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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 Sanjiwani: Jurnal Filsafat 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

Author-ID : 2139363

Religion Arts Humanities Astronomy Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PANDANGAN ALBERT BANDURA TENTANG TEORI KOGNITIF SOSIAL DAN KONTEKSTUALISASINYA DALAM SISTEM PENDIDIKAN HINDU Gede Agus Siswadi
Jurnal Pendidikan Agama Vol 2 No 01 (2022)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Good character is an essence that is expected to be formed from education. However, the quality seems still far from expected. The teacher's role is very important in instilling moral values, character, and a good personality. So that an effort is needed to rethink a method, theory, strategy, and the right approach to instil a good character in students. Social cognitive theory from Albert Bandura emphasizes aspects of students' social environment that have a major influence on students. Students need a model that can be imitated in behaviour. This research uses the library research method. The results in this study are 1). In Bandura's view, an educator or teacher is to act as a model that students can imitate. 2). The student's character is processed through imitation, namely a student trying to change himself through what is observed in the social environment. 3). According to Bandura, student character is formed through four processes, namely attentional, retentional, behavioral production, and motivational processes. 4). In the Hindu religious education system, Bandura's social cognitive theory is relevant to the formation of good morals and character. In this case, the religious teacher must be a role model for students, according to the religious teachings given.

Studi Bahasa Sanskerta: Sebagai Metode Belajar Agama Hindu Gede Agus Siswadi
Jurnal Pendidikan Agama Vol 1 No 01 (2021)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Sanskrit is the language of Veda or the language used to describe the holy word of God, so it is very important for Hindus to know about the language of Sanskrit before studying Veda. In addition, all the concepts contained in Hinduism are derived from Sanskrit. Thus, Sanskrit is the earliest and basic language that Hindus must master in order to deepen Vedic teachings. The Sanskrit learning method really determines the success of learning, so the learning method needs to be adapted to the character and needs of learning.

Relevansi Pemikiran Filosofis Ki Hadjar Dewantara Terhadap Sistem Pendidikan Hindu Gede Agus Siswadi
Jurnal Pendidikan Agama Vol 1 No 02 (2021)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

This article seeks to examine the thoughts of Ki Hadjar Dewantara who is the father of national education. With the concept of education through the "Tricenter of Education" including family, school and community. In addition, the concept of "Trilogy" that he conveyed was about ing ngarso sung tulada, ing madya mangun karsa and tut wuri handayani. The method used in this study is a qualitative descriptive method by observing reading sources. The results of this study explain the basis of Ki Hadjar Dewantara's education and teaching sourced from his five dharmas. These basics are: (1) humanity, (2) the nature of life, (3) nationality, (4) culture, and (5) independence/freedom. The learning method promoted by Ki Hadjar Dewantara is the among method. Among has the meaning of maintaining the inner survival of students by accompanying and directing. Not only allowing the inner development of students but also keeping the inner state of students in good condition. The concept of education presented by Ki Hadjar Dewantara has relevance to the concept of education contained in Hinduism such as the level of education for children, the concept of aguron-guron, educating children's character and texts in the Vedic scriptures that explain the Hindu education system.

MERDEKA BELAJAR DALAM PEMBELAJARAN AGAMA HINDU PERSPEKTIF FILSAFAT PENDIDIKAN PROGRESIVISME Gede Agus Siswadi
Jurnal Pendidikan Agama Vol 3 No 01 (2023)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v3i01.1504

Freedom to learn is a new education policy in Indonesia that requires a big change for the better than the previous education. Freedom to learn is present as an instrument that was born from the merger of educational theory and previous policies. Freedom to learn and the educational philosophy of progressivism have the same goal, namely to provide a wide space for students, teachers, and also educational institutions to design a series of learning that is liberating, democratic, independent, and also free to innovate. This study uses a qualitative method with a philosophical hermeneutic approach and uses Miles and Huberman's data analysis patterns. The results of this study are the educational philosophy of progressivism emphasizes that students must develop naturally, experience is the key word in motivating children's learning, teachers act as facilitators in learning, and the curriculum must be designed student-centred. The concept of independent learning in principle provides a wide space for exploring the greatest potential for teachers and students to innovate and improve the quality of learning independently. Then the application of freedom to learn in Hindu religious learning is to provide space for students, teachers, and schools to always are free in thinking, free to innovate, and independent in creativity so that the concept of education that relies on "sa vidya ya vimuktaye" or learning is what liberating humanity can be achieved.

PARADIGMA PENDIDIKAN KRITIS PAULO FREIRE DAN RELEVANSINYA DALAM PENGEMBANGAN PENDIDIKAN HUMANIS DI INDONESIA Siswadi, Gede Agus
JAPAM (Jurnal Pendidikan Agama) Vol 4 No 2 (2024)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v4i2.2871

Education is the main sector in human resource development. So that education becomes an important part of human life. Through education humans can also find identity, hone potential, and improve the quality of life. This is inseparable from human desires that are free and independent in determining what kind of education they need. However, this seems to be a paradox by looking at the educational phenomenon which actually hinders the potential possessed by students with various dehumanization practices. Therefore, this study traces the thoughts of Paulo Freire with the idea of critical education. The method used in this study is a qualitative method with a philosophical hermeneutic approach. The results of this study indicate that Paulo Freire is a critical education figure, who succeeded in dismantling the conventional educational model which tends to dehumanize. Conventional education actually views students as passive objects, each empty and must be regulated. Freire calls it the banking of education system. Notes from Freire's thoughts can be used as a reference in developing a humanist education system in Indonesia, namely by prioritizing students as the center of learning and recognizing students have diverse characters and potential. A teacher in humanist education acts as a facilitator by guiding students to be themselves.

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

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