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All Journal Jurnal Penelitian Agama Hindu Journal of General Education and Humanities
Suasta, I Wayan
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Skema Internalisasi Nilai Heterogenitas dalam Moderasi Beragama Berbasis Etnosains Suasta, I Wayan
Jurnal Penelitian Agama Hindu Vol 10 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/jpah.v10i1.3508

Abstract

Hinduism can be understood integrally as a system of humanistic values that is not confined to a single, segmented terminology, but rather manifested through a set of universal values with broad relevance to social life. Values such as Satyam (truth), Dharma (virtue), Seva (service), Santih (peace), Prema (compassion), Manava Seva Mandawa Seva, Ahimsa Paramo Dharma, and Vasudaiva Kutumbakam represent ethical foundations that can be implemented across diverse social contexts. This study aims to analyze the contribution of Hindu religious education in fostering religious moderation and social acceptance of diversity through an ethnoscience-based perspective. The research employs a literature review method with a critical discourse approach to examine Hindu values that can be internalized within educational practices. The findings indicate that Hindu religious education plays a strategic role in cultivating awareness of diversity through the habituation of teachings such as Tri Kaya Parisudha, Satyam, Sivam, Sundaram, Seva, Ahimsa, and Prema as foundational principles leading to the realization of Santih (peace). In addition, local practices such as matilesang raga are understood as ethnoscience-based actions that strengthen the integration of religious values, culture, and local wisdom. This study concludes that the systematic internalization of Hindu values within ethnoscience-oriented education serves as a reconstructive strategy for promoting religious moderation, while simultaneously constructing harmony among religious values, culture, customs, and social norms within multicultural societies.
An Academic Needs Analysis of Students in Micro Teaching Classes: Insights from Lecturers and Students at UNIQHBA Hasbullah, Hasbullah; Suasta, I Wayan; Suwirye, I Wayan; Irpan, Irpan
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1222

Abstract

Microteaching plays a crucial role in preparing student-teachers to become effective educators by bridging theoretical knowledge and practical classroom skills. However, students often face significant challenges in applying pedagogical theories to real teaching contexts, particularly within faith-based and multilingual settings such as UNIQHBA. This study aims to identify and analyze the academic needs of students in microteaching classes by examining the perspectives of both students and lecturers. A qualitative research method was employed, utilizing semi-structured interviews, focus group discussions, and non-participant classroom observations with final-year education students and microteaching lecturers. The findings reveal key academic needs, including difficulties in lesson planning and time management, challenges in using instructional English, low teaching confidence, inadequate feedback mechanisms, and limited access to teaching resources. These results indicate a persistent gap between pedagogical theory and actual classroom practice. The study concludes that microteaching programs require redesign to incorporate scaffolded practice, structured reflection, and improved resource availability.
Co-Authors Hasbullah Hasbullah IRPAN IRPAN, IRPAN Suwirye, I Wayan