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All Journal Jurnal Ilmu Sosial dan Humaniora Jurnal Kajian Bali Jurnal Komunikasi Wawasan : Jurnal Ilmiah Agama dan Sosial Budaya Religious: Jurnal Studi Agama-Agama dan Lintas Budaya JSSH (Jurnal Sains Sosial dan Humaniora) Indonesian Journal of Educational Research (IJER) ARISTO JCES (Journal of Character Education Society) Cetta: Jurnal Ilmu Pendidikan Kamaya: Jurnal Ilmu Agama Ganaya: Jurnal Ilmu Sosial dan Humaniora GUNA WIDYA: JURNAL PENDIDIKAN HINDU Guna Widya : Jurnal Pendidikan Hindu Pariwisata Budaya: Jurnal Ilmiah Pariwisata Agama dan Budaya

I Ketut Sudarsana

Institut Hindu Dharma Negeri Denpasar

Author-ID : 2442842

Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Praksis Pendidikan Menurut Habermas (Rekonstruksi Teori Evolusi Sosial Melalui Proses Belajar Masyarakat) I Ketut Wisarja; I Ketut Sudarsana
IJER (Indonesian Journal of Educational Research) Vol. 2 No. 1 (2017): Volume 2 No 1 2017
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Abstrak Habermas yang bernama lengkap Jurgen Habermas seorang filosuf Jerman dari mazhab kritis. Ia mengkritik habis epistemologi pendahulunya yakni; Karl Marx terhadap pengandaian-pengandaian dan material historis sebagai cacat fundamental, yang mengkaitkan secara linier kemajuan rasionalitas manusia dengan perkembangan alat-alat produksi. Habermas mengatakan ini dapat terjadi karena materialisme historis mengesampingkan segi-segi komunikatif yang mendasari formasi sosial baru disetiap tahap perkembangan masyarakat. Proses belajar masyarakat secara evolusioner tergantung pada kompetensi individu-individu yang menjadi anggotanya. Kompetensi itu tidak dikembangkan secara individual dan terisolasi, tetapi dengan interaksi sosial melalui perantara struktur-struktur simbolis yang berasal dari dunia kehidupan mereka. Perkembangan kompetensi ini terjadi dalam tiga tahap komunikasi yang oleh Habermas disebut “Sketsa tiga tahap perkembangan kompetensi komunikatif”.Pengendalian teknis terhadap proses-proses yang objektif atau yang diobjektifkan telah menggantikan emansipasi manusia. Kolonisasi paradigma sistem terhadap paradigma dunia-kehidupan telah mengarahkan kesadaran hidup bersama pada perilaku yang manipulatif. Konsekuensi logisnya, wacana pendidikan cenderung mengarahkan dirinya ke dalam logika sistem-industri yang tengah terselenggara, dengan demikian pendidikan niscaya mempertautkan dirinya dengan gerak modernisasi. Kata Kunci: praksis pendidikan, rekonstruksi teori evolusi sosial, dan proses belajar masyarakat. Abstract [Education Praxis according to Habermas (Reconstruction of Social Evolution Theory Through Community Learning Process).]Habermas whose full name is Jurgen Habermas a German philosopher from a critical school. He criticized the epistemology of his predecessors, namely; Karl Marx against historical assumptions and materials as fundamental flaws, which linearly associate the progress of human rationality with the development of the means of production. Habermas says this can happen because historical materialism ignores the communicative aspects underlying new social formations at every stage of community development. The evolutionary process of community learning depends on the competence of the individuals who are members. The competence is not developed individually and isolated, but by social interaction through the intermediaries of the symbolic structures derived from their living world. This development of competence occurs in three stages of communication which Habermas calls the "Sketch of the three stages of the development of communicative competence".The technical control of objective or objectified processes has replaced human emancipation. The colonization of the system paradigm against the life-world paradigm has directed awareness of coexistence on manipulative behavior. The logical consequence, the educational discourse tends to direct itself into the logic of the established industry-system, so education necessarily links itself to the motion of modernization. Keywords: education practices, reconstruction of social evolution theory, and community learning process

FACING THE CHALLENGE OF MODERNITY THROUGH CULTURE-BASED CHARACTER EDUCATION I Ketut Sudarsana
Guna Widya: Jurnal Pendidikan Hindu Vol 7 No 2 (2020): Volume 7, Nomor 2, Tahun 2020
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Tulisan ini bertujuan untuk mendeskripsikan pendidikan karakter berbasis budaya dalam menghadapi tantangan modernitas. Berbicara tentang pendidikan karakter sebetulnya bukanlah hal baru dalam sistem pendidikan di Indonesia, sejak lama pendidikan karakter ini telah menjadi bagian penting dalam misi kependidikan nasional walaupun dengan penekanan dan istilah yang berbeda. Saat ini, wacana urgensi pendidikan karakter kembali menguat dan menjadi bahan perhatian sebagai respons atas berbagai persoalan bangsa terutama masalah dekadensi moral seperti korupsi, kekerasan, perkelahian antar pelajar, bentrok antar etnis dan perilaku seks bebas yang cenderung meningkat.

PENDIDIKAN SUSILA SEBAGAI UPAYA MENCEGAH KENAKALAN REMAJA I Ketut Sudarsana
Guna Widya: Jurnal Pendidikan Hindu Vol 5 No 1 (2018): Volume 5, Nomor 1, Tahun 2018
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Juvenile delinquency occurs because of failure to undergo psychological development processes, both as a teenager and still in childhood. The childhood and teenage years are actually experienced so briefly, so sometimes between physical, psychological, and emotion does not develop simultaneously. Psycho- logically, juvenile delinquency is a manifestation of unresolved conflicts well in childhood as well as adolescent perpetrators. Teenagers sometimes experience psychological distress in their past which is the result of rough and unpleasant treatment of the environment. In addition, there is also psychological pressure on the condition of the environment, especially regarding the economy that makes him feel inferior. Susila education that takes place in schools is expected to be able to form the spiritual behavior of adolescents according to the teach- ings of Hinduism, as well as away from any behavior that leads to juvenile delin- quency.

Upaya Masyarakat Daerah Pariwisata Candidasa Kabupaten Karangasem dalam Mempertahankan Keberadaan Bahasa Bali I Putu Pande Suargita; I Ketut Sudarsana
Jurnal Pariwisata Budaya: Jurnal Ilmiah Pariwisata Agama dan Budaya Vol 2 No 2 (2017)
Publisher : UHN IGB Sugriwa Denpasar

In the use of Balinese language in the community of Candidasa tourism area, there are some obstacles encountered by the community, namely the lack of interest to learn the language of Bali, the influence of association, and because of the social class in the community. To preserve the existence of Balinese language, the people of Candidasa tourism area made several efforts, namely introducing Balinese language early, using Balinese language in family environment, and instilling a sense of love of Balinese culture.

Co-Authors Akio Hiroyuki Francisco Soares G. A. P Yuni Arwani I Gede Suwindia I Gusti Agung Putu Wahyu Pradnyana I Gusti Putu Agung Merta Wibawa I Ketut Donder I Ketut Wisarja I Made Dian Saputra I Nengah Juliawan I Putu Pande Suargita I Putu Suweka Oka Sugiharta I Wayan Wastawa Ketut Wisarja Komang Ayu Yenny Trisna Dewi Luh Kadek Dwi Utami Ni Kadek Kristina Dewi Ni Made Sri Windati Ni Made Yuliani Ni Putu Alit Wulandari Ni Putu Eka Juliantini Ni Putu Ratni Piartha, I Nyoman Putu Ersa Rahayu Dewi

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