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PETA KONSEP PERKEMBANGAN AGAMA HINDU: PEMAHAMAN AWAL PENDIDIKAN AGAMA HINDU I Made Putra Aryana; Ida Ayu Gde Wulandari
GUNA WIDYA: JURNAL PENDIDIKAN HINDU Vol 8, No 1 (2021)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Artikel ini bertujuan untuk mengetahui sumber historis pemetaan sejarah perkembangan agama Hindu, dari mulainya perkembangan agama Hindu itu sendiri sampai dengan sekarang. Penulisan artikel ini menggunakan metode kepustakan dan studi mendalam terhadap pustaka. Lembah sungai Sindhu di India adalah tempat awal perkembangan agama Hindu. Agama Hindu sebenarnya merupakan Sinkretisme (percampuran) antara kebudayaan bangsa Arya dengan kebudayaan bangsa Dravida. Hubungan dagang antara masyarakat Nusantara dengan para pedagang dari wilayah Cina dan India yang menyebabkan adanya asimilasi budaya, sehingga agama Hindu lambat laun mulai berkembang di Nusantara. Dengan adanya akulturasi dan budaya yang diakui di tingkat nasional sebagai agama yang resmi, muncul berbagai standar prilaku keagamaan Hindu di Indonesia khususnya Bali, antara lain: Tri Kerangka Agama Hindu, Panca Sradha, Panca Yadnya, Tri Sandya, Kramaning Sembah, Dainika Upasana, Nista Madya Utama dan Desa kala Patra serta Tri Hita Karana. Secara historis, penulisan seluruh ajaran Hindu bersumber pada kitab Veda, yaitu Sruti, Smrti, Sila, Acara, dan Atmanastusti. Sikap religius filosofis umat Hindu selalu berevolosi dan berkembang secara terbuka dan berkelanjutan di mana Hindu itu berkembang sesuai dengan keadaan alam social dan budaya dengan tetap berpegang teguh pada ajaran Weda sebagai sumber ajarannya.

Pentingnya Mendesain Pembelajaran Menuju Pendidikan Berkualitas I Made Putra Aryana
Cetta: Jurnal Ilmu Pendidikan Vol 3 No 2 (2020)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v3i2.456

This article aims to put forward the learning design so that learning runs well, accompanied by anticipatory steps to minimize the gaps that occur so that learning activities achieve the goals set. The writing of this article uses the literature study method taken from various sources about learning. A teacher needs to have the ability to design and implement a variety of learning strategies that are considered suitable with the interests, talents and in accordance with the level of student development, including utilizing various sources and learning media to ensure the effectiveness of learning. The essence of learning design is the determination of optimal learning methods to achieve the stated goals. There is no learning model that can provide the most effective recipe for developing a learning program. The determination of the design model to develop a learning program depends on the designer's consideration of the model to be used or chosen. The educational process is a series of efforts to guide, direct the potential of human life in the form of basic abilities and personal lives as individual and social creatures and in their relationship with the natural surroundings to become responsible individuals.

PETA KONSEP PERKEMBANGAN AGAMA HINDU : PEMAHAMAN AWAL PENDIDIKAN AGAMA HINDU I Made Putra Aryana; Ida Ayu Gde Wulandari
Guna Widya: Jurnal Pendidikan Hindu Vol 8 No 1 (2021): Jurnal Guna Widya Volume 8 Nomor 1 Maret 2021
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

This article aims to find out the historical source of mapping the history of the development of Hinduism, from the beginning of the development of Hinduism itself until now. The writing of this article uses the library method and in-depth study of the literature. The Sindhu river valley in India is where Hinduism began. Hinduism is actually syncretism (mixing) between the Aryan culture and the Dravidian culture. Trade relations between the people of the archipelago and traders from China and India led to cultural assimilation, so that Hinduism gradually began to develop in the archipelago. With acculturation and culture that is recognized at the national level as an official religion, various standards of Hindu religious behavior have emerged in Indonesia, especially Bali, including: Tri Kerangka Dasar for Hindu Religion, Panca Sradha, Panca Yadnya, Tri Sandya, Kramaning Sembah, Dainika Upasana, Nista Madya Utama, Desa Kala Patra and Tri Hita Karana. Historically, the writing of all Hindu teachings originated in the Vedas, namely Sruti, Smrti, Sila, Events, and Atmanastusti. The philosophical religious attitude of Hindus always evolves and develops in an open and sustainable manner where Hinduism develops in accordance with the social and cultural conditions by sticking to Vedic teachings as the source of its teachings.

RESTORASI TAMAN BEJI SAPTA RESI SEBAGAI WISATA RELIGI DI DESA ADAT SAMUAN: PERSEPSI MASYARAKAT DAN IMPLIKASINYA I Made Putra Aryana
Jurnal Pariwisata Budaya: Jurnal Ilmiah Pariwisata Agama dan Budaya Vol 6 No 1 (2021)
Publisher : UHN IGB Sugriwa Denpasar

This article aims to describe community perceptions and the implications of the restoration of Taman Beji Sapta Resi. Restoration, namely returning the beji function to its original function. This article is the result of research conducted using data collection methods in the form of observation, interviews, literature study and documentation, with qualitative descriptive data analysis. The taman beji restoration was carried out because of knowledge of the existence of beji and its function was restored as beji which has a natural panorama of economic value. The potential for opening Taman Beji Sapta Resi as a tourist attraction includes: natural conditions around the Taman Beji Sapta Resi, development of tourism facilities, and management of tourist attractions. The public's perception of the opening of Taman Beji Sapta Resi as a place of religious tourism is efficiency in the implementation of the Masucian Pratima procession, the existence of a place to increase self-purity, open employment opportunities for the surrounding community so that it has an impact on community welfare and increases the income of village funds. So that the impact will be in the form of economic, social, cultural and environmental impacts.

Mendalami Konsepsi Ketuhanan dan Jiwa dalam Kitab Itihasa I Made Putra Aryana; Putu Eddy Purnomo Arta; Ni Kadek Supadmini; Kadek Jayanthi Riva Prathiwi
Sphatika: Jurnal Teologi Vol. 12 No. 1 (2021)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

This article aims to find out the basics of Hindu teachings contained in the book Itihasa. The Hindu teachings include the concept of divinity and the concept of the soul, because in Itihasa these teachings are implicit in the behavior of everyday life. This article is written using the library method and in-depth study of the literature.Itihāsa is Hindu literature that tells the story of the heroism of Hindu knights in the past and is peppered with religious philosophies, mythology, and supernatural beings. Itihasa means this has happened so.Itihasa consists of two epics, namely Ramayana which consists of seven parts and Mahabarata which consists of 18 parts. The concept of Divinity in the Ramayana book mentions many gods, but is categorized as monotysm because they believe in one God who is supreme among all the god. Divinity in the Mahabharata is closely related to Divine knowledge in the Upanisad, Pancasikha, Samkya, Yoga, Pancaratra, Vaisesika, and Vedanta. Jiwa or Atman in Itihasa is the deepest manifestation of each person.The soul is causeless and unchanging.

Evaluasi Program Pembelajaran Ilmu Pengetahuan Alam (IPA) Pada Adi Widya Pasraman Di Provinsi Bali Dengan Model Evaluasi Context Input Process Product (CIPP) I Made Wiguna Yasa; I Komang Wisnu Budi Wijaya; Ni Kadek Supadmini; I Made Putra Aryana; Nina D Hana
Cetta: Jurnal Ilmu Pendidikan Vol 6 No 4 (2023)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v6i4.2850

Science learning is one of the subjects included in the curriculum of Pasraman including Adi Widya Pasraman. However, so far, there has been no research aimed at evaluating science learning in Pasraman. In addition, the results of science literacy surveys in Indonesia recently have experienced a decline, so science learning needs to be evaluated. This research aimed to: 1) evaluate the science learning program at Adi Widya Pasraman in Bali Province using the Context, Input, Process and Product (CIPP) model and 2) analyze the effectiveness of the science learning program at Adi Widya Pasraman in Bali Province. This research was classified as an evaluative research study. The population and sample for this research were all Adi Widya Pasraman in Bali province. The instrument of this research was a questionnaire as the main instrument and was reinforced with observation sheets and interview guidelines. The data was analyzed descriptively and the effectiveness test was carried out using the Glickmann model. The research results showed that: 1) the aspects of context and process t are effective and good criteria; 2) the aspects of input and product are classified as sufficient and less effective; 3) overall the science learning program at Adi Widya Pasraman in Bali Province is quite effective.

DAMPAK AJARAN TRI HITA KARANA TERHADAP KARAKTER SISWA DI SMP NEGERI 1 BANGLI Ni Wayan Arini; Ni Wayan Widyani; I Made Putra Aryana
Guna Widya: Jurnal Pendidikan Hindu Vol 10 No 2 (2023): Jurnal Guna Widya Volume 10 Nomor 2 September 2023
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v10i2.2919

Humans need harmony in their lives; harmony relationship with God, humans, and the environment. This teaching in Hinduism is called Tri Hita Karana consisting of 1) Parahyangan,; a harmonious relationship between humans and the Almighty God (Sang Hyang Widhi Wasa), 2) Pawongan; a harmonious relationship between humans and fellow human beings and 3) Palemahan; a harmonious relationship between humans and natural environment. The teacher does not only provide knowledge to students, but in learning it is also interspersed with giving advice so that students have good character, such as being religious, socially concerned, environmentally concerned and disciplined when the teacher explains the material. Therefore, students are not only smart in terms of knowledge, but also have good character and attitude. Through Hindu Religious and Moral Education, students can find out various Hindu religious teachings which are very effectively implemented to be able to develop their character. The implementation of learning in the classroom is related to the concept of Tri Hita Karana teachings. Because of the Tri Hita Karana learning material, students have an understanding of Tri Hita Karana teachings before applying them in their daily life, especially at school. Whereas in an effort to develop student character outside the classroom, Hindu Religious and Moral Education teachers invite students to implement the Tri Hita Karana teachings that have been obtained in class in the form of the practice of making ceremonies at Padmasana schools as students' psychomotor values and implementation in the form of attitudes that show good character in himself related to the teachings of Parahyangan, Pawongan and Palemahan in the school environment. The impact of implementing the teachings of Tri Hita Karana on the character development of students at SMP Negeri 1 Bangli is as follows: developing student character, increasing student awareness to carry out their religious teachings, increasing awareness of students towards others, increasing student awareness to the environment, and creating harmony.

Pengaruh Model Pembelajaran Game Based Learning Berbasis Squid Game Dalam Meningkatkan Motivasi Belajar Matematika Siswa Kelas III SD Negeri 2 Yangapi Bangli Ni Kadek Sri Dianawati; I Made Wiguna Yasa; I Made Putra Aryana
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i3.6444

Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar matematika siswa kelas III SD Negeri 2 Yangapi Bangli. Proses pembelajaran yang masih konvensional menyebabkan siswa cenderung pasif, kurang antusias, dan menganggap matematika sebagai mata pelajaran yang sulit. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Game Based Learning (GBL) berbasis Squid Game terhadap motivasi belajar matematika siswa. Penelitian menggunakan metode quasi eksperimen dengan desain Nonequivalent Control Group Design. Sampel penelitian terdiri atas dua kelas, yaitu kelas IIIA sebagai kelas kontrol dan kelas IIIB sebagai kelas eksperimen. Teknik pengumpulan data menggunakan angket motivasi belajar yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji normalitas, homogenitas, dan Independent Sample T-Test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan adanya perbedaan signifikan antara kelas eksperimen dan kelas kontrol dengan nilai signifikansi sebesar 0,000 < 0,05. Rata-rata skor motivasi belajar siswa pada kelas eksperimen sebesar 87,6 lebih tinggi dibandingkan kelas kontrol sebesar 80,1. Hasil penelitian menunjukkan bahwa penerapan model Game Based Learning berbasis Squid Game efektif dalam meningkatkan motivasi belajar matematika siswa kelas III SD Negeri 2 Yangapi Bangli.

Penggunaan Media LKPD Berbasis Canva Pada Mata Pelajaran Ipas Kelas V di SD Negeri 12 Peguyangan Denpasar Utara Desak Nyoman Nogi Pratiwi; I Wayan Darna; I Made Putra Aryana
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i3.7004

Penelitian ini dilatarbelakangi oleh pentingnya penggunaan media pembelajaran yang mampu menciptakan suasana belajar yang aktif, menarik, dan bermakna bagi peserta didik sekolah dasar. Dalam pembelajaran IPAS, penggunaan media yang kurang variatif menyebabkan peserta didik cenderung pasif dan kurang tertarik dalam mengikuti pembelajaran. Salah satu media yang digunakan yaitu LKPD berbasis Canva. Adapaun masalah yang akan dibahas antara lain (1) Penggunaan LKPD berbasis canva, (2) Kendala yang dihadapi (3) Dampak penggunaan media LKPD berbasis Canva pada mata pelajaran IPAS kelas V di SD Negeri 12 Peguyangan, Denpasar Utara. Teori yang digunakan dalam penelitian ini yaitu Teori Kerucut Pengalaman yang dikemukakan oleh Edgar Dale dan Teori Fungsionalisme yang dikemukakan oleh Talcott Parsons. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian yaitu guru kelas V dan peserta didik kelas V SD Negeri 12 Peguyangan, Denpasar Utara. Metode pengumpulan data yang digunakan meliputi observasi, wawancara, dokumentasi, dan studi kepustakaan. Data yang diperoleh dianalisis menggunakan teknik analisis data model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa penggunaan media LKPD berbasis Canva dilaksanakan melalui tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran. Dalam penggunaannya terdapat beberapa kendala, seperti kurangnya keaktifan sebagian peserta didik dalam diskusi kelompok serta keterbatasan waktu dalam pelaksanaan pembelajaran. Meskipun demikian, penggunaan media LKPD berbasis Canva memberikan dampak positif terhadap proses pembelajaran IPAS, yaitu meningkatkan keaktifan belajar, pemahaman materi, minat belajar, serta keterampilan kerja sama peserta didik. Penggunaan LKPD berbasis Canva juga mampu menciptakan pembelajaran yang lebih interaktif, tidak monoton, dan berpusat pada peserta didik.

Implementasi Media Gambar Untuk Memotivasi Berhitung Penjumlahan Pada Siswa Kelas I Di Sd No. 4 Abiansemal Dauh Yeh Cani Badung Ni Kadek Putri Wahyuningsih; I Wayan Darna; I Made Putra Aryana
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.7318

Motivasi berhitung penjumlahan merupakan salah satu aspek penting dalam pembelajaran matematika di kelas rendah sekolah dasar. Penggunaan media pembelajaran yang sesuai dengan karakteristik peserta didik kelas I sangat diperlukan untuk membantu siswa memahami konsep penjumlahan secara konkret serta meningkatkan motivasi belajar. Media gambar menjadi salah satu alternatif yang dapat digunakan guru dalam pembelajaran karena mampu menarik perhatian siswa, memberikan pengalaman belajar yang lebih nyata, serta membantu siswa memahami konsep berhitung penjumlahan dengan lebih mudah. Masalah yang dibahas dalam penelitian ini yaitu: (1) Bagaimanakah implementasi media gambar untuk memotivasi berhitung penjumlahan pada siswa kelas I di SD Negeri No. 4 Yeh Cani Abiansemal Badung, (2) Apakah kendala dan upaya yang dilakukan dalam implementasi media gambar untuk memotivasi berhitung penjumlahan pada siswa kelas I di SD Negeri No. 4 Yeh Cani Abiansemal Badung, (3) Bagaimanakah dampak implementasi media gambar untuk memotivasi berhitung penjumlahan pada siswa kelas I di SD Negeri No. 4 Yeh Cani Abiansemal Badung. Teori yang digunakan dalam penelitian ini yaitu teori konstruktivisme, teori behaviorisme, dan teori motivasi. Teknik pengumpulan data meliputi observasi, wawancara, dan studi dokumen. Teknik analisis data melalui beberapa tahap yakni reduksi data, display data, dan verifikasi data. Hasil penelitian menunjukkan bahwa: (1) Implementasi media gambar dalam memotivasi berhitung penjumlahan pada siswa kelas I dilaksanakan melalui tahapan perencanaan, pelaksanaan, dan evaluasi pembelajaran. (2) Kendala yang muncul meliputi perbedaan kemampuan siswa dalam berhitung, keterbatasan waktu pembelajaran, serta pengelolaan konsentrasi siswa di kelas. Upaya yang dilakukan guru yaitu memberikan aturan yang jelas, membagi siswa ke dalam kelompok kecil, serta memberikan motivasi dan latihan berhitung secara berkelanjutan. (3) Implementasi media gambar memberikan dampak positif terhadap motivasi belajar siswa, meningkatkan antusiasme, fokus belajar, serta membantu siswa memahami konsep penjumlahan dengan lebih mudah.

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