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All Journal Kamaya: Jurnal Ilmu Agama Jurnal Penelitian Agama Hindu Metta : Jurnal Ilmu Multidisiplin Widya Sandhi: Jurnal Kajian Agama, Sosial dan Budaya International Journal of Multidisciplinary Sciences Jurnal Pendidikan Guru Sekolah Dasar
Ariasa Giri, I Made
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Internalisasi Nilai-Nilai Etika Hindu di Komunitas Ekspresi Desa Sibang Kaja Kabupaten Badung Ramadi Putra, I Komang; Uma Lestari, Ni Putu Prawani; Ariasa Giri, I Made; Sariani Binawati, Ni Wayan; Suyanta, I Wayan
Metta : Jurnal Ilmu Multidisiplin Vol. 3 No. 2 (2023)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/metta.v3i2.1764

Abstract

Dharma is a principle of life that every human being must own. Dharma in the form of behavior is called Susila (ethics). Komunitas Ekspresi in every activity always emphasizes and instills ethical values in children. From a conceptual point of view, the internalization of ethical values in the Komunitas Ekspresi is similar to Hindu ethical values. This study aimed to describe the internalization of Hindu ethical values in the Komunitas Ekspresi of Sibang Kaja Village, Badung Regency. The research method used is qualitative with an ethnographic approach a la James Spradley. The technique for determining informants is purposive sampling following the ethnographic method. Types and sources of data are qualitative data types, while data sources are primary and secondary data. Data collection techniques are observation, interviews, and documentation studies. Ethnographic data analysis techniques, namely domain analysis, taxonomic analysis, componential analysis, and analysis of cultural themes. The results of this study found that: 1) Internalization of Hindu ethical values found were: a) Law of Karma, namely children are taught to be responsible for what they do, b) Catur Guru, namely children are taught to respect four teachers, c) Tri hita karana, namely children are taught to establish harmonious relationships with God, fellow human beings and the environment, d) Catur Paramita, namely children are taught to apply the four ethical attitudes of noble character. 2) The inhibiting factors for internalizing Hindu ethical values include a) parental support, which is relatively low, especially in assisting in continuing the direction of teaching staff in educating children when they are at home, b) teaching staff whose number is still limited and c) facilities which are still classified as limited. 3) The impact of internalizing Hindu ethical values is the religious impact, the emotional impact, the impact of independent behavior, the impact of responsibility, the impact of self-confidence, and the impact of creativity. The conclusion is that the Komunitas Ekspresi teaches Hindu ethical values.
Nilai Pendidikan Agama Hindu Dalam Pementasan Tari Sang Hyang Dedari Sumertayasa, Kadek Yogi; Nerawati, Ni Gusti Ayu Agung; Ariasa Giri, I Made; Setyaningsih, Farida; Suarnaya, I Putu
Metta : Jurnal Ilmu Multidisiplin Vol. 3 No. 1 (2023)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/metta.v3i1.1806

Abstract

Balinese life cannot be separated from art, because it is attached to religion. This is evident in the performance of dance which has a function closely related to Hindu religious ceremonies. One of these sacred dances is the Sang Hyang Dedari dance. The purpose of this study is to describe the value of Hindu religious education through the Sang Hyang Dedari Dance Performance. The research method used is qualitative research. The results showed that the educational values of Hinduism contained in the staging of the Sang Hyang Dedari Dance were the values of tattwa/philosophical education, the values of ethics/sincere education of sincerity, the values of ceremonial or ceremonial education, the values of love, and the values of peace. The community believes that every performance of the Sang Hyang Dedari Dance is able to provide welfare and protect residents from danger.
Yogākṣara Dalam Śiwa Tattwa Sebagai Laku Spiritual Untuk Mencapai Kalepasan Ariasa Giri, I Made; Windya, Ida Made
Jurnal Penelitian Agama Hindu Vol 8 No 1 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/jpah.v8i1.2697

Abstract

Tattwa texts in Bali contain Śiva’s philosophy such as Wṛhaspati Tattwa, Jñānasiddhanta, Jñāna Tattwa, Gaṇapati Tattwa, Sanghyang Mahājñana, Catur Prenawa and Tutur Amertha Kundalini Lontar Śiwa Tattwa contains Śiwa's teachings about divinity, creation and liberation. The interesting in Śiwa Tattwa is the teaching of kalêpasan with the Sadanggayoga concept through ākṣara practice known as yogākṣara. The yogākṣara system as a religious system in Bali has never been studied seriously based on academic methods. Therefore, it needs attention to carry out a more in-depth study. This research aims to interpret yogākṣara in the Śiwa Tattwa to achieve liberation. The method used in this research is a qualitative method with a descriptive interpretive approach. The primary data in this research is the Śiwa Tattwa text. Secondary data is obtained from literature in the form of books and research results relevant to the research topic. Data collection used observation, interview, documentation, and literature study techniques in this research. Semiotic theory and religious theory are used in this research. The results of this research that the yoga structure contained in Śiwa Tattwa is Sadanggayoga. The form of yogākṣara in the Śiwa Tattwa is by carrying out Panglukuan Ākṣara. Yogākṣara is also an effort to understand the nature of being oneself and achieve Śiwa consciousness. There are seven levels of consciousness dimensions in Śiwa Tattwa called Sapta Pada. From the results of this research, it can be concluded that yogāksara is a spiritual practice to achieve Śiwa consciousness, namely achieving kalêpasan (liberation).
Personal Branding Dharma Acarya Melalui Media Sosial YouTube Artana, I Kadek; Ariasa Giri, I Made
Metta : Jurnal Ilmu Multidisiplin Vol. 4 No. 4 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/metta.v4i4.3538

Abstract

This research discusses the personal branding of Dharma Acarya through YouTube Social Media. The aim of this research is to understand the form of personal branding of Dharma Acarya through YouTube social media and how Dharma Acarya implements the teachings of Hinduism through YouTube social media. This research employs a qualitative approach with a descriptive design. Data collection techniques involve interviews, observations, and documentation. The researcher collected data by observing videos on the personal YouTube channel of Dharma Acarya. This was done to gain an in-depth understanding of personal branding and the implementation of conveying the teachings of Hinduism through YouTube social media. The research findings reveal that various forms of personal branding and methods of implementing the teachings of Hinduism are adaptations to the evolving era, which facilitate effective communication through social media. Social media serves as a platform to build personal branding and convey the teachings of Hinduism. The teachings conveyed through YouTube social media encompass the literary teachings found in the Tri Hita Karana framework of Hinduism, yet the specific content varies among different Dharma Acaryas.
The Hindu Religion Values Illustrated in Bhagavad Gita For Students and Beginners of Ramananda Prasad Kusuma Wardani, Ni Ketut; Ariasa Giri, I Made
International Journal of Multidisciplinary Sciences Vol. 2 No. 4 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ijms.v2i4.3728

Abstract

The perception that Hindu religious education is challenging to comprehend due to its complex philosophical language is becoming obsolete in today’s modern context. This study explores the educational values embedded within 26 illustrated stories in the Bhagavad Gita (For Students and Beginners) by Ramananda Prasad. Although universal in nature, these stories often obscure the explicit Hindu religious educational values they convey. As a foundational aspect of personal development, understanding Hindu educational values aids in building self-competence for students and beginners. This study aims to identify and analyze the concept of Hindu religious education values and their presence in the illustrated stories of the Bhagavad Gita by Ramananda Prasad. Utilizing a descriptive qualitative reference method, this research delves into the textual content of the Bhagavad Gita, interpreting its values and their application. The findings reveal that Hindu religious education is a comprehensive framework for imparting knowledge, attitudes, personality, and practical skills aligned with Hindu teachings, specifically related to the Tri Jnana Sandhi (three fundamental aspects of knowledge: Jnana, Vijnana, and Ajna). Three primary educational values emerge from the analysis: religious values, emphasizing devotion and spiritual practice; moral values, focusing on ethical behavior and integrity; and compassion values, highlighting empathy and care for others. In conclusion, the illustrated stories in Ramananda Prasad’s Bhagavad Gita serve as an accessible medium for conveying Hindu educational values, transforming complex teachings into relatable narratives that resonate with both students and beginners in their spiritual and personal growth.
Tutur Wiksu Pungu: Analisis Semiotik Windya, Ida Made; Marselinawati, Putu Sri; Ariasa Giri, I Made
Widya Sandhi Vol 16 No 1 (2025)
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ws.v16i1.2368

Abstract

Understanding the teachings of Tutur Wikṣu Pungu in symbolic form is needed to conduct an in-depth study to reveal its meaning. This research aims to examine the symbolic meaning in the text so that it can contribute to Hindus as a whole. This qualitative research uses an interpretative descriptive approach based on Riffaterre's semiotic theory, focusing on symbolic elements. The research method used includes heuristic and hermeneutic reading techniques to explore the deep meaning of the symbols in the text. There are three main discussions in this research. First, the identification of the matrix (main idea) emphasises the importance of asceticism, self-control, and yoga-samadhi as a path to cosmic harmony between humans, nature, and God. Second, the model (symbolic elements), including the symbols of tri bhuvana (three worlds), pa ca mah? bh?ta (five elements of nature), Sang Hyang Aji as sacred knowledge, and guru as spiritual guide. The third variant (philosophical meaning) examines the philosophical meaning of the symbols. This research contributes to the study of Hindu theology by revealing how the teachings in Tutur Wikṣu Pungu can be relevant to religious life in the modern era.
Pengembangan Media Pembelajaran Pop Up Book dengan Pendekatan Kontekstual Pada Mata Pelajaran IPAS Pada Siswa Kelas V Sekolah Dasar Apriani, Putu Eka; Ariasa Giri, I Made; Kadek Hengki Primayana
Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 4 (2025): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v2i4.1705

Abstract

Penelitian ini bertujuan untuk menciptakan media pembelajaran konkret dalam wujud buku pop-up yang mengusung pendekatan kontekstual pada materi Bumiku Sayang, Bumiku Malang dalam mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) untuk siswa kelas V SD. Media ini dirancang agar memiliki tingkat validitas dan kepraktisan yang tinggi dalam penerapannya di kelas. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE, yang mencakup lima tahap: (analisis, perancangan, pengembangan, implementasi, dan evaluasi). Model ini dipilih karena menyediakan kerangka kerja sistematis dalam proses pembuatan media pembelajaran, mulai dari desain awal hingga produk akhir berupa Pop-up Book. Teknik pengumpulan data Pengumpulan data dilakukan dengan menguji kuesioner kepada tiga pakar, yaitu pakar materi, pakar bahasa, dan pakar media. menilai validitas media. Hasil penilaian menunjukkan tingkat validitas sangat tinggi dengan skor 0,93 (materi), 0,89 (bahasa), dan 0,81 (media). Selain itu, kepraktisan media diuji dengan dilibatkannya tiga guru kelas V yang memberikan nilai kepraktisan sebesar 98,67%, serta 30 siswa kelas V yang memberikan skor 95,06%. Berdasarkan temuan ini, media Pop-up Book dinyatakan sangat valid, sangat praktis, dan layak dipergunakan pada kegiatan pembelajaran IPAS untuk siswa SD kelas V
Pengaruh Pembelajaran Berdiferensiasi Catur Pramana Terhadap Motivasi Dan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Sudiarta, Kadek; Ariasa Giri, I Made; Handayani, Ni Nyoman Lisna
Kamaya: Jurnal Ilmu Agama Vol 8 No 4 (2025): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/kamaya.v8i4.4928

Abstract

Low levels of learning motivation and critical thinking skills remain challenges in Hindu Religious Education at the elementary level. Students often show low engagement, procrastination, and weak analytical and argumentative abilities. This study examines the effect of differentiated learning oriented to the Catur Pramana learning cycle on the learning motivation and critical thinking skills of fifth-grade students in Cluster II, Buleleng District. The research employed a quantitative approach with a Posttest-Only Control Group Design. A total of 60 students were selected through simple random sampling. Data were collected using a motivation questionnaire and a critical thinking test, and analyzed with MANOVA using SPSS 20.0. The results revealed: (1) a significant difference in learning motivation between students taught with Catur Pramana-based differentiated learning and those taught conventionally (F = 63.915; p < 0.005); (2) a significant difference in critical thinking skills between the two groups (F = 15.398; p < 0.005); and (3) a simultaneous difference in motivation and critical thinking (Wilk’s Lambda = 11.936; p < 0.005). The experimental group achieved higher average scores, categorized as high, compared to the control group, which remained in the moderate category. In conclusion, integrating differentiated learning with the Catur Pramana learning cycle is proven effective in enhancing both learning motivation and critical thinking skills. These findings highlight the potential of Hindu local wisdom as a pedagogical innovation to strengthen the quality of elementary education.
Co-Authors Apriani, Putu Eka Artana, I Kadek Farida Setyaningsih I Putu Suarnaya Kadek Hengki Primayana . Kadek Sudiarta Kusuma Wardani, Ni Ketut Marselinawati, Putu Sri Nerawati, Ni Gusti Ayu Agung Ni Nyoman Lisna Handayani Ni Wayan Sariani Binawati Ramadi Putra, I Komang Sumertayasa, Kadek Yogi Suyanta, I Wayan Uma Lestari, Ni Putu Prawani Windya, Ida Made