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All Journal Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Sevanam: Jurnal Pengabdian Masyarakat
Ni Ketut Srie Kusuma Wardhani
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Arts Humanities

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Developing Of Hindu Religious Education Learning Model Based On Character Education In SMA Negeri 1 Pekutatan Ni Ketut Srie Kusuma Wardhani
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijhsrs.v4i1.1426

Abstract

This research is a development research that emphasizes on the developing of Hindu religious education learning activities in SMA 1 Pekutatan. This study emphasizes on: identifying core competencies and basic competencies that are appropriated in developing, identifying themes and sub themes, models and approaches, and types of assessment that are appropriate to be developed in Hindu subjects based on character development. Theories used to dissect the problems in this study are Psychology learning theories as a Humanist Education Paradigm by Ausubel, and the K theory of Social Cognitive Learning Theories from Albert Bandura, and Theory of Social Change by Jean Piaget. The method used in this research is R&D method that started with survey to identify problems until the revision model. Data obtained by conducting surveys using observations, questionnaires and interviews. The development of learning activities is validated by experts who have an educational background, culture and also character development education. Data analysis was analyzed descriptively qualitatively by explaining "Real Finding". The results of this study are the developing of Hindu religious education learning activity models to be valid and effective and the implications of their development. By including character development education, it can help students to develop student character early. Learning activities are designed to develop the character of high school students in Hindu subjects in SMA 1 Pekutatan. The results obtained from this assessment are: value learning approaches that insert character values that can help develop students' personalities and characters early on and can stimulate students to be more active in learning which results deeper values being implanted, moral reasoning, value analysis and spiritual culture understanding.
Implementasi Pembelajaran Kontekstual Pada Era New Normal Berbasis Pendidikan Tri Hita Karana di Desa Medewi Kecamatan Pekutatan Kabupaten Jembrana I Made Arsa Wiguna; Ni Ketut Srie Kusuma Wardhani; Ni Wayan Sariani Binawati; I Ketut Tanu; I Made Redana
Sevanam: Jurnal Pengabdian Masyarakat Vol 1 No 2 (2022): September
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/sevanam.v1i2.1012

Abstract

The program of community service activity carried out by the Master Dharma Acarya (Hindu Education) in Medewi Village, Jembrana is the application of three obligations in higher education or called tri dharma. This program is based on several reasons. First, the obligation of higher education institutions, including lecturers and students, as a knowledge practices. Second, education and society have a strong relationship and influence each other. Third, education should be culture-based and oriented, so that the values ​​that exist in society need to be strengthened. Fourth, this community service is also a mandate from Hindu literature, that jnana yadnya is the main yadnya. The theme of this service is the application of contextual learning in the new normal era based on Tri Hita Karana. Theoretically and practically, this service activity refers to the concept of community-oriented contextual learning which includes seven things, namely: (1) meaningfulness and usefulness; (2) Utilization of the environment in learning; (3) Integrated learning materials in daily life; (4) The problems raised in the learning are in accordance with the needs; (5) Emphasis on participatory learning; (6) Fostering cooperation; and (7) Fostering independence. The reinforcement is in understanding, interpreting and using Tri Hita Karana in life. Theoretically, service participants who are members of the community are able to interpret the Tri Hita Karana philosophy and relate it to their daily religious life. Practically, participants are equipped to take advantage of the potential that exists in the surrounding environment to support or improve the quality of their health and life through the practice of processing medicinal plants sourced from Hindu literature such as Lontar Usadha Taru Pramana and herbal medicine practitioners who are also members of this community service team.
Co-Authors I Ketut Tanu I Made Arsa Wiguna I Made Redana Ni Wayan Sariani Binawati