21st Century Skills and Information Literacy are very important to know about their development in the lecture process in tertiary institutions. Profiling has yet to be carried out to map this in the Indonesian Language and Literature Education Study Program. Therefore, this research aims to profile 21st Century Skills and Information Literacy in Indonesian Language and Literature Education. This type of research is mixed methods research using a Concurrent Embedded Design. The respondents were 30 undergraduate students of Indonesian Language and Literature Education. Methods of data collection using observation, interviews, and questionnaires. The research instruments used were questionnaires, interview guides, and observation sheets. Data were analyzed using the Mann-Whitney U Test. The study's results, namely critical thinking skills and problem-solving, communication and collaboration, creativity and innovation, and information literacy skills, still needed to be higher for most students. Only the Creativity and Innovation Skills skills differed significantly between the upper and lower semesters. The study findings are discussed, followed by a review of the implications for educational institutions, policymakers, and future research.

This study aimed to explore the Tri Hita Karana education contained in the I Bojog teken I Kedis Sangsiah ‘the Monkey and the Streaked Weaver’ story and its implementation in the lives of the Ubud community. The data were collected from the documentation study and interviews with 62 people of Ubud. The researchers documented the synopsis of the story and analysed the implementation of the essence of the story in the everyday lives of the Ubud community. The results show that Tri Hita Karana education, based on the story, was that the Streaked Weaver believed in the existence of God. The element of human-to-human relations is shown when the Streaked Weaver was not happy to see the Monkey consumed other people’s fruits. The relationship between humans and nature is shown by the attitude of the Streaked Weaver, who got angry at the Monkey when he picked the fruits uncontrolled because it can harm nature conservation. The implementation is based on the story was also implemented by the Ubud community, like a ceremony that was carried out aimed at God (Parahyangan). The harmonious relationship between the Ubud community and the tourists who visit Ubud (Pawongan). The Ubud community preserved both plants and animals (Palemahan). With the implementation of Tri Hita Karana education, the Ubud community believes it will significantly impact the realisation of community welfare.

Tujuan kajian ini untuk mengetahui pembentukan jati diri melalui pembelajaran Bahasa dan Sastra Indonesia dengan pendekatan saintifik berbasis tema. Pembelajaran dilakukan dengan pendekatan saintifik berbasis tema pada siswa kelas VII SMP di Ubud. Dengan materi yang dibahas bertemakan cinta tanah air, khasiat daun kelor dengan langkah – langkah, mengamati, menanya, menghubungkan, mengasosiasikan dengan materi Bahasa dan Sastra Indonesia yang menjadi materi pokok, dan mengkomunikasikan dalam bentuk wacana, prosa maupun puisi dari materi yang dibahas. Dengan cara itu berdampak positif terhadap pembentukan jati diri siswa.

The study aims at describing the transformation of the Balinese satua values for strengthening the alpha generation (Gen A)’s character education in Kindergarten Saraswati Tabanan. The method used was qualitative research with a Cultural Studies approach. The results showed that Masatua (storytelling) was carried out for twenty minutes every “Thursday Cultures"  in Balinese, such as Masatua Siap Selem, and Ni Bawang Teken Ni Kesuna. They were very happy to listen to stories because they were supported by pictures media, the narrator were hilarious and familiar, interspersed with dialogues and Balinese folk songs. Previously, the characters of the Gen A was relatively less independent or less confident, spoiled, and egocentric. After Gen A were given Balinese storytelling continuously, there were process internalization of balinese satua values, which can influence the strengthening of the character of children, such as children become independent, confident, religious, honest, disciplined, tolerant, creative, and responsible. In conclusion, the Balinese satua contains noble moral values that can be told to children with practical ways, and pragmatic manner in a pleasant atmosphere. Masatua was carried out sustainable so that it became a habit, culture and can strengthen the characters of Gen A, and also preservation and development of local wisdom.

This study aims to describe the form/variety and function of cecimpedan as a traditional Balinese riddle. This qualitative research was performed using descriptive analysis, supported by note taking and interview recording in collecting the data through interview and field observation. The underlying theories used in this research included the theory of reception and the theory of function. The results show, cecimpedan is grouped into four types: 1) Cecimpedan Alit-alit which refers to riddles for kids (children-puzzle), 2) Cecimpedan Lumrah referring to common riddles used among people older than ten years, 3) Cecimpedan Cecangkriman that starts with command and questions such as tegarang bade/tebag cecimpedane ene! Apakah anak...? (Guess this riddle! What is this person who…?), 4) Cecimpedan Saur-Pitaken which starts from an answer with an imperative sentence that should be answered in question sentences. In another word, the question is formed from an answer, while the answer is in the form of a question. For instance, Tegarang makarya patakon cecimpedan ane bebadeannyane, umah tuduh! (Try making a riddle in which the answer is a leaky house!). Cecimpedan have functions to challenge one's logic, as entertainment, and as education material.