Articles
<![CDATA[The Utilization Of Screencast O Matic Application As A Medium In The Hindu Religious Learning Process ]]>
<![CDATA[Kartika Dewi, Ida Ayu]]>;
<![CDATA[Temon Astawa, I Nyoman]]>;
<![CDATA[Sueca, I Nyoman]]>;
<![CDATA[Desi Yuliantari, Ni Wayan]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 3, No 2 (2019) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v3i2.1133
<![CDATA[Education is one of the most important things when plunging into the society, no exception when it comes to religion. Definition of how important education and religion are inseparable. They who embraced the Hindu taught about their beliefs through formal education in schools, but there are always shortages that make the educational levels of our religion becomes very low. And one of the problem is the process of learning theory and practice in Hindu religious are rated more boring because it contains lectures and stories. Besides, the education system in our country has too many anomalies since the beginning. One example is the system want to spawn a quality product, but they did not consider the best time per subject for students studying in the school. And also, as an educator, there are many things that can happen that make their time to teaching students with face-to-face is lost. Have workshops, go to meetings and fulfill their administrative duties as educators who make their exclusion of students. This is a system that shows the lack of quality of learning but educators would like to encourage the students involved in the process of learning to make it work. Here, the author would like to give a simple solution of saving time educators without lowering the quality time to teach and skipped a meeting at school. This application named Screencast O Matic.]]>
<![CDATA[PEMBELAJARAN HUMANISTIK DALAM PENDIDIKAN AGAMA HINDU BERBASIS LOKAL GENIUS ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ PANGKAJA: JURNAL AGAMA HINDU Vol 21, No 2 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[Hinduism-based local genius education in humanistic learning in schools is an effort to implement values to achieve education with the nation's noble values. This local genius is very appropriate to be applied to Hindu religious education so it needs to be developed and re-socialized so that it can humanize humans. Many teachers or educators in less contextual learning rely solely on reading and memorizing, so there is saturation in learning. This article tries to discuss the form of learning that emphasizes on students themselves which are not just as objects, apply as subjects that deserve to be respected and aligned with their position. Hindu values, especially those based on local genius, display many humanist aspects that can be adopted by educators and then applied to students. The advantage gained from learning that is based on local genius in addition to education itself is also on the sustainability of the local genius. This integration presents a harmonious relationship between education and local culture. Between local culture and education no longer collide with each other so that the elimination between one of them can be avoided.]]>
<![CDATA[PENOMENA PERKAWINAN PAMELIN LUH DALAM PEMBENTUKAN PENDIDIKAN KARAKTER UMAT HINDU DI DESA BEBETIN BULELENG ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ GUNA WIDYA: JURNAL PENDIDIKAN HINDU Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/gw.v7i2.1749
<![CDATA[Character education in the family is strongly influenced by the family's existence of the child. A happy family can be determined from the initial formation of the family. The formation of a family certainly starts from the marriage process. One form of marriage that is carried out is the tradition of pamel luh marriage.According to the Pamelin marriage ceremony in Pakraman Bebetin Village, this social function was clearly visible from the beginning of the marriage plan. In marriages that are carried out by memadik (ngidih, propose), then there is contact and communication that has been done when the male family conveys the intention of his arrival will propose to the daughter of the woman. Social interactions between the male family and the female family have occurred during the work (mekruna). If there is certainty and agreement on a good day in the implementation of the marriage ceremony then in this connection the more visible sense of togetherness in social life in the form of mutual cooperation in the banjar pakraman or Bebetin community. The sense of solitude of the Bebetin Village community is quite high. This can be seen if there are members of the community (banjar) who will carry out a ceremony or yajña both in a state of joy and sorrow without being invited as long as they hear it must come and help in the form of material and energy.]]>
<![CDATA[PENDIDIKAN AGAMA DAN KEAGAMAAN DALAM MENUNJANG MUTU PENDIDIKAN DI INDONESIA ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ Jurnal Penjaminan Mutu Vol 7, No 2 (2021) ]]>
Publisher : <![CDATA[LPM IHDN Denpasar ]]>
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DOI: 10.25078/jpm.v7i2.2776
<![CDATA[Pendidikan agama dan pendidikan keagamaan memiliki kekuatan hukum yang sangat kuat, sekolah keagamaan yang bernaung pada Kementerian Agama RI dan Sekolah umum yang bernaung pada Kementerian Pendidikan RI masih menjadi suatu keniscayaa, dan keduanya secara yuridis formal memiliki kesamaan derajat di mata hukum. Pengembangan pendidikan agama dan keagamaan pada sekolah mengacu kepada Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan (SNP) terutama pada standar isi, standar proses pembelajaran, standar pendidik dan tenaga kependidikan, serta sarana dan prasarana pendidikan. Pengembangan pendidikan keagamaan juga mengimplementasikan Peraturan Pemerintah Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan.]]>
<![CDATA[MEMAHAMI PERAN MASYARAKAT DAN PEMERINTAH DALAM KEMAJUAN MUTU PENDIDIKAN DI INDONESIA ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ Jurnal Penjaminan Mutu Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[LPM IHDN Denpasar ]]>
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DOI: 10.25078/jpm.v3i2.200
<![CDATA[The development of the quality of education in Indonesia should be done together not only for the government and educators but to the community, because the community has an important role to achieve a goal of educationquality. In fact in the field of our education system fully devolved public education students or learners to teachers. This can be caused by a lack of public understanding of the importance of the role of the community in education.]]>
<![CDATA[TEORI - TEORI DALAM DUNIA PENDIDIKAN MODERN ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ Jurnal Penjaminan Mutu Vol 1, No 1: Pebruari 2015 ]]>
Publisher : <![CDATA[LPM IHDN Denpasar ]]>
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DOI: 10.25078/jpm.v1i1.40
<![CDATA[The theories in education are reflections of both the Renaissance and modern era. In the history of science the discrepancy between the epistemology of the Rationalism, Empiricism, Positivism, and Saintism have become the major interest. The first theory of modern education is the Humanismand the post classical ones which include Behaviorism, Cognitivism, Humanismand Cybernetics.]]>
<![CDATA[TRANSPORMASI PENDIDIKAN BUDI PEKERTI DALAM PENINGKATAN MUTU SUMBER DAYA HINDU YANG BERKUALITAS ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ Jurnal Penjaminan Mutu Vol 2, No 1: Pebruari 2016 ]]>
Publisher : <![CDATA[LPM IHDN Denpasar ]]>
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DOI: 10.25078/jpm.v2i1.65
<![CDATA[The character education refers to the efforst to bring up the children to be mature with good ethics and morales. In Hindu, the education is setting the foundation, orientation, and perspectives that could be used mentally and spiritually for the character building. The mental toughness is related to the intelectuality as well as the personality that could avoid negativity and keep on progressing and understanding the tests of life. Spirituality is related to the belief in God, developing the devotion to Him, and taking any works as a service to Him. With these all Hindus may always do good deeds and compete through ages.]]>
<![CDATA[Problematika Pengawasan Guru Agama Hindu Dalam Peningkatkan Mutu Pendidikan Di Kementerian Agama Kota Denpasar ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ Jurnal Penjaminan Mutu Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[LPM IHDN Denpasar ]]>
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DOI: 10.25078/jpm.v5i1.751
<![CDATA[The Implementation of the Supervision of Hindu Religious Education is an act done by the Supervisors of Hindu Religious Education in order to be able to achieve the established goals, one of the aims is to improve the performance of Hindu Religious Education Teachers in improving the quality of education.Supervision in improving the performance of Hindu Religious Education Teachers in an effort to improve the quality of education is inseparable from the existence of an action to achieve the goal by utilizing the existing elements. In the supervisory action conducted by the Supervisor of Hindu Education on Hindu Religious Education Teachers, there are factors that hinder the implementation of the Hindu Religious Education Supervisory strategy. Inhibiting factors may arise from the Supervisors of Hindu Religious Education, Hindu Religious Education Teachers, as well as from the policy of supervisors.]]>
<![CDATA[PENDIDIKAN AGAMA DAN KEAGAMAAN DALAM MENUNJANG MUTU PENDIDIKAN DI INDONESIA ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ Jurnal Penjaminan Mutu Vol 7, No 2 (2021) ]]>
Publisher : <![CDATA[LPM IHDN Denpasar ]]>
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DOI: 10.25078/jpm.v7i2.2776
<![CDATA[Pendidikan agama dan pendidikan keagamaan memiliki kekuatan hukum yang sangat kuat, sekolah keagamaan yang bernaung pada Kementerian Agama RI dan Sekolah umum yang bernaung pada Kementerian Pendidikan RI masih menjadi suatu keniscayaa, dan keduanya secara yuridis formal memiliki kesamaan derajat di mata hukum. Pengembangan pendidikan agama dan keagamaan pada sekolah mengacu kepada Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan (SNP) terutama pada standar isi, standar proses pembelajaran, standar pendidik dan tenaga kependidikan, serta sarana dan prasarana pendidikan. Pengembangan pendidikan keagamaan juga mengimplementasikan Peraturan Pemerintah Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan.]]>
<![CDATA[Pembelajaran Humanistik Dalam Pendidikan Agama Hindu Berbasis Lokal Genius ]]>
<![CDATA[Temon Astawa, I Nyoman]]>
<![CDATA[ PANGKAJA: JURNAL AGAMA HINDU Vol 21, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/pkj.v21i2.743
<![CDATA[Hinduism-based local genius education in humanistic learning in schools is an effort to implement values to achieve education with the nation's noble values. This local genius is very appropriate to be applied to Hindu religious education so it needs to be developed and re-socialized so that it can humanize humans. Many teachers or educators in less contextual learning rely solely on reading and memorizing, so there is saturation in learning. This article tries to discuss the form of learning that emphasizes on students themselves which are not just as objects, apply as subjects that deserve to be respected and aligned with their position. Hindu values, especially those based on local genius, display many humanist aspects that can be adopted by educators and then applied to students. The advantage gained from learning that  is based on local genius in addition to education itself is also on the sustainability of the local genius. This integration presents a harmonious relationship between education and local culture. Between local culture and education no longer collide with each other so that the elimination between one of them can be avoided.]]>
