This research was aimed to provide an overview of digital test design that created using the Wondershare application and then imported into the Kelase platform to realize good blended learning to improve students' cognitive abilities. The approach of this research was development research, which focused on developing digital test instruments. The stages of development include: making the instrument items, validating the contents of instrument items, analyzing the instrument items, making the final items, importing the final items to Wondershare, and importing the digital tests to the Kelase platform. The research subjects that were involved in simulating content validation were two experts. Item analysis was done by determining the score of content validation and that score then compared with the validity categorization table that refers to Guilford. The validation score of the instrument contents was 0.850, so it was classified as excellent validity. The results of this research showed that 17 final items were imported into the Wondershare application and the Kelase platform, while three items were removed.
This study aims to determine the impact of the COVID-19 pandemic on online learning motivation, specifically for sports massage courses. The research design used in this study was Posttest Only Control Group Design. The samples were all students of the sixth semester of the Physical Education and Health Study Program, Universitas PGRI Mahadewa Indonesia, totaling 71 people. Research results in supporting an exciting learning process during a pandemic are highly demanded (1) lecturer skills in learning and developing knowledge that makes learning enjoyable, (2) student motivation in participating in learning is the key to success in the massage learning process, (3) supporting facilities online learning is the following key in the learning process during. The conclusion of this research is in carrying out learning practices and using engaging learning media that can provoke students' enthusiasm in the implementation of learning.
This study aims to determine the linguistic patterns of politeness in the Balinese language. The pragmalinguistic approach was used because the linguistic patterns and politeness of the Balinese language are related to descriptive and pragmatic aspects. Data were collected through closed questionnaires distributed to informants consisting of lecturers, teachers, and Balinese language practitioners. The respondents were asked to give a politeness score for each proposed sentence pattern using a Likert scale, where 1 = very impolite, 2 = impolite, 3 = polite, 4 = more polite, and 5 = very polite. The analysis results showed that (1) passive sentences (score 3.64 – 4.29) were perceived as more polite than active sentences (score 2.76 – 3.14), (2) modality phrase forwarding (score 4.00 – 4.79) were perceived as more polite than sentences without modalities (score 2.64 – 2.71), (3) the use of institutional personification (score 4.07 – 4.76) was perceived as more polite than using the position as the subject of the sentence (score 2.88 – 3.00), and (4) the use of indirect speech (score 4.14 – 4.79) was perceived as more polite than using direct (score 2.76 – 3.00). Furthermore, the use of these linguistic instruments to determine politeness in the Balinese language is motivated by the speaker's desire to focus on information, soften and weaken the impositivity, as well as efforts to save a positive face.
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