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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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KRITIK JOHN HOLT TERHADAP LEMBAGA SEKOLAH DAN KONTIBUSI PEMIKIRANNYA DALAM REDEFINISI MAKNA PENDIDIKAN Gede Agus Siswadi
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 6, 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/bhuwana.v6i2.3033

Abstract

Pendidikan menjadi bagian penting dalam hidup manusia. Melalui pendidikan manusia akan dapat mencapai kualitas hidup yang lebih baik. Hal ini didasarkan pada pengertian bahwa melalui pendidikan manusia dapat menemukan jati dirinya. Manusia juga akan dapat memahami minat dan juga bakat yang harus dikembangkannya. Namun, hal tersebut belum tercapai secara utuh karena anggapan masyarakat bahwa pendidikan yang baik hanya didapatkan di sekolah. Sehingga, dalam konteks ini sekolah telah mengklaim bahwa orang yang terdidik adalah orang yang sekolah. Bahkan secara realitas, sekolah belum sepenuhnya mengedepankan prinsip-prinsip kemerdekaan. Padahal anak didik sebagai insan yang merdeka. Oleh karenanya banyak filsuf yang mengkritik sekolah termasuk John Holt. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Adapun hasil penelitian ini menunjukkan bahwa John Holt mengkritik sekolah melalui pengamatannya tentang sekolah yang justru memenjarakan anak didik. Berbagai bentuk aktivitas yang dilakukan di sekolah justru membuat anak didik tidak lagi menjadi insan yang merdeka. Sekolah telah membuat anak didik menjadi takut, bosan dan juga bingung. Selain itu, John Holt juga mengkritik adanya kurikulum wajib serta berbagai bentuk-bentuk dehumanisasi di sekolah. Hal yang ditawarkan oleh John Holt adalah home schooling serta penyadaran pada masyarakat terkait dengan growing without schooling.
RAGAM PERSOALAN PENDIDIKAN DI INDONESIA DALAM TINJAUAN KRITIS FILSAFAT PENDIDIKAN Gede Agus Siswadi
Vidya Darsan: Jurnal Mahasiswa Filsafat Hindu Vol 5, 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/darsan.v5i1.2937

Abstract

Humans in their lives need education to develop all the competencies they have. So that the role of education is very vital in human life. Education is also often referred to as a human effort to free oneself from ignorance. However, behind the important role of education, there are actually various educational problems that have hindered various aspects of human development. This research seeks to look at various problems in education through qualitative methods with a phenomenological approach. The results of this study indicate that there is still capitalism in education, then the practice of dehumanization, education which should be a humanist institution but there is a phenomenon of violence in education. Policies in education are also changing which indicates where the direction of education in Indonesia is becoming unclear. Elitism and castelism in education also occur, which causes unequal access to education. Furthermore, education requires philosophy to solve various problems in education that cannot be solved by educational science. The importance of learning in the 21st century to use technology in education. Keywords: Dishumanization, Capitalism, Castanization, Educational Philosophy.
TELAAH FILOSOFIS PENDIDIKAN PROGRESIVISME JOHN DEWEY DAN RELEVANSINYA DALAM PEMBENTUKAN KARAKTER PADA ANAK USIA DINI Gede Agus Siswadi; Kusuma Putri
Widya Kumara: Jurnal Pendidikan Anak Usia Dini Vol 4, 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/widyakumara.v4i1.2758

Abstract

Karakter merupakan suatu capaian yang diharapkan dalam pendidikan. Berbagai konsep, strategi, metode, model dalam pendidikan yang dilakukan untuk dapat menanamkan nilai-nilai pendidikan karakter pada peserta didik. Namun, beberapa penelitian menunjukkan karakter dari peserta didik pada masa sekarang masih jauh dari harapan. Sehingga diperlukan suatu gagasan, metode, strategi dalam pendidikan yang dapat digunakan untuk menanamkan nilai-nilai karakter pada peserta didik. Penanaman nilai karakter hendaknya dilakukan mulai dari anak usia dini, mengingat bahwa pada anak usia ini merupakan tahap perkembangan otak serta mental yang sangat pesat. Penelitian ini menggunakan metode kualitatif dengan pendekatan hermeneutik filosofis, sumber data dalam penelitian ini adalah studi kepustakaan serta menggunakan pola analisis data dari Miles dan Huberman. Adapun hasil dalam penelitian ini adalah pendidikan menurut John Dewey adalah sebuah proses dari kehidupan bukan persiapan masa yang akan datang. Sehingga pendidikan lebih diorientasikan pada anak. Kurikulum dalam pendidikan juga lebih berpihak pada anak dengan mengutamakan peningkatan kualitas anak sesuai dengan tingkat perkembangan. Guru harus mengetahui ke mana arah anak akan berkembang sesuai dengan lingkungannya. Proses pendidikan juga didasarkan pada aspek psikologi dan juga sosiologi, dari aspek psikologi didasarkan pada pendidikan harus mampu memahami potensi yang dimiliki oleh peserta didik, dalam aspek sosiologi pendidikan tidak dapat dilepas dari pengaruh lingkungan masyarakat. Sehingga karakter akan dapat dibentuk ketika anak telah memahami jati dirinya secara menyeluruh.
WACANA TEODISE: MENELISIK PROBLEM KEJAHATAN DAN PENDERITAAN SERTA KEADILAN TUHAN DALAM PERSPEKTIF HINDU Siswadi, Gede Agus
Pangkaja: Jurnal Agama Hindu Vol 26 No 2 (2023)
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pjah.v26i2.2495

Abstract

This research describes the problems of evil and suffering that exist in this universe. Questions about the source of evil and suffering throughout the history of philosophy and human civilization have always been a debate between people who believe in God and people who do not believe in God. If God exists, how can there be evil, where evil comes from, does God cause evil and suffering. That is the important point that will be discussed in this article. The method used in this research is a philosophical hermeneutic method. This study indicates that the source of evil and suffering described by philosophers is not from God. Humans have the freedom to choose and, at the same time, have the burden of being responsible for the choices of their liberty. In Hinduism, it is explained that God is a witness to what humans do. Humans who realize the nature of God within themselves will not fall into the choice to do evil. Humans are entangled in problems and suffering because humans forget these principles.
Filsafat Nir-Kekerasan Dalam Perspektif Mohandas Karamchand Gandhi Dan Relevansinya Dalam Pencegahan Gerakan Radikalisme Di Indonesia Siswadi, Gede Agus
Satya Widya: Jurnal Studi Agama Vol 5 No 2 (2022): Satya Widya : Jurnal Studi Agama
Publisher : Lembaga Penelitian dan Pengabdian pada Masyarakat Institut Agama Hindu Negeri Tampung Penyang Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/swjsa.v5i2.875

Abstract

Radicalism from a religious point of view refers to an extreme understanding and refers to fundamental religious fundamentalism with very high religious fanaticism. This understanding will be very easy to trigger acts of violence, conflict, and division because they see differences as a threat to the religious existence of these radicalism groups, and differences are also considered enemies that must be destroyed. With this, efforts are needed to minimize radicalism movements. This study focuses on the thoughts and teachings of Mahātma Gandhi regarding the most monumental ahimsa of his movement in India. By using the philosophical hermeneutic method, the result of this research is that the radicalism movement emerged as a result of the humanity and fading attitude of tolerance and religious fanaticism that was too high. Gandhi viewed that every religion essentially teaches love and non-violence. Humans can find love by practicing satyagraha which is always on the path of truth. By emphasizing the ahimsa aspect, humans will be able to find the truth. On the basis of this truth, the light of love will be revealed, and see that all human beings originate from the same source. On the basis of this love, humans are intertwined in one family and brotherhood.
Konsep Manusia Dalam Pandangan Svami Vivekananda: Sebuah Kajian Antropologi Metafisik Siswadi, Gede Agus; Puspadewi, I Dewa Ayu
Satya Widya: Jurnal Studi Agama Vol 6 No 2 (2023): Satya Widya: Jurnal Studi Agama
Publisher : Lembaga Penelitian dan Pengabdian pada Masyarakat Institut Agama Hindu Negeri Tampung Penyang Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/swjsa.v6i2.962

Abstract

Man, on the one hand, is understood as a creation on earth, like all earthly things, and on the other hand, a man appears on earth and seeks to reach a higher life. Higher life here is a level of life that has a higher quality in a more transcendental sense compared to everyday life in this world. Humans can thus be understood in essence or human existence along with the activities and characteristics attached to it. So that in this context there are various mentions for humans because they have complex natures. But it is also necessary to explore human reality based on the ontological elements of the human being to answer the question of whether humans are formed from one element, two, or even plural. So this study aims to explore ontologically human nature from the view of Svami Vivekananda. This study uses a qualitative method with a philosophical hermeneutic approach. The results of this study indicate that Vivekananda views humans as essentially the same as Brahman, in the sense that humans are existentially different from Brahman but are essentially the same as Brahman. Vivekananda describes the body as the name of a series of changes. This is understandable because the body is always changing and is composed of changing particles. The real man is the soul, not the body. This explanation also seems to be a form of direct rejection of materialism. And man has the divine nature of God.
Metafisika dalam Pandangan Advaita Vedanta dan Dvaita Vedanta (Diskursus Monistik Śańkarācārya dan Dualistik Madhvācārya) Siswadi, Gede Agus; Murtiningsih, Rr Siti
Sophia Dharma: Jurnal Filsafat, Agama Hindu, dan Masyarakat Vol 6 No 2 (2023): SOPHIA DHARMA
Publisher : Program Studi Filsafat Agama Hindu IAHN Gde Pudja Mataram

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

Abstract

Metaphysics in philosophical thought is considered as "fundamental philosophy" as well as "the basis of philosophy". Efforts to reveal about "being", "the way of being" is part of metaphysics. There is an interesting debate between the dvaita vedānta (Śańkarācārya) with the monistic concept and the dvaita Vedānta of the Madhvācārya and its dualistic concept. The results of this study are 1). Śańkarācārya recognizes only one reality namely Brahman, apart from that it is unreal, even according to Śańkarācārya this world is unreal. The real world is the influence of the maya. Jiva is identical with Brahman, and the ultimate reality is Brahman. 2) Madhvācarya put forward the dvaita theory by explaining everything in pairs, according to Madhvācārya God is different from Jiva, Jiva is different from one another, God is different from thing, Jiva is different from thing and one thing is different from other things.
Manusia dan Kebebasan dalam Fenomena Childfree Ditinjau dari Perspektif Filsafat Eksistensialisme Jean-Paul Sartre Siswadi, Gede Agus; Cahyana, Abdul Basit
Sophia Dharma: Jurnal Filsafat, Agama Hindu, dan Masyarakat Vol 7 No 1 (2024): SOPHIA DHARMA
Publisher : Program Studi Filsafat Agama Hindu IAHN Gde Pudja Mataram

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

Abstract

This research explores the phenomenon of childfree in the light of Jean-Paul Sartre’s philosophy of existentialism. In Sartre’s view, the absolute freedom of the individual is at the core of human existence, and the decision not to have children can be interpreted as the most fundamental expression of individual freedom. This research aims to investigate how the concepts of freedom and responsibility in Sartre’s existentialism shape human understanding of the childfree phenomenon. The method used in this research is a qualitative method with a philosophical hermeneutic approach. The data in this study were obtained through library research and also critical reflection. The results showed that the childfree decision is a real manifestation of individual freedom in shaping the meaning of life. The childfree decision can also be based on the understanding that happiness or life fulfilment does not always depend on the role of parenthood. The concept of responsibility, as described by Sartre, plays an important role in making such decisions. As an individual or childfree couple can freely determine priorities and life values that suit their desires. This research is expected to provide additional insights related to childfree life choices and contribute to the understanding of existentialism philosophy in the context of human life decisions.
KONSEP PENDIDIKAN NATURALISTIK JEAN JACQUES ROUSSEAU DAN RELEVANSINYA BAGI PENGEMBANGAN SISTEM MERDEKA BELAJAR DI INDONESIA Siswadi, Gede Agus
Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Vol 14 No 2 (2023): PENDIDIKAN AGAMA DAN BUDAYA HINDU
Publisher : Fakultas Dharma Acarya IAHN-TP Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/ba.v15i2.952

Abstract

The current educational orientation is more toward a mechanistic education system. That is, the entire series of education carried out has been designed and very structured. So that teachers and students only follow the previously designed structure. Thus, the meaning of education that expects the development of the potential possessed by students will be hampered because of the structure that has been made. In understanding the reality of the world, students are kept away from their world. So that what is born is students who learn and understand about nature, but never learn together with nature. And Jean Jacques Rousseau presents the concept of naturalistic education as a rationale for returning students to natural reality. Through qualitative research methods with a philosophical hermeneutic approach, this study will attempt to uncover the meaning behind the reality of the world of education today by exploring the concept of naturalistic education initiated by Jean Jacques Rousseau. Thus, the results in this study indicate that Rousseau's idea of ​​the concept of naturalistic education departs from his concern about the direction of education which hinders the development of the potential of students in accordance with their natural nature. Students are likened to a robot that only follows the learning programs that have been designed. Thus, education must be returned to the natural aspect, so that students understand the realities of the world well. As well as the development of a “Merdeka Belajar” system in Indonesia, it is very important to understand Rousseau's concept of naturalistic education, so that it fully gives freedom to students to return to the natural nature of each student.
PEDAGOGI EKSISTENSIAL HUMANISTIK DALAM PANDANGAN JEAN PAUL SARTRE DAN REFLEKSI ATAS KEBIJAKAN MERDEKA BELAJAR DI INDONESIA Siswadi, Gede Agus
Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Vol 15 No 1 (2024): PENDIDIKAN AGAMA DAN BUDAYA HINDU
Publisher : Fakultas Dharma Acarya IAHN-TP Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/ba.v15i1.1151

Abstract

This research focuses on an exploration of Jean Paul Sartre’s thoughts related to the philosophy of existentialism. The philosophical thinking of this existentialist will form a stream of existentialist education philosophy that is more inclined to the application of humanistic education. The method used in this research is a qualitative method with a philosophical hermeneutic approach. The results of this study show that humanistic existentialist pedagogy is an educational approach that prioritises the individuality and subjective experience of students. Rooted in the philosophies of existentialism and humanism, this approach positions teachers as facilitators who help students find the meaning of life, develop identity, and explore personal values. The main focus is to empower students to take an active role in the learning process, encourage self-reflection and build independence. Through deep interaction between students and subject matter, this approach triggers holistic development, not only of cognitive aspects but also emotional, social, and spiritual. Teachers not only teach facts, but also guide students in relating learning to the reality of everyday life. It aims to create individuals who are more aware, responsible, and have a deeper understanding of themselves as well as the surrounding environment. The humanistic existentialist pedagogical approach and the concept of ‘Merdeka Belajar’ both prioritise individual autonomy in learning. Both the humanistic existentialist approach, which emphasises personal growth and freedom in learning, and the concept of ‘Merdeka Belajar’, which gives students the opportunity to manage their own learning, both provide space for students to take an active role in the learning process, respect the uniqueness of each individual, and encourage personal responsibility in learning from each learner.
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