Private tutoring was a non-formal education, it was used as an alternative by parents to help support and maximize the learning process that students get at school. Sometimes parents have difficulty in adjusting the desired and needed criteria with available alternatives or teachers. To overcome these obstacles, this research used the MADM approach in providing alternative recommendations, based on the criteria used as the basis for decision making. MADM consists of SAW, WP, TOPSIS, and AHP. The advantages of the SAW, WP, and TOPSIS methods in managing cost and benefit data were used in the ranking process. While the weaknesses of the three methods in the weighting process can be overcome by the AHP method, which was able to provide more objective weighting results. Therefore, this research aimed to analyze the comparison of the combination of AHP-SAW, AHP-WP, and AHP-TOPSIS methods in the selection of private tutors. The combination of these methods was compared based on accuracy, ranking, and preference to get the best combination of MADM methods in determining the selection of private tutors. The criteria used in this research were education, experience, cost, duration, rating, and distance. The comparison of the three combinations of methods showed the AHP-SAW method has an accuracy rate of 88.14%, AHP-WP of 68.64%, and AHP-TOPSIS of 66.95%. The average ranking showed the AHP-SAW method gave results of 91%, AHP-WP of 88%, and AHP-TOPSIS of 89%. In addition, the average preference showed the AHP-SAW method gave a value of 0.771, AHP-WP of 0.073, and AHP-TOPSIS of 0.564. Thus, it showed the AHP-SAW gave better results in the case of private tutor selection than the AHP-WP and AHP-TOPSIS.

Blended learning can be carried out well if it is supported by good content. Good content consists of the subject, performance assignments, discussion forums, and quiz questions that are packaged in an interesting and structured manner. Good content must also be used to measure students’ abilities in the cognitive, affective, and psychomotor domains. One of the efforts that can be made to realize good blended learning content is to develop content by inserting the Tri Kaya Parisudha and Superitem concepts into the Kelase platform. The Tri Kaya Parisudha concept is used as a basis for measuring students’ abilities in the cognitive, affective, and psychomotor domains. Superitem concept is used as the basis for structured content creation (especially on quiz questions and performance tasks) starting from the lowest to the highest level of complexity. Referring to some of those things, this research aimed to provide an overview of the stages of developing blended learning content that integrated the Tri Kaya Parisudha concept and the Superitem concept in the Kelase platform (a case study of Senior High Schools/Vocational High Schools in Bali). This research used the 4D method, which consists of 4 stages, including Define, Design, Develop, and Disseminate. The subjects involved in content testing were four experts. The tools used to collect data were interview guides, photo documentation, and questionnaires. The technique used to analyze the data was descriptive quantitative. The analysis technique in this research was carried out by making a comparison between the five-scale reference effectiveness standard with the percentage level of effectiveness of the blended learning content. The results showed the level of effectiveness of the blended learning content based on Tri Kaya Parisudha-Superitem in the good category with a percentage was 88.667%.

The effectiveness level of e-learning implementation in the learning process at health colleges is very important for all users to know. Things that can be done to measure the level of effectiveness accurately is to carry out evaluation activities using computerized tools. One of the innovations found in this research was a computer-based evaluation application called the CIPP-SAW application. This application is formed by combining an educational evaluation model called CIPP (Context-Input-Process-Product) with a decision support system method called SAW (Simple Additive Weighting). Based on those situations, this research aimed to provide an overview of the user interface design and workings of the CIPP-SAW application used in evaluating the effectiveness of e-learning implemented in health colleges (case study in Bali province). This research was a development study using Borg & Gall’s design, which focused on the preliminary field test and main product revision stages. The subjects involved in the field trial of the CIPP-SAW application were 64 respondents. The respondents included: two informatics experts, two educational evaluation experts, 30 students, and 30 lecturers from several health colleges in Bali province. Data collection tools in the form of questionnaires, interview guidelines, and photo documentation. The analysis technique used was descriptive quantitative which compares the effectiveness level of the CIPP-SAW application with the effectiveness standard which refers to a scale of five. The results showed that the effectiveness level of the CIPP-SAW application was 87.521%, so it was in a good category.

Quality of cognitive abilities and increased positive character of students in following a learning process during social distancing can still be realized even though the implementation is done from home. This can happen if a good learning design has been formed. Based on that situation, the purpose of this research was to show the existence of innovation in the form of a learning design that combines asynchronous and synchronous learning strategies by inserting ANEKA concepts. The method for developing this learning design was R&D which uses 4D design (Define, Design, Develop, and Disseminate). Subjects who were involved in evaluation toward learning design were four experts. The location of this research was conducted at one of the IT Vocational School in the North of Bali region. Data collection techniques used questionnaires. Data analysis was conducted through a comparison technique between the effectiveness percentages of learning design with categorization based on the range of effectiveness percentages. The research results showed the effectiveness level of asynchronous and synchronous learning design based on ANEKA was included in the very high category with a percentage was 89.00%.

Many teachers experience difficulties in starting an instruction and in how to make the students learn appropriately. Meanwhile, the teacher has to make the students learn in order the teaching conforms to the four pillars of education according to UNESCO, i.e.: learning to know, learning to do, learning to be, and learning to live together in peace and harmony. In relation to this, a study was conducted to the students of primary schools in Singaraja to see the effectiveness of BLCS model (Bruner, Local Culture, and Scaffolding) in the teaching of mathematics through a measurement using Expert System - based CSE-UCLA. The effectiveness of the teaching model was seen from learning activities, learning achievement, and the students' response to the teaching. Data were collected through observation, test and questionnaire and were then analyzed descriptively. The results show that BLCS model is an effective model to be used in the teaching of mathematics.

This research purpose was to know the differences of student’s learning outcome between the students which is learn through the implementation of authentic assessment development result based on ICT with the students which is learn through conventional assessment at grade V cluster V Sukasada sub district Buleleng regency in the academic year 2013/2014. This research was quasi-experiment research. The population of this research is all the grade V students at cluster V Sukasada sub district in amount of five classes. The sample of this research is the grade V students at SD N 2 Pacung which is consist of 23 students and the grade V students at SD N 1 Julah which is consist of 23 students, the sampling technique used was random sampling. The data collected by test instrument that is 35 questions of objective test and then analysis by descriptive statistic and inferential statistic (t-test). Based on the data analysis, provable that tcount = 3.67 and ttable (at significant standard 5%) = 2.02. This is means that tcount > ttable, so it can be interpreted that there is significant differences of learning outcome between the students which is learn through the implementation of authentic assessment development result based on ICT in learning process by 2013 curriculum with the students which is learn through conventional assessment. By arithmetic average, it can be known that the average score of the experiment group student’s is 26.35 and the average score of the control group student’s is 23.30. It’s mean that the average score of experiment group > the average score of control group, so it can be conclude that the implementation of authentic assessment development result based on ICT in learning process by 2013 curriculum had an positive effect through the students grave V learning outcome at cluster V Sukasada sub district, Buleleng regency.