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All Journal Kamaya: Jurnal Ilmu Agama Ganaya: Jurnal Ilmu Sosial dan Humaniora Jurnal Pendidikan Dasar dan Keguruan
I Nyoman Raka
Institut Agama Hindu Negeri Mpu Kuturan
Religion Arts Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Development of Tri Hita Karana-Oriented Flipbooks For Science Literacy in Grade III Elementary School Desak Putu Yulia Kusumayanti; I Gede Suwindia; I Nyoman Raka
Jurnal Pendidikan Dasar dan Keguruan Vol 11 No 01 (2026): Volume 11 Nomor 1 2026
Publisher : Universitas Islam Ahmad dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jpdk.v11i01.4383

Abstract

In order to enhance third-grade students' scientific literacy during science classes, this project aims to develop and assess flipbook resources based on Tri Hita Karana. This research and development (R&D) project employed the ADDIE paradigm, which consists of phases for analysis, design, development, implementation, and evaluation. Third-grade instructors, 39 kids from Cluster V in the Busungbiu District, media specialists, language specialists, and material specialists made up the research subjects. Data was gathered using science literacy assessments, teacher response questionnaires, and validation sheets. For both qualitative and quantitative analysis, Lawshe's validity test (CVR and CVI), practicality percentage analysis, one-sample t-test, and effect size computation were employed. The study found that the flipbook medium was deemed genuine with a CVI score of 0.90 for the material aspect, 0.67 for language, and 0.56 for presentation. Additionally, with a 96.43% proportion, this media was deemed extremely practical and useful in enhancing scientific literacy, with an impact size of 1.314 and a significant value of 0.000 (highly effective category). Consequently, Tri Hita Karana-focused flipbooks might be utilized as a cutting-edge scientific teaching aid in primary school settings.
Eksistensi Dan Regenerasi Komunal Tari Baris Gede di Desa Adat Umeanyar I Putu Merta; Ida Bagus Wika Krishna; I Nyoman Raka
Ganaya : Jurnal Ilmu Sosial dan Humaniora Vol 9 No 3 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ganaya.v9i3.5551

Abstract

This research is motivated by the imbalance in the condition of the Baris Gede Dance at the Puseh Temple in Umeanyar Traditional Village. The physical preservation of the dance remains intact, but there is a weakening in the transmission of values ​​and fragmentation of symbolic meaning among the younger generation due to the process of modernization. The research aims to analyze the relationship between performative practices, symbolic structures, and the dynamics of regeneration challenges, and to formulate a model for cultural preservation at the local level. This study analyzes the relationship between performative practices, symbolic structures, the dynamics of regeneration challenges, and to formulate a model for cultural preservation at the local level. The research method used is qualitative with a case study design and an interpretive ethnographic approach, utilizing participant observation, in-depth interviews, and analysis of traditional documents. The results reveal three main findings: first, the formal physical continuity of the dance is very strong due to the support of customary regulations and collective obligations of ngayah; second, there are serious challenges to communal regeneration in the form of time desynchronization due to work mobility, incidental training, and the shallow internalization of the philosophical meaning of movements (nyongkok, matayungan) and local nomenclature. Third, an operational community-based preservation strategy (community-based safeguarding) is needed through the design of a structured training curriculum integrated with digital video tutorials, strengthening customary decisions (perarem), allocating special funding (dana dresta), and aesthetic control over modern cosmetics. In conclusion, the existence of sacred art is not solely measured by the frequency of physical performances, but rather by the effectiveness of the transmission of cultural and spiritual knowledge that adapts to the realities of modern youth in order to maintain the dance's taksu (spiritual power).
Peran Guru Agama Hindu Dalam Menanamkan Nilai Satya dan Ahimsa Pada Siswa di Sekolah Dasar Gugus VI Kecamatan Buleleng Ketut Mangku; Ni Luh Gede Hadriani; I Nyoman Raka
Kamaya: Jurnal Ilmu Agama Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/kamaya.v8i4.4876

Abstract

The cultivation of character values based on Hindu teachings has a high urgency in addressing the phenomenon of moral crisis among the younger generation, including students. This study aims to analyze the role of Hindu religion teachers in instilling the values of satya (honesty) and ahimsa (non-violence) in elementary school students at Cluster VI, Buleleng District. This research employed a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and documentation. The data were analyzed interactively through data reduction, data presentation, and conclusion drawing. The findings show that: (1) satya and ahimsa are understood as ethical foundations within the Tri Kaya Parisudha teachings, which are relevant in shaping students’ noble character and empathy; (2) the role of Hindu religion teachers includes being role models and motivators, facilitators and mentors, as well as innovators who integrate these values into various school activities; (3) the implications observed are the improvement of honesty, discipline, and social awareness, along with the decrease of deviant behaviors such as bullying and disorderliness among students. This study affirms the importance of Hindu religion teachers as facilitators of values and agents of character formation. The success of instilling satya and ahimsa requires systemic, collaborative, and contextual support among schools, families, and communities.
Co-Authors Desak Putu Yulia Kusumayanti I Gede Suwindia I Putu Merta Ida Bagus Wika Krishna Ketut Mangku Ni Luh Gede Hadriani