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PENGEMBANGAN LKPD BERDIFERENSIASI SEBAGAI INOVASI PEMBELAJARAN PENDIDIKAN AGAMA HINDU KELAS IX SMP Swadinda Cistaswari; Putu Wulandari Tristananda; I Wayan Wira Darma
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11388

This development research aims to (1) describe the design, (2) analyze the validity, and (3) analyze the practicality of differentiated worksheets for the Hindu Religious Education course in the 9th grade at SMP Negeri 2 Sawan. This study employs the Design and Development Research (DDR) method, which includes the stages of analysis, design, development, and evaluation. The research subjects consisted of subject matter experts, media experts, language experts, teachers, and ninth-grade students at SMP Negeri 2 Sawan. The results of this study indicate that students have diverse learning styles; therefore, differentiated worksheets were developed for the Catur Marga material, incorporating three learning activities: visual activities involving observing and analyzing images, auditory activities through listening to various educational audio materials, and kinesthetic activities through simple practical exercises. The validity test results showed a “highly valid” category with a percentage of 98.33% for the content aspect, 95.83% for the media aspect, and 88.75% for the language aspect. The results of the practicality test by teachers yielded a score of 98.67%, while students scored 92,67% in the one-to-one stage and 96.42% in the small group stage, both falling into the “highly practical” category. Thus, the differentiated worksheets developed are suitable for use as an innovative teaching resource that supports interactive, meaningful, and student-centered learning. ABSTRAK Penelitian pengembangan ini bertujuan untuk (1) mendeskripsikan rancang bangun, (2) menganalisis validitas, (3) menganalisis kepraktisan LKPD berdiferensiasi pada mata pelajaran Pendidikan Agama Hindu kelas IX SMP Negeri 2 Sawan. Penelitian ini menggunakan metode Design and Development Research (DDR) yang meliputi tahap analisis, desain, pengembangan, dan evaluasi. Subjek penelitian ini terdiri dari ahli materi, ahli media, ahli bahasa, guru, dan peserta didik kelas IX SMP Negeri 2 Sawan. Hasil penelitian ini menunjukkan bahwa peserta didik memiliki gaya belajar yang beragam, sehingga dikembangkan LKPD berdiferensiasi pada materi Catur Marga dengan tiga aktivitas pembelajaran, yaitu aktivitas visual berupa mengamati dan menganalisis gambar, auditori melalui kegiatan menyimak berbagai audio pembelajaran, serta kinestetik melalui praktik sederhana. Hasil uji validitas menunjukkan kategori sangat valid dengan persentase 98,33% pada aspek materi, 95,83% pada aspek media, dan 88,75% pada aspek kebahasaan. Hasil uji kepraktisan oleh guru memperoleh nilai sebesar 98,67%, sedangkan oleh peserta didik diperoleh nilai sebesar 92,67% pada tahap one-to-one dan 96,42% pada tahap small group dengan kategori sangat praktis. Dengan demikian, LKPD berdiferensiasi yang dikembangkan layak digunakan sebagai inovasi bahan ajar yang mendukung pembelajaran interaktif, bermakna, dan berpusat pada peserta didik.

Model Hibrid Tri Pramana dan Bloom's Digital Taxonomy Untuk LMS Pendidikan Agama Hindu Berorientasi HOTS I Wayan Wira Darma; L. Eka M. Julianingsih P.; Gede Agus Jaya Negara
Jurnal Penelitian Agama Hindu Vol 10 No 3 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/jpah.v10i3.5438

The development of Learning Management Systems (LMS) oriented toward Higher-Order Thinking Skills (HOTS) that integrate local Hindu wisdom remains highly limited, and the digitalization of Hindu religious education in higher education has yet to be supported by a pedagogical framework that synthesizes Hindu epistemology with contemporary learning taxonomies. This study aims to develop, validate, examine the practicality of, and measure the effectiveness of a hybrid pedagogical model that synthesizes Tri Pramana epistemology with Bloom's Digital Taxonomy as the framework of an LMS for Hindu religious education. A Design and Development method employing the ADDIE framework was applied, involving two content experts, two media experts, eight lecturers, and 86 students from the Hindu Religious Education Study Program at IAHN Mpu Kuturan. Data were collected through validation questionnaires, response questionnaires, and HOTS achievement tests, then analyzed using mean scores, percentages, and N-gain. Expert validation indicated that the model was highly valid, with a mean score of 4.50, while the practicality test yielded positive responses from lecturers (91.20%) and students (88.75%), categorized as highly practical. The effectiveness test revealed an increase in mean scores from 52.35 (pretest) to 86.67 (posttest), and classical learning mastery rose from 34.88% to 91.86%. The overall N-gain reached 0.72 (high), with a graduated pattern of C6 Creating (0.80), C5 Evaluating (0.72), and C4 Analyzing (0.64), demonstrating that the greatest improvement aligned with the Anumana Pramana phase. The five-stage reasoning structure of Anumana Pramana, supported by e-portfolio, digital debate forums, and collaborative evaluation rubrics, most effectively cultivated HOTS.

Pengembangan Dan Uji Efektivitas Perangkat Kurikulum Berbasis Cinta Perspektif Hindu Dengan Sistem Rekomendasi Berbasis Deep Learning Gede Agus Jaya Negara; I Wayan Wira Darma; L. Eka M. Julianingsih P.
Jurnal Penelitian Agama Hindu Vol 10 No 3 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/jpah.v10i3.5535

This study developed and tested a Hindu-perspective Love-Based Curriculum (KBC) learning toolkit, combined with a deep learning-based adaptive recommendation system prototype to enhance students' internalization of affective values and cognitive mastery. The objectives of the study were to design, validate, and test the effectiveness of the toolkit (syllabus, lesson plans, thematic modules, assessment instruments) and to assess the technical performance and pedagogical relevance of the recommendation prototype. The research method combined R&D (the ADDIE framework and Borg and Gall) with a design-based research approach. Evaluation included expert validation, pilot testing, system log analysis, qualitative data (interviews, observations), and a quasi-experimental pretest-posttest effectiveness test (experimental and control groups, n≈30 each). The main results: the toolkit was deemed content valid (mean ICVI = 0.86; SCVI = 0.92) and reliable (Cronbach's α = 0.82); the experimental group demonstrated significant improvements in cognitive and affective outcomes compared to the control group (p < 0.01; Cohen's d ≈ 0.65). The deep learning prototype achieved practical performance (AUC ≈ 0.74; adequate precision/recall), and recommendation relevance positively correlated with improved learning outcomes. Qualitative findings explain the mechanisms of change: structured experiences, cross-perspective value dialogue, and adaptive feedback drive the transfer of values into action. In conclusion, integrating KBC contextualized within Hindu tradition and adaptive technology can serve as an operational model for higher religious education, with the caveat that faculty training, infrastructure improvements, and strengthening data ethics policies are needed for further scale-up.

PENGEMBANGAN LKPD BERDIFERENSIASI SEBAGAI PENDUKUNG PEMBELAJARAN PENDIDIKAN AGAMA HINDU PADA KELAS VII SMP Ni Kadek Ayu Desi Kernia; Putu Wulandari Tristananda; I Wayan Wira Darma
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.12463

This development research aims to describe the design and construction, analyze the validity, and analyze the practicality of differentiated LKPD in the Hindu Religious Education subject for seventh-grade students at SMP Negeri 2 Singaraja. This research uses the Design and Development Research (DDR) method, which includes the stages of analysis, design, development, and evaluation. The research subjects involved material experts, media experts, language experts, teachers, and seventh-grade students from SMP Negeri 2 Singaraja. The analysis results show that students have diverse learning style characteristics, so a differentiated LKPD (Student Worksheet) was developed on the material of the form and function of offerings, which includes three types of learning activities: visual activities thru observation and image analysis, auditory activities through listening to audio and analyzing case studies, and kinesthetic activities thru simple practices. The results of the validity test show that the developed LKPD falls into the very valid categories with percentages of 95.83% in the material aspect, 82.5% in the media aspect, and 95% in the language aspect. Meanwhile, the practicality test results obtained percentages of 98.5% from teachers, 82% at the one-to-one stage, and 83.47% at the small group stage by students, all of which fall into the very practical category. Based on these results, the developed differentiated LKPD is deemed suitable for use as a meaningful and student-centered learning support. ABSTRAK Penelitian pengembangan ini bertujuan untuk mendeskripsikan rancang bangun, menganalisis validitas dan menganalisis kepraktisan LKPD berdiferensiasi pada mata pelajaran pendidikan Agama Hindu kelas VII SMP Negeri 2 Singaraja. Penelitian ini menggunakan metode Design and Development Research (DDR) yang mencakup tahapan analisis, perancangan, pengembangan, dan evaluasi. Subjek penelitian melibatkan ahli materi, ahli media, ahli bahasa, guru serta peserta didik kelas VII DMP Negeri 2 Singaraja. Hasil analisis menunjukkan bahwa peserta didik memiliki karakteristik gaya belajar yang beragam, sehingga dikembangkan LKPD berdiferensiasi pada materi bentuk dan fungsi upakara yang memuat tiga jenis aktivitas pembelajaran, yaitu aktivitas visual melalui pengamatan dan analisis gambar, aktivitas auditori melalui kegiatan menyimak audio dan menganalisis studi kasus, serta aktivitas kinestetik melalui praktik-praktik sederhana. Hasil uji validitas menunjukkan bahwa LKPD yang dikembangkan berada pada kategori sangat valid dengan persentase sebesar 95.83% pada aspek materi, 82.5% pada aspek media, dan 95% pada aspek bahasa. Sementara itu, hasil uji kepraktisan memperoleh persentase sebesar 98.5% dari guru, 82% pada tahap one to one, dan 83.47% pada tahap small group oleh peserta didik, yang seluruhnya termasuk kategori sangat praktis. Berdasarkan hasil tersebut, LKPD berdiferensiasi yang dikembangkan dinyatakan layak digunakan sebagai pendukung pembelajaran yang bermakna dan berpusat pada peserta didik.

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