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All Journal Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan
Dewa Agung Bagus Eka Pemayun
Universitas Hindu Indonesia
Education

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Dewa Agung Bagus Eka Pemayun Peran Guru Pendidikan Agama Hindu Dalam Mengembangkan Karakter Murid Kelas VII Madyama Widyalaya Dharma Kerti Kolaka Timur Dewa Agung Bagus Eka Pemayun; I Gede Garbha Putra; Sukadi; I Wayan Budiarta
Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan Vol. 8 No. 2 (2026): Oktober, Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan
Publisher : Program Studi PPKn Jurusan Hukum dan Kewarganegaraan Undiksha Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmpppkn.v8i2.7928

Abstract

This study is motivated by the crucial role of the Hindu Religious Education teacher in developing the character of 7th-grade students at Madyama Widyalaya Dharma Kerti, East Kolaka. The study aims to: (1) describe the role of the Hindu Religious Education teacher in developing the character of 7th-grade students at Madyama Widyalaya Dharma Kerti, East Kolaka; and (2) analyze the obstacles faced by the Hindu Religious Education teacher in this process. The study employs a qualitative method with a phenomenological approach. Research subjects include the school principal, the Hindu Religious Education teacher, and 7th-grade students. Data were collected through non-participant observation, semi-structured interviews, and documentation, then analyzed interactively through the stages of data collection, data condensation, data display, and conclusion drawing. The results indicate that the teacher plays a consistent role across the planning, implementation, and evaluation stages. In the planning stage, the teacher prepares instructional materials, determines character values, and designs learning strategies and media. During implementation, activities are conducted through introductory sessions, group discussions, student worksheets (LKPD), peer tutoring, presentations, and closing sessions. Character evaluation is carried out continuously based on positive changes in student behavior. Based on Role Theory, the teacher has performed their function in accordance with indicators regarding expectations, norms, performance, and evaluation and sanctions. Obstacles and the teacher's efforts to overcome them were analyzed using Behaviorist Theory specifically the principles of stimulus, response, and operant conditioning to support student character development. Keywords: Teacher Role, Hindu Religious Education, Student Character
Dewa Agung Bagus Eka Pemayun Implementasi Pendidikan Agama Hindu Dan Budi Pekerti Dalam Membina Perilaku Gaya Pacaran Remaja Pada Siswa SMP PGRI 5 Denpasar Dewa Agung Bagus Eka Pemayun; I Gede Garbha Putra; Sukadi; I Wayan Budiarta
Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan Vol. 8 No. 2 (2026): Oktober, Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan
Publisher : Program Studi PPKn Jurusan Hukum dan Kewarganegaraan Undiksha Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmpppkn.v8i2.7930

Abstract

This study is motivated by the importance of youth character building amidst increasingly complex social dynamics, particularly regarding students dating behavior within the school environment. Hindu Religious Education and Character Building plays a strategic role in instilling moral, ethical, and spiritual values to guide students toward healthy and responsible relationships. Using a qualitative descriptive approach with a natural setting at SMP PGRI 5 Denpasar, data were collected through observation, interviews, literature review, and documentation from the principal, religion teachers, and students selected via purposive sampling. The findings reveal that the implementation of core Hindu teachings such as Panca Sradha, Tri Kaya Parisudha, Susila, Catur Purusa Artha, and Brahmacarya fosters greater self control, moral awareness, and an understanding of social boundaries among students. While the active role of teachers, a supportive school climate, and parental cooperation serve as strong supporting factors, negative social media influence, peer pressure, and limited supervision outside of school remain key challenges
Co-Authors I Gede Garbha Putra I Wayan Budiarta Sukadi