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I Ketut Sudarsana
Program Studi Teknik Sipil Fakultas Teknik Universitas Udayana
Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Transportation Other

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Journal : Japam

 1 
IMPLEMENTASI METODE SAD DHARMA DALAM PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI DI SD NO. 3 LEGIAN Ni Luh Putu Pradnyadewi; I Ketut Sudarsana; I Dewa Gede Rat Dwiyana Putra
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i1.4647

Abstract

Sad dharma is six methods of learning Hindu religious education and character in the concept of Hinduism, including: dharma wacana, dharma tula, dharma yatra, dharma santhi, dharma gita and dharma sadhana. This method aims to actualize religious teachings so that harmony is created in religious life. In learning Hinduism in the formal realm, there is one Hindu religious learning that is important as a form of implementation of religious teachings, these teachings are packaged in the sad dharma method in achieving physical and spiritual happiness, so Hindu religious values ​​are needed as a strengthening fortress. The problems discussed are (1) How is the implementation of the sad dharma method in Hindu religious and character education at SD No. 3 Legian?, (2) What are the obstacles and efforts made in the implementation of the sad dharma method in Hindu religious and character education at SD No. 3 Legian?, (3) What are the implications of the implementation of the sad dharma method in Hindu religious and character education at SD No. 3 Legian?. Based on the research, it can be found: (1) implementation of the sad dharma method in Hindu religious and character education at SD No. 3 Legian, (2) Obstacles and efforts in implementing the sad dharma method in Hindu religious and character education at SD No. 3 Legian, (3) implications of implementing the sad dharma method in Hindu religious and character education at SD No. 3 Legian.  
IMPLEMENTASI PROGRAM SEMARAK (SENIN- KAMIS BERKARAKTER) DALAM MENINGKATKAN KARAKTER RELIGIUS HINDU SISWA SMP NEGERI 4 BANGLI:   Ni Kadek Armini; I Ketut Sudarsana; Ni Made Anggreni
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5144

Abstract

The religious character of Hindu students plays a crucial role in shaping their personalintegrity, particularly in the face of negative social media influences that may erode their sradha anddevotion to God. This study, titled “Implementation of SEMARAK (Monday-Thursday Character)Program in Improving Hindu Religious Character of Students of SMP Negeri 4 Bangli,” aims toexplore the implementation, challenges, and implications of the SEMARAK program. Guided by B.F.Skinner’s Behaviorism Theory, Talcott Parsons’ Structural Functional Theory, and ThomasLickona’s Character Education Theory, this research employs qualitative descriptive methods withdata collected through observation, interviews, documentation, and literature review. Informantswere selected using purposive sampling. The study reveals that: (1) The SEMARAK program isimplemented consistently every Monday and Thursday through joint prayers, religious songs,spiritual reflections, and discussions on Hindu teachings; (2) The main obstacles include limitedparental involvement and the influence of social media, addressed by strengthening the role ofteachers and fostering collaboration with the community; (3) The program positively impactsstudents by enhancing their spiritual discipline, sense of gratitude, and social care, therebystrengthening their overall religious character.
PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM MENGEMBANGKAN PERILAKU RELIGIUS PADA MATA PELAJARAN PPKN DI SMP NEGERI 1 TEMBUKU Ayu Swandewi Trikusuma; I Ketut Sudarsana; Dewa Ayu Hendrawathy Putri
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5169

Abstract

PPKN learning in schools is often focused on cognitive aspects only, such as memorization of concepts and theories, so it is less effective in shaping students' religious behavior motivations. It is a challenge for teachers to create learning that can tailor methods, materials, and levels of difficulty according to students' unique needs, so that it can help motivate students to behave religiously with a more contextual and individualized approach. Therefore, the application of differentiated learning in PPKN subjects is important to be analyzed. The data collected were then analyzed with Vigotsky's theory of Social Constructivism, Maslow's Hierarchy of Needs Theory, and Piaget's Theory of Cognitive Development. The results of this study show that the role of schools in supporting differentiated learning is to provide facilities and innovations to improve teachercompetence. Teachers as educators in schools play a role in providing stimulation and adaptive learning models in supporting differentiated PPKN learning. The maximum role of teachers and school managers is directly a manifestation of the school's role in supporting differentiated learning. The role of school interns in the success of differentiated learning in PPKN subjects shows success that can be seen through students' enthusiasm in participating in learning activities. Obstacles in the application of differentiated learning in PPKN subjects are more towards the aspect of opportunity and the strength of conventional learning ideologies of senior teachers. Meanwhile, factors that support the application of differentiated learning in PPKN subjects are the existence of adequate competence from teachers, as well as psychological approaches carried out by parents in the realm of informal education. The impact of differentiated learning on PPKN subjects at SMP Negeri 1 Tembuku is the development of students' religious behavior as shown by the emergence of internal motivation from students to be honest, empathetic, and independent in making decisions.
Co-Authors A. A. Diah Parami Dewi A. A. N. A. Angga Pradhana A.A. Ayu Istri Laksemana Dewi A.A. Ayu Istri Laksemana Dewi A.A.G.A. Yana Amanda, Anastasia Anak Agung Gde Agung Asmara Anak Agung Gede Sutapa Arnawa, I Putu Artini, Ni Wayan Juli Ayu Swandewi Trikusuma Budiarsa, Bagus Bayu Caridad N. Barrameda D.M Priyantha Wedagama D.P.G Sugupta David Pramono Dewa Ayu Hendrawathy Putri Dewi, Ni Luh Putu Karina Dharma Putra Dharma Putra Dharmayanti, Gusti Ayu Putu Candra Dwi Wiranata Gd. Astawa Diputra Gede Pringgana Gilbert S. Arrieta Gusti Ayu Rai Mahayani Hendra Wijaksana I Dewa Gede Rat Dwiyana Putra I G. A. Susila I G.N.K. Udara I Gede Adi Susila I Gede Gegiranang Wiryadi I Gede Wira Sayoga I Gusti Ayu Putu Wegie Puryandhari I Gusti Ketut Sudipta I Gusti Ketut Wirawan I K. Ade Siswanta I Kadek Mertayasa I Made Alit Karyawan Salain I Nyoman Sutarja I P. Alit Suthanaya I Putu Laintarawan I Wayan Dana I Wayan Dana I Wayan Sudithayasa I.B. Dharma Giri I.G.N. Suditha I.N. Lanus Ida Ayu Budiwati Ida Ayu Made Budiwati Ida Bagus Dharma Giri Ida Bagus Ngurah Purbawijaya Ida Bagus Rai Widiarsa K. Astawa Ketut Ardhana Ketut Sidang Partayasa kusumawati, Yeni Angumasanita Luh Bella Veronica Luh Putu Eka Anggreni Made Respawan Made Sukrawa Made Yani Anggreni Marselinus Anggur Ngganggus Mayun Nadiasa Mulya Dewi N.L.P. Eka Agustiningsih Nanda Dwi Wulan Sari Ni Kadek Armini Ni Luh Gede Sri Susanthi Ni Luh Putu Pradnyadewi Ni Made Anggreni Ni Made Dwi Ari Astuti Ni Made Tutarani Ni Nengah Selasih Ni Putu Candra Prastya Dewi Ni Wayan Novi Suryantari Novitayanti, Ni Wayan Putera Kumarayasa Mudita Putu Agus Nusada Putra Putu Deskarta Putu Didik Sulistiana Putu Hendra Kusuma Putu Lokantara Rahayu Ria Kusumawati Saputra, I Gede Yoga Dana Sugiani, Ni Kadek Ari Suryadnyani, Ni Nyoman Sri Suryatini, Ni Luh Gede Utami, Luh Ketut Ari Wayan Mustika Yohanes Angga Wijaya Yuliartini, Ni Made