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All Journal Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Kamaya: Jurnal Ilmu Agama Ganaya: Jurnal Ilmu Sosial dan Humaniora Purwadita : Jurnal Agama dan Budaya DHARMASMRTI: Jurnal Pascasarjana UNHI Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu 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 Filsafat Indonesia Nivedana : Jurnal Komunikasi dan Bahasa Jurnal Penelitian Agama Hindu Vidya Darśan : Jurnal Mahasiswa Filsafat Hindu Jawa Dwipa ANUBHAVA: Jurnal Ilmu Komuniksi Hindu Padma Sari: Jurnal Ilmu Pendidikan Sophia Dharma: Jurnal Filsafat Agama Hindu dan Masyarakat Sanjiwani: Jurnal Filsafat Japam Jurnal Ledalero Guna Widya : Jurnal Pendidikan Hindu Sphatika: Jurnal Teologi Jurnal Penelitian Pangkaja: Jurnal Agama Hindu Widya Kumara: Jurnal Pendidikan Anak Usia Dini Patisambhida : Jurnal Pemikiran Buddha dan Filsafat Agama Pratyaksa: Jurnal Ilmu Pendidikan, Sosial dan Humaniora Widya Katambung Jurnal Filsafat Agama Hindu
Gede Agus Siswadi
Fakultas Filsafat Universitas Gadjah Mada
Religion Arts Humanities Astronomy Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Jawa Dwipa

 1 
DEKONSTRUKSI SISTEM PENDIDIKAN FORMAL DAN MASYARAKAT TANPA SEKOLAH DALAM PANDANGAN IVAN ILLICH Siswadi, Gede Agus
Jawa Dwipa Vol. 5 No. 1 (2024)
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

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Abstract

Education, as the main pillar in the development of individuals and society, should be a means to develop the full potential of human beings and inspire holistic growth. However, various forms that lead to dehumanisation have occurred in the system of education, especially formal education in schools. This research aims to explore Ivan Illich’s views on liberating society from the shackles of schooling. Ivan Illich, a critical thinker in the field of education, proposed the concept of a deschooling society as an alternative to the conventional formal education system. Through his critical approach, Illich identified the negative impacts caused by formal education institutions, including the limitation of individual potential, monopoly of knowledge, and inequality of access to education. This research uses a qualitative method with a philosophical hermeneutic approach. The results of this study show that Illich emphasises the need to free education from conventional boundaries, encouraging social inclusion, independence, and creativity in learning. Moreover, his concept of a deschooling society offers a more inclusive and democratic alternative, allowing individuals to learn according to learner’s interests and needs. In addition, Illich formulated alternative education by providing a learning webs system as an education system that is less tied to formal education in schools.
KONSEP PEDAGOGI HUMANIS PAULO FREIRE DAN RELEVANSINYA DENGAN PENDIDIKAN AGAMA BUDDHA Tantra, Manggala Wiriya; Murtiningsih, Rr. Siti; Siswadi, Gede Agus
Jawa Dwipa Vol. 5 No. 2 (2024): Jawa Dwipa
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54714/jd.v5i2.93

Abstract

It is time for Indonesia's golden generation to be filled with talented human beings with humanist souls. Of course this is a challenge that is not easy to realize, so it is necessary to contribute thoughts in constructing the idea of humanist education so that it becomes a reality in the future. The purpose of this research is to examine Paulo Friere's humanist pedagogy and its relevance to Buddhist religious education. This research is expected to contribute comprehensive knowledge and ideas in building a humanism-based education system in Indonesia. This research uses literature study and Miles and Huberman analysis method to analyze the collected data, data reduction, data presentation, and in-depth conclusion drawing. The results of this study show that there is a relevance between Paulo Friere's pedagogy and Buddhist education, both of which emphasize the principle of humanism in educating without involving elements of oppression and focusing more on the learning process as the main key to understanding social reality. Both have strong similarities about the purpose of education that leads to critical awareness and enlightenment of students achieved as the ultimate goal of education. Both also have similarities in viewing the position of teachers and students as an equal relationship and both complement each other.
PERSEPSI SISWA TERHADAP MATA PELAJARAN AGAMA HINDU DI SMAN 8 DENPASAR Siswadi, Gede Agus
Jawa Dwipa Vol. 5 No. 2 (2024): Jawa Dwipa
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54714/jd.v5i2.96

Abstract

This study aims to explore students perceptions of Hindu Religious Education subjects at SMAN 8 Denpasar. Hindu Religious Education has an important role in shaping students' character and morals, especially in the context of learning in secondary schools. This research used a qualitative approach with a case study technique, which involved in-depth interviews and observations to collect data from Hindu students at SMAN 8 Denpasar. The research subjects were selected through purposive sampling. The results showed that students perceptions of Hindu Religious Education subjects tend to be positive, especially related to the moral and spiritual values taught. However, there are also some students who feel that religious education is not very prospective in the world of work. Factors that influence students perceptions include the teacher’s teaching methods, the influence of the social environment, and its relationship with the world of work. Based on these findings, it is suggested that the teaching of Hindu Religious Education should emphasise a more contextual and applicable approach, so that students can feel the relevance of the lessons in their lives. This research is expected to provide insights for the development of teaching methods that are more effective in increasing students' understanding and appreciation of Hindu Religious Education subjects.
MENAFSIR KEMBALI KONSEP GRUNDNORM HANS KELSEN DALAM KONTEKS HUKUM DI INDONESIA Nugraha, Ari; Damanhuri, Tubagus; Siswadi, Gede Agus
Jawa Dwipa Vol. 5 No. 2 (2024): Jawa Dwipa
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

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Abstract

This research aims to reinterpret the concept of Grundnorm proposed by Hans Kelsen in the context of the legal system in Indonesia. Grundnorm or basic norm is a fundamental idea in Kelsen's pure theory of law, which serves as the basis for the validity of the hierarchy of norms in a legal system. In the Indonesian context, the legal system has its own uniqueness with a strong influence from the principles of Pancasila, customary law, and legal pluralism rooted in society. This research uses a juridical-normative approach with critical analysis of the relevance and application of the Grundnorm concept amidst the dynamics of Indonesian law. The results show that the Grundnorm in the Indonesian context can be interpreted as fundamental values contained in Pancasila, which serves as a constitutional and moral foundation for the national legal system. This interpretation strengthens the argument that Pancasila not only functions as a state ideology, but also as a universal value framework that integrates various elements of customary law, religion, and positive law. As such, this research contributes to the development of modern legal theory discourse by highlighting how local and cultural values can interact with global legal theories, such as the Grundnorm, to create an adaptive and relevant legal system for Indonesian society.
STUDI KOMPARASI KONSEP CINTA DALAM PANDANGAN ARTHUR SCHOPENHAUER DAN SØREN AABYE KIERKEGAARD (Studi Reflektif terhadap Fenomena Bunuh Diri Atas Dasar Cinta) Zhafira, Annisa Ranah; Siswadi, Gede Agus
Jawa Dwipa Vol. 5 No. 2 (2024): Jawa Dwipa
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

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Abstract

This research aims to examine and compare the concept of love in the views of two great philosophers, Arthur Schopenhauer and Søren Aabye Kierkegaard, and relate it to the phenomenon of suicide caused by love. Love is often perceived as something beautiful because it involves deep feelings of affection, emotional closeness, and genuine attachment between individuals. Love is also described as a source of happiness, inspiration, and meaning in life. It brings people together, creates warmth, and provides invaluable emotional and moral support. Love also encourages individuals to act selflessly, sacrifice for the good of others, and grow into a better person. This research uses a qualitative method with a phenomenological approach and text analysis. The results of this study show that Schopenhauer, with his pessimistic view, sees love as a manifestation of the irrational and selfish will to live, which often leads to suffering. Romantic love is an illusion created by the will to preserve the species, so disappointment in love can be very destructive, leading to feelings of despair and acts of suicide. In contrast, Kierkegaard, with his existentialist and religious approach, views love as an expression of subjectivity and individual decision that involves commitment and sacrifice. True love requires a leap of faith and a courageous decision, where failure in love can reflect a deep existential crisis.
PEDAGOGI NIR-KEKERASAN DALAM PANDANGAN MOHANDAS KARAMCHAND GANDHI DAN RELEVANSINYA BAGI PENGEMBANGAN PENDIDIKAN KARAKTER Siswadi, Gede Agus; Puspadewi, I Dewa Ayu
Jawa Dwipa Vol. 6 No. 1 (2025): JUNI
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

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Abstract

This research examines the concept of non-violent pedagogy in the view of Mohandas Karamchand Gandhi and its relevance for the development of character education. Gandhi viewed non-violent pedagogy as an essential foundation in building individuals who are not only intellectually intelligent, but also have high morality. This concept emphasises the importance of education as a means to strengthen human values, such as honesty, justice and empathy. This research uses a descriptive-analytical approach by analysing Gandhi’s writings and thoughts on education and non-violence. The results of this study show that Mohandas Karamchand Gandhi's thoughts have a deep relevance to the development of character education, especially in the context of moral and spiritual values. One of Gandhi's main contributions is the concept of non-violent pedagogy or ahimsa, which emphasises the rejection of violence in all its forms. Gandhi also taught the concepts of satyagraha, aparigraha, brahmacarya, asteya, and swadesi, a concept that directs individuals to always serve the truth, then become a simple individual and not too pursue luxury, always control themselves, do not take the property of others, and also teach the principle of independence.
Co-Authors April Juwan, Dian Paula Arsa Wiguna, I Made Cahyana, Abdul Basit Candrawan, Ida Bagus Gede Damanhuri, Tubagus Dewa Ayu Putu Tuty Setiarsih Dipesh Raj Dwiputri Maharani, Septiana Galuh Nur Fattah I Dewa Ayu Puspadewi I Dewa Ayu Puspadewi I Made Arsa Wiguna I Made Surada I Made Wiguna Yasa Ida Ayu Tary Puspa Ida Bagus Subrahmaniam Saitya John Abraham Ziswan Suryosumunar Kadek Aria Prima Dewi PF Kadek Aria Prima Dewi PF, Kadek Kusuma Putri Murtiningsih, Rr Siti Nugraha, Ari Nyoman Riyanti Puspadewi, I Dewa Ayu Putri, Kusuma Rr. Yudiswara Ayu Permatasari Sarasvati, Priska Septiana Dwiputri Maharani Siti Murtiningsih Tantra, Manggala Wiriya Violita, Michella Desri Zhafira, Annisa Ranah