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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Kamaya: Jurnal Ilmu Agama Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Satya Widya: Jurnal Studi Agama Widyacarya : Jurnal Pendidikan, Agama, dan Budaya Widya Aksara: Jurnal Agmaa Hindu GENTA HREDAYA: Media Informasi Ilmiah Jurusan Brahma Widya STAHN Mpu Kuturan Singaraja Jurnal Penelitian Agama Hindu JNANASIDDHÂNTA : JURNAL TEOLOGI HINDU Kumarottama : Jurnal Pendidikan Anak Usia Dini Cultoure: Jurnal Ilmiah Pariwisata Budaya Hindu Jawa Dwipa Padma Sari: Jurnal Ilmu Pendidikan Dharma Sevanam : Jurnal Pengabdian Masyarakat Jurnal Lektur Keagamaan Japam Suluh Pendidikan: Jurnal Ilmu-ilmu Pendidikan Guna Widya : Jurnal Pendidikan Hindu Jurnal Yoga Dan Kesehatan Nuras : Jurnal Pengabdian Kepada Masyarakat Widya Genitri : Jurnal Ilmiah Pendidikan, Agama dan Kebudayaan Hindu Widya Sundaram : Jurnal Pendidikan Seni Dan Budaya
I Wayan Rudiarta
Institut Agama Hindu Negeri Gde Pudja Mataram
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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TRANSFORMASI PEMBELAJARAN AGAMA HINDU MELALUI METODE SMART Purnawati, Ni Komang; Rudiarta, I Wayan
Padma Sari: Jurnal Ilmu Pendidikan Vol 4 No 02 (2025): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v4i02.2506

Abstract

This research is motivated by the issues in Hindu religious education at Senior High School 4 Mataram, which still relies on conventional methods such as lectures and note-taking. These methods create a monotonous learning environment and fail to holistically develop students' character and spirituality. To address this issue, the study adopts the SMART Method (Sattva, Maitri, Adhyayana, Rasa, and Tapas) as an innovative learning approach that integrates the noble values of Hindu teachings with a holistic instructional strategy that engages cognitive, emotional, and spiritual dimensions. The research employs a descriptive qualitative approach, with data collection techniques including direct observation of the learning process, document analysis (such as syllabi, lesson plans, and evaluation results), and literature reviews to reinforce the theoretical foundation. The data were systematically analyzed through reduction, narrative presentation, and conclusion drawing based on patterns observed throughout the learning process. The findings indicate that the application of the SMART Method successfully fosters a more dynamic and meaningful learning atmosphere, enhances student engagement, and cultivates discipline, empathy, and deep spiritual awareness. Therefore, the SMART Method not only improves cognitive aspects but also strengthens the moral and social dimensions of students, making Hindu religious education a comprehensive self-transformation process that aligns with contemporary educational needs.
Integrasi Prinsip Catur Paramita Dalam Pembelajaran Berdiferensiasi Pada Pendidikan Agama Hindu: Studi Kasus Di SMAN 4 Mataram Rudiarta, I Wayan
Jurnal Penelitian Agama Hindu Vol 9 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/jpah.v9i4.4312

Abstract

Differentiated learning can be interpreted as learning that seeks to provide maximum learning services to students. This learning is often referred to as learning that favors students because its implementation refers to mapping students based on learning readiness, learning interests and learning profiles. The implementation of differentiated learning in Hindu Religious Education and Budi Pekerti subjects at the high schools level in Mataram city is still very rare, and one of the schools that implement it is Senior High School 4 Mataram. This study aims to critically analyze the implementation of differentiated learning in Hindu Religious Education and Budi Pekerti subjects at Senior High School 4 Mataram by adopting the Catur paramita approach which comes from the concept of Hinduism. This research was conducted using a descriptive qualitative approach with data collection using observation, interview, and documentation techniques. The collected data were then analyzed through the process of data reduction, data presentation and conclusion drawing. Based on this research, differentiated learning in Hindu Religious Education and Budi Pekerti subjects at SMAN 4 Mataram which is applied to the aspects of process differentiation and product differentiation can maintain student motivation, concentration and learning focus. Through the implementation of differentiated learning with the implementation of the values of catur paramita teachings, the learning process can be more effective.
STRATEGI PENCAPAIAN PERKEMBANGAN ANAK DI TAMAN KANAK-KANAK DWIJENDRA MATARAM Rudiarta, I Wayan; Sukerti, I Gusti Ayu; Suary, Ni Putu Chandra Paramis
Kumarottama: Jurnal Pendidikan Anak Usia Dini Vol 1 No 2 (2022)
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.668 KB) | DOI: 10.53977/kumarottama.v1i2.398

Abstract

This study aims to describe the strategies used in efforts to achieve child development which took place at TK Dwijendra Mataram. The development of children who are the subject of research includes aspects of religious and moral values, physical-motor, cognitive, language, socio-emotional and artistic. Preschool age is a golden age for the growth and development of children. At this golden age a child must be given the right touch to reach the point of maximum development. This research was conducted using a qualitative approach in which the data obtained will be processed and then described in the form of words that describe the results of the study. To test the validity of the data, a triangulation technique was used, which in obtaining the data used the methods of interview, observation and literature study. The results of the study indicate that to achieve the development of religious and moral values, a habituation strategy is used, namely habituation to cultivate a religious and moral culture. Furthermore, on the physical-motor aspect, the teacher uses interactive learning strategies and participatory learning. In the cognitive aspect, the teacher uses a reward strategy, singing method and a Student Center Learning approach. In the language aspect, teachers use mentoring strategies to students to the fullest. Then on the aspect of socio-emotional development, the strategy applied is the fascinating storytelling method. As for the development of the artistic aspect, the school holds extra-curricular activities.
PERENCANAAN PEMBELAJARAN BERDIFERENSIASI PADA MATA PELAJARAN PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI Rudiarta, I Wayan
Guna Widya: Jurnal Pendidikan Hindu Vol 11 No 1 (2024): Volume 11 Nomor 1 Maret 2024
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v11i1.3597

Abstract

This research aims to conduct a critical analysis regarding the learning plans prepared by Pendidikan Agama Hindu dan Budi Pekerti teachers in implementing differentiated learning. The importance of this research refers to the phenomenon that the application of differentiated learning is still rarely carried out by teachers, including in the subjects of Hindu Religious Education and Character. This research uses a qualitative method where data collection is carried out by non-participant observation, structured interviews and documentation studies. Data analysis is carried out through data reduction, data display and conclusions. The results of the research found that in order to prepare a good differentiated learning plan, the things that need to be considered are related to the preparation of teaching modules, preparation of assessment instruments and preparation of essential material. The teaching module serves as a guide for teachers in carrying out learning activities from beginning to end, and in the context of differentiated learning, this teaching module can include designs for content differentiation, process differentiation, product differentiation and learning environment differentiation. Furthermore, the preparation of diagnostic assessment instruments is intended to map students based on learning readiness, interests and learning styles. Then the preparation of essential material is intended to support readiness for the process of achieving Learning Outcomes contained in the learning elements in the subjects of Pendidikan Agama Hindu dan Budi Pekerti.
Pengembangan Kreativitas Anak melalui Pelatihan Pembuatan Bros Kain Perca di Dusun Tanah Embet Barat Trisnasari, Ni Ketut Ayu Citra; Rudiarta, I Wayan; Wiguna, Ida Bagus Alit Arta; Yasa, I Komang Widya Purnama
Nuras : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/nuras.v5i4.717

Abstract

The development of children's creativity in rural areas faces challenges, especially the limited facilities and the lack of structured productive activities. West Tanah Embet Hamlet has local potential in the form of patchwork waste from household businesses, but it has not been utilized optimally. Training on making patchwork brooches is carried out to increase children's skills, creativity, confidence, and awareness of the use of waste into valuable products as a medium of creative education and introduction to entrepreneurship from an early age. The methods used include initial observation to identify needs and potentials (with SWOT analysis), communication with related parties, direct training, practice, and evaluation of the results. This activity was carried out for 6 meetings involving 23 children aged 7-12 years. The results showed that 45% of participants were able to complete at least 2 brooches with floral and butterfly designs, 70% of participants were able to cut fabrics according to patterns, come up with spontaneous innovations in color combinations and embellishments, and show improved aesthetic and cooperation skills. This program not only provides technical skills in sewing, but also succeeds in adding ideas, forming a creative and collaborative character that can produce a variety of unique products, and has the potential to be developed as a creative economy model based on local resources.
PENGARUH PELAKSANAAN LITERASI KITAB SUCI TERHADAP PEMBENTUKAN KARAKTER SISWA HINDU DI SMPN 14 MATARAM Ni Made Ayu Trisna Aprilia Sari; I Wayan Rudiarta; Ni Wayan Ria Lestari
Widya Aksara : Jurnal Agama Hindu Vol 30 No 2 (2025): Vol. 30, No. 2 September 2025
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54714/widyaaksara.v30i2.311

Abstract

Saat ini pendidikan karakter menjadi perhatian yang lebih diutamakan dalam dunia pendidikan. Hal ini menjadi respons terhadap berbagai masalah kemerosotan moral. Fenomena rendahnya karakter positif siswa juga dihadapi di SMPN 14 Mataram, salah satu upaya yang diterapkan adalah program literasi kitab suci. Penelitian ini bertujuan untuk menemukan pengaruh antara pelaksanaan literasi kitab suci terhadap pembentukan karakter siswa Hindu di SMPN 14 Mataram. Penelitian ini dilakukan dengan pendekatan kuantitatif asosiatif dengan metode Ex-Post Facto. Data penelitian diperoleh melalui angket, observasi, dan dokumentasi. Analisis data dilakukan dengan bantuan SPSS 23 untuk melakukan analisis deskriptif dan analisis inferensial yang meliputi uji normalitas, uji linearitas, dan uji regresi linear sederhana. Populasi penelitian merupakan seluruh siswa Hindu kelas VII, VIII, dan IX sejumlah 435 oang. Sampel yang digunakan yaitu seluruh siswa Hindu kelas VII yang berjumlah 135 orang. Hasil analisis data: nilai rata-rata untuk literasi kitab suci yaitu 75,68 (Tinggi) dan nilai rata-rata pembentukan karakter siswa yaitu 77,37 (Tinggi). Melalui analisis regresi linear sederhana ditemukan bahwa variabel Literasi Kitab Suci dan Pembentukan Karakter Siswa memiliki hubungan sebesar 58,8%. Berdasarkan hasil uji hipotesis nilai signifikansi sebesar 0,000 yang lebih kecil dari nilai probabilitas 0.05 yang dapat disimpulkan bahwa H0 ditolak dan Ha diterima yang berarti terdapat pengaruh signifikan antara pelaksanaan literasi kitab suci terhadap pembentukan karakter siswa Hindu di SMPN 14 Mataram. Penelitian ini menunjukkan bahwa pelaksanaan literasi kitab suci direkomendasikan untuk terus dilaksanakan mengingat hasil penelitian menunjukkan bahwa pelaksanaan literasi kitab suci menunjukkan pengaruh yang signifikan terhadap pembentukan karakter siswa Hindu di SMPN 14 Mataram.
IMPLEMENTASI KEGIATAN SRADHA DAN BHAKTI PADA PEMBENTUKAN KARAKTER MANDIRI SISWA HINDU DI SMPN 1 MATARAM Leslesy, Wiwin; I Gede Eka Pudja Diatmika; I Wayan Rudiarta
Widya Aksara : Jurnal Agama Hindu Vol 30 No 2 (2025): Vol. 30, No. 2 September 2025
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54714/widyaaksara.v30i2.312

Abstract

ABSTRAK Pendidikan karakter di sekolah sering menghadapi tantangan seperti kurangnya keteladanan dan pengawasan serta minimnya penerapan nilai moral. Dalam kondisi ini, kegiatan keagamaan seperti sradha dan bhakti menjadi solusi strategis untuk membentuk karakter mandiri siswa Hindu di SMP Negeri 1 Mataram dengan menanamkan nilai spiritual dan moral yang mendukung kemandirian siswa dalam kehidupan sehari-hari. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif, dengan teknik pengumpulan data melalui observasi non-partisipan terhadap pelaksanaan kegiatan sradha dan bhakti, wawancara semi-terstruktur dengan kepala sekolah, wakil kepala sekolah bidang kurikulum, guru agama Hindu, serta siswa Hindu kelas VII, VIII, IX, dan dokumentasi berbagai aktivitas terkait. Hasil penelitian menunjukkan bahwa kegiatan sradha dan bhakti di SMP Negeri 1 Mataram dilaksanakan secara rutin dan terstruktur, meliputi persembahyangan bersama, dimana siswa dan guru melaksanakan doa tri sandhya diisi dengan dharma wacana, mengkidung, serta kegiatan bersih-bersih di Pura. Kegiatan ini berkontribusi dalam membentuk karakter mandiri siswa dengan meningkatkan kedisiplinan, tanggung jawab, dan keterampilan dalam mengambil keputusan secara mandiri. Selain itu, keterlibatan siswa dalam organisasi Hindu sekolah menunjukkan adanya perkembangan kemandirian dalam merencanakan dan melaksanakan kegiatan keagamaan. Namun, beberapa kendala masih ditemukan, seperti kurangnya kesadaran individu dalam mengikuti kegiatan secara konsisten, keterbatasan fasilitas pendukung, miskomunikasi dengan guru, dan keterbatasan tenaga pendidik. Secara keseluruhan, implementasi kegiatan sradha dan bhakti memberikan dampak positif terhadap pembentukan karakter mandiri siswa Hindu di SMP Negeri 1 Mataram. Oleh karena itu, diperlukan upaya untuk meningkatkan motivasi siswa, memperkuat peran guru dan orang tua, serta menambah fasilitas guna mengoptimalkan efektivitas kegiatan ini. Kata Kunci : Sradha dan Bhakti, Karakter Mandiri, Pendidikan Agama Hindu.
STRATEGI GURU PADA PENINGKATAN KEDISIPLINAN SISWA DI SMPN 5 MATARAM Komang Devi Anggraini; Ida Bagus Rama Juni Artana; I Komang Ananda Widya Pratama; I Wayan Rudiarta
Jawa Dwipa Vol. 6 No. 2 (2025): Jawa Dwipa
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The discipline behavior of students of SMPN 5 Mataram in the learning process is still not good enough, so a strategy is needed by teachers to improve student discipline. This study aims to determine the level of student discipline, examine the strategies used by teachers to improve student discipline, and analyze the obstacles faced by teachers in their efforts to improve student discipline. This study uses a qualitative descriptive research method, including non-participant observation, semi-structured interviews, and documentation for data collection. The data obtained were then analyzed through three stages: data reduction, data presentation, and formulation of conclusions. Based on the results of the research conducted, three findings were obtained, namely 1) Low student discipline behavior is reflected in the learning process such as lack of student attention to learning, delays during learning, and disobedience to established regulations; 2) The teacher's strategy used as an effort to improve student discipline is to use a cooperative strategy where students are formed into small groups in learning to jointly solve a problem given by the teacher. This aims to create a sense of responsibility and awareness as the forerunner to the formation of student discipline; 3) Challenges and obstacles for teachers in efforts to improve student discipline, namely: Lack of student awareness of the need for discipline, lack of support and guidance from parents and family, and students' social interactions in the community.  
Kontekstualisasi Experiential Learning Theory David Kolb pada Pembelajaran Pendidikan Agama Hindu Rudiarta, I Wayan; Adnyana, Putu Budi; Ariawan, I Putu Wisna; Wesnawa, I Gede Astra
Jawa Dwipa Vol. 6 No. 2 (2025): Jawa Dwipa
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54714/jd.v6i2.123

Abstract

Learning is an activity that is an important part of the Education. Experiential learning is one of the learning options that can be given to students that allows student involvement to be greater. One of the learning models that seeks to accommodate experience as an essential part is Experiential Learning Theory which encourages students to think more, explore, question, make decisions, and apply something learned. This research aims to conduct a critical analysis related to David A. Kolb's ideas in the context of learning Hindu Religious Education in the school environment. Qualitative research methods with the literature review paradigm are an option in conducting research with a philosophical hermeneutic approach. Research data was obtained through book reviews, scientific articles, and other relevant scientific writings. Data analysis follows the steps outlined by Miles and Huberman, namely data collection, data reduction, data presentation, and presentation of results. The results of the study show that the Experiential Learning Kolb model contextualized with Hindu Religious Education learning will provide convenience for teachers in achieving the formulation of learning outcomes, especially in the material aspects of Sradha and Bhakti, Susila, and Events. By following the cycle structure of Concrete Experience, Reflection Observation, Abstract Conceptualization, and Active Experimentation, teachers can determine the right learning steps for all dimensions of knowledge, ranging from factual, metacognitive, conceptual to procedural. Through this model, the Deep Learning approach can also be implemented to provide a more meaningful, conscious and fun learning experience for students.
INTEGRASI LITERASI DIGITAL DALAM KEBIJAKAN ANTI-BULLYING UNTUK PENCEGAHAN CYBERBULLYING DI SEKOLAH: A SYSTEMATIC LITERATURE REVIEW (SLR) Rudiarta, I Wayan; Adi, Ni Nyoman Serma; Sriartha, I Putu; Mudana, Wayan; Pageh, I Made
Suluh Pendidikan : Jurnal Ilmu-Ilmu Pendidikan Vol 23 No 2 (2025): SULUH PENDIDIKAN : Jurnal Ilmu-Ilmu Pendidikan
Publisher : IKIP SARASWATI TABANAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46444/suluh-pendidikan.v23i2.873

Abstract

Tindakan bullying sangat marak terjadi pada siswa di Indonesia. Siswa memandang bahwa bullying sebagai sesuatu yang wajar, tanpa memahami sisi dampak yang bisa ditimbulkan kepada para korban. Penelitian ini bertujuan untuk melakukan Systematic Literature Review (SLR) guna mengeksplorasi terkait integrasi literasi digital ke dalam kebijakan dan strategi sekolah dalam mencegah serta menangani cyberbullying. Penelitian ini menggunakan pendekatan Systematic Literature Review dengan model PRISMA. Kata kunci yang digunakan dalam pencarian artikel yang akan direview adalah “literasi digital, anti-bullying, kebijakan anti-bullying, sekolah dan Indonesia”. Pencarian awal menemukan 332 paper relevan yang kemudian setelah dilakukan inklusi serta eksklusi dengan model PRISMA ditetapkan 5 artikel yang dianalisis. Hasil studi literatur menunjukkan bahwa bahwaintegrasi literasi digital dalam kebijakan dan praktik anti-bullying sekolahmerupakan faktor kunci dalam mencegah cyberbullying. Literasi digital berfungsi sebagai mekanismeprotektif yang membentuk perilaku etis, meningkatkan kesadaran risiko, dan memperkuat budaya digital yang aman di sekolah. Efektivitas kebijakan sangat ditentukan oleh kolaborasi antar-pihak (stakeholder Pendidikan), yaitu guru sebagai fasilitator utama, siswa sebagai agen perubahan sosial, dan keluarga sebagai pengawas digital di rumah. Sebagai upaya implementasi maksimal, perlu juga dilakukan strategi intervensi, adapaun intervensi yang diterapkan, mulai dari edukasi digital, kampanye anti-perundungan, dan penguatan regulasi.
Co-Authors Adi, Ni Nyoman Serma Desak Putu Dewi Anggreni Dewi, Ayu Sita Eka Suci Arini Gede Eka Puja Dyatmika Gunada, I Wayan Agus Gusti Ngurah Ketut Putera Gusti Putu Budiarsana Hukunala, Hendro I Gede Astra Wesnawa I Gede Eka Pudja Diatmika I Komang Ananda Widya Pratama I Komang Widya Purnama Yasa I Made Aditya Mudita I Made Ardika Yasa I Made Pageh I Made Rajendra I Nyoman Wijana I Putu Sriartha I Putu Wisna Ariawan Ida Bagus Alit Arta Wiguna Ida Bagus Kade Yoga Pramana Ida Bagus Kade Yoga Pramana Ida Bagus Rama Juni Artana Jeki Waemese Komang Devi Anggraini Leslesy, Wiwin Mudana, Wayan Ni Kadek Sintia Ni Komang Wiasti Ni Made Ayu Dwi Oktaviani Ni Made Ayu Dwi Oktaviani Ni Made Ayu Trisna Aprilia Sari Ni Nengah Sudarsini Ni Putu Maya Widariyanti Ni Wayan Ariani Ni Wayan Ria Lestari Ni Wayan Ria Lestari Puput Puspita Sari Purnawati, Ni Komang Putra, I Gede Dimas Aditya Putu Asri Tirtawati Putu Budi Adnyana Putu Wisnu Saputra Rasmini, Ni Wayan Saputra, Putu Wisnu Sintia, Ni Kadek Suary, Ni Putu Chandra Paramis Sukerti, I Gusti Ayu Sutha, I Gede Ngurah Bhisama Trisnasari, Ni Ketut Ayu Citra Utami, Ni Luh Eka Savitri