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I Gede Garbha Putra
Universitas Hindu Negeri I Gusti Bagus Sugriwa
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
Dewa Ayu Widiantari Strategi Guru Dalam Menerapkan Literasi Membaca Dan Menulis Untuk Meningkatkan Minat Belajar Siswa Kelas IV di SD Negeri 4 Melinggih Dewa Ayu Widiantari; 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.v8i2.7931

Abstract

The development of reading and writing interest in elementary schools aims to improve students’ intelligence, creativity, and learning interest. However, its implementation still faces challenges, including students’ limited reading comprehension and writing skills, as well as the suboptimal implementation of the School Literacy Movement. This study aims to describe the implementation of reading and writing literacy strategies, the challenges faced by teachers, and the efforts made to overcome them. The study employed a descriptive qualitative method with an empirical approach, using non-participant observation, semi-structured interviews, literature review, and documentation at SD Negeri 4 Melinggih. The analysis was based on Meaningful Learning Theory, Convergence Theory, and Motivation Theory. The findings provide an overview of the literacy movement, covering planning, implementation, challenges, and teachers’ efforts to overcome obstacles in improving students’ learning interest.
Dewa Ayu Widiantari Implementasi Guru Dalam Pembelajaran Berdiferensiasi Melalui Pendekatan Gamifikasi Untuk Meningkatkan Minat Belajar Pendidikan Kewarganegaraan dan Budi Pekerti SD N 1 Melinggih Payangan Gianyar Dewa Ayu Widiantari; 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.v8i2.7933

Abstract

Civics and Character Education is often considered boring by elementary school students due to conventional teaching methods and limited variety in learning media. Therefore, differentiated instruction through a gamification approach is needed to improve students’ learning interest. This study aims to describe the strategies, challenges, and implications of implementing differentiated instruction through gamification among third-grade students at SD Negeri 1 Melinggih, Payangan, Gianyar. This research employed a qualitative method with a phenomenological approach. The research subjects consisted of Civics and Character Education teachers and third-grade students. Data were collected through interviews, observations, and documentation, with informants selected using purposive sampling. The findings indicate that learning strategies were implemented through planning based on the Merdeka Curriculum, teaching module development, content, process, and product differentiation, as well as formative and summative assessments. The challenges included teachers’ planning workload, limited time, and the need to adapt learning to students’ characteristics. The implementation positively influenced students’ motivation, learning comfort, active participation, and positive attitudes toward spiritual values. Thus, gamification in differentiated instruction has the potential to create more engaging and meaningful learning experiences.
Dewa Ayu Widiantari Strategi Guru Untuk Meningkatkan Hasil Belajar Siswa Kelas IV Pada Mata Pelajaran Pendidikan Agama Hindu dan Budi Pekerti Di SD Negeri 2 Belantih Dewa Ayu Widiantari; 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.v8i2.7935

Abstract

This study is motivated by the persistently low student learning outcomes in the Hindu Religious Education and Character Building subject at SD N 2 Belantih. A monotonous instructional process has resulted in students lacking engagement and interest in the lessons. Therefore, innovative teaching strategies are required to make learning more engaging and effective, and to improve student learning outcomes. This study aims to: (1) identify the teacher's strategies for improving the learning outcomes of fourth-grade students in the Hindu Religious Education and Character Building subject at SDN 2 Belantih; (2) identify the factors supporting the implementation of these strategies; and (3) determine the impact of the teacher's strategies on student learning outcomes. The study employs a qualitative research method with a descriptive approach. Data collection techniques include observation, interviews, and document analysis. Research findings indicate that teachers employ strategies to enhance student learning outcomes through contextual learning, habituation, the provision of guidance, and the use of instructional media—such as LCD projectors—during the teaching and learning process. Factors supporting the implementation of these strategies include adequate learning facilities, school support, and student learning motivation. The impact of these strategies is evident in increased student interest in learning, greater student engagement during lessons, and improved student understanding of the Hindu Religious Education and Character Building curriculum.
Dewa Ayu Widiantari Strategi Pembelajaran Pendidikan Agama Hindu dan Budi Pekerti Berorientasi Tri Hita Karana Terhadap Kurikulum Merdeka Belajar Dalam Membentuk Karakter Religius di SD Negeri 1 Wongaya Gede Penebel Tabanan Dewa Ayu Widiantari; 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.v8i2.7937

Abstract

This study examines the implementation of the Merdeka Curriculum and Hindu Religious Education learning strategies oriented toward Tri Hita Karana teachings at SD Negeri 1 Wongaya Gede, Penebel, Tabanan. It aims to holistically develop students' religious character, fostering spiritual awareness, social empathy, and environmental care aligned with the Pancasila Student Profile. Utilizing a descriptive qualitative approach with a phenomenological method, data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles, Huberman, and Saldana model. The findings indicate that integrating Parhyangan, Pawongan, and Palemahan values effectively strengthens students' daily moral and spiritual conduct. This strategy provides significant positive implications for the Merdeka Curriculum and the Pancasila Student Profile Strengthening Project (P5) by delivering deep, contextual learning rooted in Balinese local wisdom.
I Gede Garbha Putra Pengaruh Model Problem Based Learning Terhadap Hasil Belajar Murid Pada Mata Pelajaran Pendidikan Agama Hindu Dan Budi Pekerti Tahun Pelajaran 2026 I Gede Garbha Putra; Dewa Ayu Widiantari; 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.v8i2.7938

Abstract

The implementation of Hindu Religious Education and Character Education learning at SMP Sapta Andika Denpasar still faces several challenges, including low student participation, teacher-centered learning practices, and learning outcomes that have not yet reached the expected standards. This study aims to determine the effect of the Problem Based Learning (PBL) model on the learning outcomes of eighth-grade students in Hindu Religious Education and Character Education at SMP Sapta Andika Denpasar in the 2025/2026 academic year. This research employed a quantitative approach using a quasi-experimental method involving an experimental group and a control group. The population consisted of all eighth-grade students of SMP Sapta Andika Denpasar in the 2025/2026 academic year. The research sample was selected using a sampling technique adjusted to the characteristics of the population. Data were collected through learning outcome tests administered before and after the treatment. The data were analyzed using descriptive and inferential statistics after fulfilling the required assumptions. The results indicated that the implementation of the Problem Based Learning (PBL) model had a positive effect on students’ learning outcomes. Students who participated in PBL-based learning achieved higher improvements in learning outcomes compared to those who received conventional instruction. Furthermore, the PBL model enhanced students’ critical thinking skills, collaboration, active participation, and problem-solving abilities. Based on these findings, it can be concluded that the Problem Based Learning (PBL) model has a positive and significant effect on the learning outcomes of eighth-grade students in Hindu Religious Education and Character Education at SMP Sapta Andika Denpasar
I Gede Garbha Putra Strategi Guru Dalam Mengimplementasikan Model Project Based Learning Pendidikan Agama Hindu dan Budi Pekerti Kelas X Kuliner 2 SMK N 4 Bangli I Gede Garbha Putra; Dewa Ayu Widiantari; 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.v8i2.7943

Abstract

Developing active and meaningful learning is one of the important programs aimed at improving students’ creativity, cooperation, and activeness in the learning process. In Hindu Religious Education learning, there are still students who are less active and have not been optimal in understanding learning materials contextually. The implementation of the Project Based Learning (PjBL) model in Hindu Religious Education learning at vocational high schools still faces several obstacles, both from students’ readiness and limited learning facilities. In this study, the researcher raised 3 (three) research focuses, namely: 1) The implementation of the Project Based Learning (PjBL) model in Hindu Religious Education learning in class X Culinary 2 at SMK Negeri 4 Bangli; 2) The obstacles faced by teachers in implementing the Project Based Learning (PjBL) model; and 3) Teachers’ effants in overcoming obstacles in implementing the Project Based Learning (PjBL) model. The researcher used 3 (three) theories in analyzing this study, namely: 1) Constructivism Theory; 2) Behavioristic Theory; and 3) Needs Theory. This study used a descriptive qualitative research type with an empirical approach. In collecting data, the researcher used 4 (four) techniques, namely: 1) Non-participant observation; 2) Semi-structured interviews; 3) Literature study; and 4) Documentation obtained from school archives and photographs of research activities at SMK Negeri 4 Bangli. The results of the study showed that the implementation of the Project Based Learning (PjBL) model was able to improve students’ activeness, creativity, cooperation, and responsibility in Hindu Religious Education learning.
Co-Authors Dewa Agung Bagus Eka Pemayun Dewa Ayu Widiantari I Wayan Budiarta Sukadi