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All Journal Cetta: Jurnal Ilmu Pendidikan Kamaya: Jurnal Ilmu Agama
Ni Luh Gede Hadriani
Institut Agama Hindu Negeri Mpu Kuturan
Religion Education

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Internalisasi Nilai Tri Hita Karana Dalam Pendidikan Karakter Bagi Peserta Didik Tunagrahita di SLB Negeri 1 Buleleng Made Widiana; Ni Luh Gede Hadriani; I Nyoman Miarta Putra
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5602

Abstract

Character education is an essential component of special education because it emphasizes not only academic achievement but also the development of students' attitudes, values, and adaptive behaviors. For students with intellectual disabilities, character education requires contextual, adaptive, and culturally responsive approaches. This study aimed to analyze the process of Tri Hita Karana value internalization in character education for students with intellectual disabilities at SLB Negeri 1 Buleleng, Bali, identify the pedagogical strategies implemented, and examine their implications for students' character development. This research employed a qualitative case study design. Data were collected through observations, in-depth interviews, and document analysis involving 15 informants consisting of the principal, teachers, students with intellectual disabilities, and parents. Data were analyzed using an interactive model through data reduction, data display, and conclusion drawing, while trustworthiness was established through source and technique triangulation. The findings indicate that the internalization of Tri Hita Karana values is embedded in school culture through religious habituation, guided social interaction, teacher role modeling, and environmental care activities adapted to students' learning characteristics. The parahyangan dimension nurtures religious discipline and spiritual awareness, pawongan develops empathy, cooperation, and social adaptation through structured guidance, while palemahan strengthens environmental responsibility, independence, and adaptive life skills through routine environmental practices. These findings suggest that, within the context of this case study, Tri Hita Karana represents a meaningful Balinese local wisdom-based framework that contributes to the holistic character development of students with intellectual disabilities.
Pura Eka Kahyangan Arena Kontestasi Identitas: Konflik Dan Rekonsiliasi Emik Umat Hindu Di Waode Angkalo, Sulawesi Tenggara Putu Yoga Margaretsa; Ida Bagus Wika Krishna; Ni Luh Gede Hadriani
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.v8i4.4865

Abstract

This study examines the internal conflict among Hindu transmigrants in Waode Angkalo Village, North Buton, regarding the interpretation of Pura Eka Kahyangan as a communal worship center. While some groups support the single-temple concept in line with PHDI policy, others advocate for the Tri Kahyangan system as an authentic representation of Balinese Hindu tradition. The research aims to analyze the dynamics of temple interpretation conflicts and explore emic-based resolutions emerging from community practices. A qualitative case study was employed, involving in-depth interviews, participant observation, and document analysis, with interactive data analysis through reduction, display, and conclusion drawing. Findings reveal that since 2007 the Hindu community has split into two factions supporters of Eka Kahyangan and Tri Kahyangan which by 2025 have grown to 32 and 97 households respectively. The conflict is driven by the persistence of Balinese traditions (sima), limited contextual understanding, functional dissatisfaction with the single temple, and political interests of local elites. Initially latent, the conflict evolved into a manifest struggle, turning the temple into a contested arena of identity, authority, and cultural legitimacy. Nevertheless, through the internalization of emic values such as ngayah, mutual cooperation, and deliberation, the temple continues to function as a multivocal symbol mediating tensions, sustaining social cohesion, and strengthening community resilience. This study highlights the significance of an emic approach in understanding intra-religious conflicts within transmigrant Hindu communities.
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 I Nyoman Miarta Putra I Nyoman Raka Ida Bagus Wika Krishna Ketut Mangku Made Widiana Putu Yoga Margaretsa