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All Journal Jurnal EDUTECH Undiksha Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Guna Widya : Jurnal Pendidikan Hindu
Prapnuwanti, Ni Luh Purnamasuari
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Religion Humanities Education Social Sciences

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Designing HOTS-Based Assessment Instrument for Hindu Religious Education in Junior High School Julianingsih P, L. Eka M.; Prapnuwanti, Ni Luh Purnamasuari; Sastrawan, Ketut Bali; Tristanda, Putu Wulandari
Jurnal Edutech Undiksha Vol. 12 No. 2 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v12i2.91845

Abstract

The low level of critical and analytical thinking skills among students in understanding Hindu Religious Education materials indicates the need to develop an assessment instrument that fosters higher-order thinking skills (HOTS). This study aims to develop a HOTS-based assessment instrument for Hindu Religious Education in Grade IX of junior high school, with the goal of enhancing students' critical and analytical thinking abilities in comprehending the subject matter. The research employs the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subject comprises the developed instrument, with instrument feasibility as the research object. Data were collected using a questionnaire completed by expert lecturers and students of Hindu Religious Education. The results indicate that the developed instrument has a very high feasibility rating, based on trials conducted by lecturers with average percentages of 88.8% and 88.2%, respectively, falling into the "Very Feasible" category. The average score from the student response trial was 87.4%, placing the product within the "Very Good" category, which suggests its suitability for classroom use. It can be concluded that the developed assessment tool is not only valid and reliable but also effective in promoting critical thinking and cognitive engagement among students. By aligning the instrument with core competencies and HOTS indicators, this study contributes to ongoing efforts to improve educational practices, particularly in religious education.
Pembelajaran Pendidikan Agama Hindu Dengan Model Discovery Learning Dalam Penguatan Profil Pelajar Pancasila Pada Siswa Kelas VII Di SMP Negeri 3 Singaraja Tahun Ajaran 2024/2025 Leni, Ketut; Sanjaya, Putu; Prapnuwanti, Ni Luh Purnamasuari
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.5011

Abstract

This study aims to understand the learning of Hindu Religious Education using the Discovery Learning model in Strengthening the Pancasila Student profile in grade VII students at SMP Negeri 3 Singaraja, Buleleng District, Buleleng Regency. The theories used to analyze the formulation of the problem are cognitive learning theory, constructivist learning theory and contextual learning theory. This research is a type of fenomenology research with a descriptive research approach. The result of this study relate to the form of learning using discussion methods and the question and answer methods. The process of learning Hindu Religious Education using the discovery learning model in strengthening the profile of Pancasila student is carried out through six stages; 1. Stage of providing (stimulation), 2. Stage of stating or identifying problem (problem statement), 3. Stage of collecting data (data collection), 4. Stage of processing data (data processing), 5. Stage of proving (verification), and 6. Stage of drawing conclusions or generalizations (generalization). The implications of learning Hindu Religious Education using the discovery learning model are the implications of divine values, implications of human values, implications of school image, and implications of learning in cognitive, affective and psychomotor aspects.
PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PENINGKATAN HASIL BELAJAR PADA RANAH KOGNITIF, AFEKTIF DAN PSIKOMOTORIK PADA MATA PELAJARAN AGAMA HINDU SISWA KELAS XI TSM 3 SMKN 3 SINGARAJA: The Application of Contextual Teaching and Learning (CTL) Model to Improve Learning Outcomes in Cognitive, Affective, and Psychomotor Domains in Hindu Religious Education for Class XI TSM 3 Students at SMKN 3 Singaraja. Tika Indriani, Ni Luh Putu; Prapnuwanti, Ni Luh Purnamasuari; pitriani, Ni Rai Vivien
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.6024

Abstract

AbstractThis study is a Classroom Action Research (CAR) conducted during teaching practice activities over a period of three months in the odd semester (Block 1), from July to September 2024, with the researcher acting as the teacher implementing the learning process. The study aimed to improve students’ learning outcomes in Hindu Religious Education across the cognitive, affective, and psychomotor domains through the application of the Contextual Teaching and Learning (CTL) model. The research subjects consisted of 22 students of Phase F/Grade XI TSM 3 at SMKN 3 Singaraja. The research was carried out in two cycles, each comprising the stages of planning, action implementation, observation, and reflection. Data were collected through learning outcome tests, observation, and documentation. Data analysis was conducted descriptively by examining the mean scores and the percentage of learning mastery.The results indicated an improvement in students’ learning outcomes in the cognitive domain. In the pre-cycle stage, the average score was 50 with a mastery percentage of 23%. This increased in Cycle I to an average score of 56 with 45% mastery, and further improved significantly in Cycle II to an average score of 80.6 with a mastery percentage of 91%. In the affective domain, students’ learning outcomes in the pre-cycle were categorized as low, with an average score of 1.75. In Cycle I, the score increased to 2.1 in the fair category, and in Cycle II it improved to 3.0 in the good category. This improvement indicates the development of students’ attitudes, activeness, and participation in the learning process. In the psychomotor domain, the pre-cycle results were categorized as low, with an average score of 1.58. In Cycle I, the score increased to 2.7 in the good category, and in Cycle II it reached 3.5 in the very good category. Based on these findings, it can be concluded that the application of the Contextual Teaching and Learning (CTL) model is effective in improving learning outcomes in Hindu Religious Education for Grade XI TSM 3 students of SMKN 3 Singaraja across the cognitive, affective, and psychomotor domains. Keywords: Contextual Teaching and Learning (CTL), Hindu Religious Education Learning Outcomes, Classroom Action Research (CAR)
Cerita Sabha Parwa NILAI-NILAI PENDIDIKAN MORAL DALAM CERITA SABHA PARWA PADA KISAH MAHABHARATA KARYA I GUSTI MADE WIDIA Astuti, Kadek Dwi; Sanjaya, Putu; Prapnuwanti, Ni Luh Purnamasuari
Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Vol 16 No 2 (2025): Bawi Ayah: Jurnal 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.v16i2.1541

Abstract

The story of Sabha Parwa was made in the form of a scientific literary work by I Gusti Made Widia, packaged with 17 subtitles of the story. Sabha Parwa is the second parwa of the Mahabharata story which in its story is related to the teachings of moral education values. The conflict of the story of sabha parwa tells the story of gambling or dice games and the harassment of women that occurred in the Kingdom of Hastinapur. This research aims to answer the following problems: (1) The structure of the Sabha Parwa story by I Gusti Made Widia; (2) The values of moral education in the story of Sabha Parwa and (3) The meaning contained in the story of Sabha Parwa by I Gusti Made Widia. The theories used are Literary Structural Theory, Value Theory and Semiotic Theory. The approach used in this study is the qualitative method of literature. Research results (1) The structure of the Sabha Parwa story from intrinsic elements, themes of struggle and moral conflict, there are 19 Sabha Parwa story characters, the setting of the main place of the kingdoms of Indraprasta and Hastinapura, the time setting is related to the time of the event, the setting of the atmosphere reflects the aspect of the atmosphere that occurred, the point of view using the first and third person and the storyline is advanced and there is also a flashback plot. The Extrinsic Element has moral, religious, and social educational value. (2) The values of moral education in the story of Sabha Parwa are; Religious, Respect, Sacrifice, Hard Work, Integrity, Self-Esteem and Dignity, and The Enemy Within. (3) There are two meanings of the Sabha Parwa story, namely denotative and connotative meanings. Of the 76 data, 41 data showed denotative meaning and 35 connotative meaning
Co-Authors Astuti, Kadek Dwi Julianingsih P, L. Eka M. Leni, Ketut Pitriani, Ni Rai Vivien Sanjaya, Putu Sastrawan, Ketut Bali Tika Indriani, Ni Luh Putu Tristanda, Putu Wulandari