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

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KONSEP KEBEBASAN DALAM PENDIDIKAN PERSPEKTIF RABINDRANATH TAGORE DAN RELEVANSINYA BAGI PENGEMBANGAN SISTEM PENDIDIKAN DI INDONESIA Gede Agus Siswadi
Padma Sari: Jurnal Ilmu Pendidikan Vol 2 No 02 (2023): Vol 2 No 2 April 2023 Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v2i02.809

Abstract

Education is simply a tool to liberate humans from ignorance. However, this becomes a paradox between being a liberating tool and actually being a tool that shackles humans. Various existing systems in education are now manifesting as tools that impede human freedom to be able to learn happily. Educational observers have initiated the concept of critical education including Paulo Freire, Ivan Illich, John Holt, Reimer, Henry Giroux and one of them discussed in this article is Rabindranath Tagore. This study uses a qualitative method with a philosophical hermeneutic approach. The data in this study were collected through library research. The results in this study explain that Rabindranath Tagore based his criticism of education in India during the British colonial period which tended to focus on materialistic and intellectualistic aspects and did not pay attention to spiritual, emotional, social, and also nationalism aspects. Education that Rabindranath Tagore feels is more likely to only give birth to students who are uniform and do not pay attention to the potential or interests and talents of students naturally. The idea offered by Rabindranath Tagore is education that liberates with elements of art in education. Rabindaranath Tagore's thoughts can be used as an idea to design an education system in Indonesia, especially a humanist education system.
CINTA DALAM PERSPEKTIF FILSAFAT EKSISTENSIALISME JEAN-PAUL SARTRE Gede Agus Siswadi
Sanjiwani: Jurnal Filsafat Vol 14 No 1 (2023)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/sjf.v14i1.160

Abstract

Some philosophers explain love as something beautiful. Love is defined as the spirit or basis of human life. Love gives a cheerful nuance that has an impact on human harmony and peace. However, it is different from the view of the existentialist philosopher Jean-Paul Sartre who thinks love is not something beautiful. The method used in this research is philosophical hermeneutics by exploring the thoughts of Jean-Paul Sartre related to love. The results of this study are. First, Sartre defines love as something that causes conflict. It is based on Sartre's opinion, which says humans are not free and always become objects in a relationship called love. Second, love is self-deception because it causes humans to be inauthentic and enslaved by love. Third, Sartre explains that sexual relations are the complete surrender of their existence to others.
TELAAH ATAS PEMIKIRAN HENRY ARMAND GIROUX TENTANG PEDAGOGI KRITIS DAN RELEVANSINYA DENGAN PENGEMBANGAN SISTEM PENDIDIKAN DI INDONESIA Gede Agus Siswadi
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 6, No 1 (2023)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v6i1.2796

Abstract

Pendidikan dewasa ini hanya diartikan sempit sebagai pengajaran. Artinya, pendidikan telah selesai ketika anak didik mampu untuk menghafal materi pelajaran, pendidikan juga dikatakan telah selesai ketika anak didik mampu untuk menjawab semua tes dan ujian yang diberikan oleh guru. Anak didik juga akan lebih dihargai ketika patuh dan tunduk pada semua perintah guru. Demikian juga bagi seorang pendidik bahwasanya semua tugas mendidik telah selesai apabila telah melengkapi seluruh administrasi pendidikan. Sehingga gaya pendidikan konservatif ini justru akan memenjarakan anak didik hingga kepada guru untuk tidak dapat bebas dalam melakukan kreativitas. Di samping itu, orientasi pendidikan hanya untuk memenuhi industri kapital serta dunia kerja, bukan pada aspek menumbuhkan seluruh potensi yang dimiliki oleh anak didik. Dengan demikian, pedagogi kritis dari Henry A. Giroux ini hadir untuk membongkar gaya pendidikan yang konservatif. Dengan menggunakan metode penelitian kualitatif dan pendekatan hermeneutik filosofis, maka hasil dalam penelitian ini menunjukkan bahwa gagasan pedagogi kritis ini bermula dari kekhawatiran Giroux mengenai pendidikan yang telah kehilangan esensinya untuk menumbuhkan segenap potensi yang dimiliki oleh anak didik, dan justru pendidikan telah dipengaruhi oleh unsur kapital, neoliberal, politik dan juga kekuasaan. Pedagogi kritis dalam pandangan Giroux ini dapat diimpelemtasikan dalam pengembangan sistem pendidikan di Indonesia yakni untuk membongkar bentuk-bentuk formalisme dan fundamentalisme agama dalam pendidikan dengan menghadirkan kembali demokrasi dalam pendidikan di Indonesia.
Implementasi Ajaran Paravidya dan Aparavidya Dalam Memerangi Hoax Sebagai Upaya Membangun Sumber Daya Manusia Hindu Unggul Dewa Ayu Putu Tuty Setiarsih; Gede Agus Siswadi
Kamaya: Jurnal Ilmu Agama Vol 6 No 2 (2023)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/kamaya.v6i2.2488

Abstract

Social media basically has a big influence on the dimensions of human life, because humans in their various activities cannot be separated from the existence of social media. Social media will have a good impact, if people understand and use it wisely, but it will have a bad impact if they don't use it wisely. This research principally aims to understand how Hindu teachings are to be wise and critical in managing information on social media, bearing in mind that there are two types of knowledge in Hinduism namely Paravidya and Aparavidya. The method used in this study is a qualitative method with a critical discourse analysis approach. The results of this study indicate that Paravidya and Aparavidya knowledge is the main basis that must be understood by Hindus in relation to managing information on social media. By having these two knowledges, humans can have a balance between worldly and spiritual life. In addition, the teachings of Paravidya and Aparavidya are used as a basis for analyzing further information in the process of pratyaksa pramana (namely by direct observation using the five senses), anumana pramana understands the phenomena that occur by examining them through the causal process, then upamana pramana namely through doing the process of comparison or comparison, and pramana's words, namely through instructions from people who have authority about this information. By understanding this, Hindus will be wise in controlling the information they obtain on social media.  
Studi Komparasi Pemikiran Søren Aabye Kierkegaard dan John Hick tentang Makna Kejahatan dan Penderitaan dalam Relasi Manusia dengan Tuhan Gede Agus Siswadi
Sphatika: Jurnal Teologi Vol. 14 No. 1 (2023)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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

Abstract

The problem of the existence of evil and suffering experienced by humans will always give birth to reflections and philosophical thoughts. This will raise the question of where does the suffering and evil that befell human life in the world come from? These various questions will lead to a discussion of God's relation to the existence of this evil and suffering. Because of course this will bring up contradictions from the attributes of God “Good God”, “Omnipotent”, “Omniscient” when suffering and evil are still rampant as if God is not good, incapable, and does not know suffering exists. Therefore, this study using the library research method will explain the meaning of crime and suffering in the eyes of the characters, namely Søren Aabye Kierkegaard and John Hick. The results of this study indicate that Kierkegaard views crime and suffering as occurring because humans are still in the stage of aesthetic existence, namely humans who only pursue happiness and worldly pleasures so this will lead humans to despair, disappointment, and other suffering. Humans must jump to the ethical stage, namely prioritizing virtue morally, and humans must also reach the religious stage, namely melting into God's consciousness. Meanwhile, John Hick views the suffering and evil that must exist to perfect the human soul, because basically, humans are not perfect when they are born.
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

Abstract

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.
PERAN SENTRAL PEMUDA HINDU DALAM PERUBAHAN SOSIAL MENUJU REVOLUSI INDUSTRI 4.0 (Perspektif Sosio – Normatif Moralistik dan Pedagogi) I Gede Agus Siswadi; I Dewa Ayu Puspadewi
Pangkaja: Jurnal Agama Hindu Vol 25 No 1 (2022)
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pjah.v25i1.978

Abstract

The presence of a superior young generation is highly expected by a nation. Because the progress of a nation will be seen how the role of youth in various fields, including in the fields of science, technology and education. Youth in this case is the determinant of the development to the advancement of a civilization, so it can be said that the role of youth is very central. The progress of a nation if the character and morals of its youth are superior, with this they will be better able to face challenges and changes towards the industrial revolution 4.0. This article seeks to present the role of youth in facing the industrial revolution 4.0. By using the descriptive method, it can be seen that the role of youth in social change and as agents of social change is important because it is youth who will hold the baton from dynamic socio-cultural behavior. In preparing the golden generation (Golden Age) Hindu youth must be literate towards education and issues that develop in the world of education. With education, character will be constructed with noble and superior values ​​for Hindu youth.
KRITIK EVERETT REIMER TERHADAP LEMBAGA SEKOLAH DAN KONTRIBUSI PEMIKIRANNYA DALAM REDEFINISI MAKNA PENDIDIKAN Gede Agus Siswadi
Vidya Darsan: Jurnal Mahasiswa Filsafat Hindu Vol 4, No 2 (2023)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/vidyadarsan.v4i2.2815

Abstract

Basically, humans need the education to be able to improve their quality of life and be able to develop all the competencies possessed by each individual. Thus, education becomes an important part of human life. Education actually has a very broad meaning and significance. However, in the view of society, education is always associated with schools. Even though school is just one part of education. This study aims to explore Everett Reimer's criticism of educational institutions, as well as Reimer's efforts to redefine the meaning of education. The method in this study is a qualitative method with a philosophical hermeneutic approach. The results of this study indicate that Reimer criticizes school institutions as having an attitude to realize that education is not narrowly defined only as a school. Reimer also succeeded in dismantling the establishment of schools in which there were forms of dehumanization. As an effort to redefine the meaning of education, Reimer offers an alternative school, namely a network of objects, a network of people, a network of peers, and also a network of educators.
TELAAH ATAS PEMIKIRAN MARIA MONTESSORI TENTANG PENDIDIKAN YANG MEMERDEKAKAN DAN RELEVANSINYA BAGI PENGEMBANGAN SISTEM PENDIDIKAN DI INDONESIA Gede Agus Siswadi
Widyacarya: Jurnal Pendidikan, Agama dan Budaya Vol 7, No 2 (2023)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyacarya.v7i2.2731

Abstract

Pendidikan pada dasarnya merupakan upaya untuk memanusiakan manusia. Namun sebuah fakta yang tanpa disadari justru dalam pendidikan terdapat banyak praktik dishumanisasi yang sifatnya membelenggu utamanya yang terjadi pada siswa dan juga guru. Seorang guru terkadang harus terpaksa untuk mengabaikan esensi mendidik hanya karena sistem pendidikan yang demikian tidak memberikan kebebasan pada guru dalam melaksanakan pembelajaran. Demikian juga yang terjadi pada siswa yang semakin terbelenggu oleh sistem pendidikan yang menyebabkan tersembunyinya potensi yang dimiliki oleh anak didik karena kebutuhan pendidikannya belum terpenuhi. Sehingga diperlukan sebuah gagasan yang mampu mendobrak konsep-konsep pendidikan konvensional yang sangat membelenggu. Kajian ini berupaya untuk menelusuri pemikiran dari Maria Montessori tentang pendidikan yang memerdekakan. Dan berangkat dengan metode kualitatif dengan pendekatan hermeneutik filosofis, maka hasil penelitian ini menunjukkan bahwa Maria Montessori menggagas konsep pendidikan yang memerdekakan untuk mengembalikan esensi pendidikan yang harus mengabdi pada anak didik. Peran seorang pendidik hanyalah sebagai penuntun anak didik untuk menemukan jati diri dari anak didik, serta mengantarkan anak didik untuk mampu tumbuh dan berkembang sesuai dengan kodrat alamiahnya. Montessori juga menghapus pemberian hukuman dan penghargaan kepada anak didik, karena hal ini justru yang akan melahirkan kelas-kelas anak didik serta melahirkan praktik dishumanisasi yang baru.
KONSEP PENDIDIKAN DALAM PANDANGAN ALVIN TOFFLER DAN GAGASANNYA TENTANG PENDIDIKAN DI MASA DEPAN Gede Agus Siswadi
Widya Aksara : Jurnal Agama Hindu Vol 28 No 2 (2023)
Publisher : Lembaga Penerbit Sekolah Tinggi Hindu Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54714/widyaaksara.v28i2.238

Abstract

Manusia adalah perihal utama dari sebuah pendidikan. Aktivitas pendidikan diarahkan kepada manusia sebagai hal yang prinsip di dalam pendidikan. Pendidikan diarahkan kepada manusia untuk mengembangkan potensi-potensi dasar manusia agar dapat diwujudkan dengan baik. Perubahan tuntutan yang terjadi di masyarakat, menghendaki peningkatan peranan pendidikan selanjutnya. Sehingga pendidikan harus beriringan dengan kemajuan dari ilmu pengetahuan dan teknologi. Menggagas pendidikan masa depan tentunya tidak dapat dipisahkan dari seorang tokoh yang Bernama Alvin Toffler. Sehingga penelitian ini dengan menggunakan metode kualitatif dan pendekatan hermeneutik filosofis berupaya untuk menelususuri jejak pemikiran dari Alvin Toffler yang berkaitan dengan pendidikan. Hasil penelitian ini menunjukkan bahwasanya Alvin Toffler menggagas pendidikan yang berhubungan erat dengan corak kehidupan. Dalam artian, apabila corak kehidupan berubah, maka corak pendidikan juga harus berubah. Tahapan pendidikan juga menyesuaikan dengan tiga periode kemajuan sebuah peradaban yang dimulai dari gelombang pertama yakni gelombang pertanian, kemudian industri, dan superindustri. Alvin Toffler juga menggagas konsep pendidikan yang membebaskan dengan mengedepankan pengembangan potensi dari anak didik. Demikian juga Alvin Toffler meyakini bahwa walaupun sistem pendidikan yang didominasi oleh teknologi, namun peran guru sangatlah sentral sebagai penuntun anak didik untuk menuju arah kemajuan dari sebuah peradaban.
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