. This research aims to develop and validate additional IPAS textbooks based on Tri Kaya Parisudha to support the implementation of the Independent Curriculum for fourth-grade elementary school students. The study uses a Research and Development (R&D) approach adapted from the Borg and Gall model, including needs analysis, product design, development, expert validation, revision, and refinement. Content validity was evaluated using a V Aiken involving nine experts in content, instructional media, and language. Needs analysis shows that existing IPAS textbooks provide limited integration of Balinese local culture and contextual learning experiences. The textbooks developed organise learning activities around Manacika (thinking good and right), Wacika (saying good and right), and Kayika (doing good and right). The validation results showed high validity in content (V = 0.98), media (V = 0.91), and language (V = 0.88), suggesting that the textbooks are well suited for classroom use. This research contributes an additional culturally responsive textbook that expands the use of Tri Kaya Parisudha as a pedagogical framework while supporting scientific literacy, critical thinking, character development, and the implementation of the Independent Curriculum.

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References

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