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Suryawan, IG. Agung Jaya
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NILAI PENDIDIKAN AGAMA HINDU DALAM TRADISI TARI REJANG KERAMAN UPACARA NGUSABA AGUNG DESA ADAT KEDIS Praharsini, Komang Juli; Suryawan, IG. Agung Jaya; Gunawan, I Ketut Pasek
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51744

Abstract

ABSTRAK Tradisi Tari Rejang Keraman di Desa Adat Kedis, Kecamatan Busungbiu, Kabupaten Buleleng merupakan warisan budaya sakral yang dilaksanakan secara berkala dalam rangkaian Upacara Ngusaba Agung di Pura Puseh Pemulungan. Tradisi ini tergolong unik karena dirangkaikan dengan prosesi Raja Swala sebagai simbol pendewasaan generasi muda. Penelitian ini bertujuan untuk mengkaji secara mendalam proses pelaksanaan, makna, serta nilai-nilai pendidikan agama Hindu yang terkandung di dalam tradisi tersebut. Analisis dalam penelitian ini dibedah menggunakan pisau analisis teori fungsional struktural, teori interaksionisme simbolik, dan teori nilai. Berlandaskan kerangka teoretis tersebut, metode penelitian yang digunakan adalah kualitatif dengan pendekatan etnografi. Teknik pengumpulan data dilakukan melalui observasi terstruktur, wawancara semi-terstruktur dengan pemuka Adat, dokumentasi, dan studi kepustakaan. Hasil penelitian menunjukkan bahwa pelaksanaan Tari Rejang Keraman berjalan melalui tahapan persiapan, puncak ritual, hingga penutupan yang sinkron dengan upacara Ngusaba Agung. Tradisi ini mengintegrasikan makna religius, spiritual, dan sosial sebagai wujud bhakti kepada Ida Sang Hyang Widhi Wasa serta simbol penyucian diri. Tradisi ini memuat nilai pendidikan agama Hindu yang meliputi nilai Tattwa, Susila, dan Acara. Nilai-nilai ini terbukti efektif membentuk karakter disiplin, tanggung jawab, dan gotong royong bagi truna-truni. Tari Rejang Keraman bukan sekadar ekspresi seni, melainkan media pendidikan keagamaan nonformal yang vital untuk mentransfer nilai moral dan mempertahankan identitas budaya lokal dari pengaruh globalisasi.
PENGARUH MODEL PEMBELAJARAN SOMATIC, AUDITORY, VISUAL, INTELLECTUALY (SAVI) BERBANTUAN MEDIA FLASHCARD TERHADAP MOTIVASI BELAJAR PENDIDIKAN PANCASILA SISWA KELAS IV GUGUS V KECAMATAN KUBUTAMBAHAN Arsini, Budi; Suryawan, IG. Agung Jaya; Wiradnyana, I Gede Arya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60694

Abstract

Pancasila Education plays a crucial role in shaping students' character, attitudes, and understanding of Pancasila values as a guide for daily life. However, conventional teaching methods often result in low student engagement and enthusiasm, leading to diminished learning motivation. Preliminary observations in the Grade IV classes of the Cluster V Elementary Schools in Kubutambahan District revealed several issues, including low active participation, a lack of student enthusiasm during lessons, and a scarcity of innovative models and interactive media in the instructional process. Consequently, there is a need for multisensory models and innovative, collaborative media to boost student learning motivation. This study aims to analyze the differential impact of the Somatic, Auditory, Visual, Intellectual (SAVI) learning model supported by flashcard media on learning motivation in Pancasila Education among Grade IV students in the Cluster V Elementary Schools of Kubutambahan District. A quasi-experimental research method with a pretest-posttest control group design was employed. The study population consisted of 122 Grade IV students from the Cluster V Elementary Schools. Simple Random Sampling was used to select the sample, resulting in 29 students from SDN 3 Tamblang serving as the experimental group and 29 students from SDN 5 Tamblang serving as the control group. Data analysis revealed a significant difference in Pancasila Education learning motivation. Hypothesis testing using the Independent Sample t-test based on N-Gain scores showed a high category score of 0.74 for the experimental group and a low category score of 0.28 for the control group. The calculated t-value (t-count) was 45.323, while the critical t-value (t-table) was 2.003; since t-count > t-table, it is concluded that there is a significant difference in Pancasila Education learning motivation between Grade IV students taught using the SAVI model with flashcard media and those taught using conventional learningmethods.
Co-Authors Arsini, Budi Gunawan, I Ketut Pasek Praharsini, Komang Juli Wiradnyana, I Gede Arya