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All Journal Jurnal Pendidikan Teknologi dan Kejuruan Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Journal of Education Action Research JURNAL PENDIDIKAN MIPA Jurnal Pendidikan Guru (JPG) JURNAL PENDIDIKAN IPS MATHunesa: Jurnal Ilmiah Matematika Simpati: Jurnal Penelitian Pendidikan dan Bahasa JPSL : Jurnal Pendidikan, Sosial dan Lingkungan Journal of Media, Sciences and Education
I Gusti Putu Suharta
STKIP Negeri Singaraja
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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CRITICAL ANALYSIS OF THE FORMAL PASRAMAN CURRICULUM Kusuma Dewi, Ni Wayan Sri Prabawati; I Wayan Lasmawan; I Gusti Putu Suharta
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 8 No 1 (2024)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v8i1.2840

Abstract

Formal Pasraman is a form of Hindu Religious education, which consists of Primary WidyaPasraman, Adi Widya Pasraman, Madyama Widya Pasraman, Main Widya Pasraman and MahaWidya Pasraman. The Pasraman curriculum is regulated in articles 8 and 9, which state explicitlythat the curriculum consists of the Hindu religious curriculum and the general educationcurriculum. The formal pasraman curriculum must be able to meet the competencies of 21stcentury graduates. The relevance of the formal pasraman structure as well as the rationalization ofthe curriculum structure that has been stipulated in PMA No. 10 of 2020 is very important to study.For this reason, this research was conducted using a qualitative descriptive research method, in acritical study with a literature study approach. The results of the research were found as follows; 1.The relevance of the pasraman curriculum structure; analyzed from the nine national educationstandards of education, taking into account aspects of flexibility, the basic logic of the curriculum,dimensions and supporting aspects, it is concluded that the formal pasraman, especially in terms ofcurriculum structure, is not yet relevant to the needs of the 21st century. others, as well as theorientation of the analysis of the planning context, process and results of formal pasraman content,to create Hindu-based superior quality schools.
Analisis Pendekatan Metacognitive Guidance dalam Pembelajaran Matematika: Systematic Literature Review Elyse Silvia Purba; I Gusti Putu Suharta; I Made Suarsana
Simpati Vol. 4 No. 2 (2026): April : Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i2.1623

Abstract

This study focuses on examining the effectiveness of the metacognitive guidance approach in mathematics education using the Systematic Literature Review (SLR) method. Metacognitive strategies are considered a relevant approach in 21st-century education because they encourage students to plan, monitor, and evaluate their thinking processes independently. The literature search was conducted via Google Scholar using appropriate keywords and yielded 306 articles in the initial stage. Subsequently, the selection process followed the PRISMA flowchart, including the removal of duplicate articles, screening based on titles and abstracts, and eligibility assessment through full-text review. From these stages, 12 articles meeting the inclusion criteria were selected as the basis for analysis. The study’s findings indicate that metacognitive guidance has a positive impact on mathematics learning, particularly on students’ problem-solving skills, critical thinking, mathematical literacy, and learning outcomes. This approach also enhances metacognitive awareness, enabling students to be more focused in selecting strategies, monitoring the learning process, and evaluating the results. Thus, this strategy is worthy of integration by teachers to strengthen the quality of learning and higher-order thinking skills.
Co-Authors Arminiati, Ni Wayan Cahyani, Ni Putu Candra Elyse Silvia Purba Hanapi Hanapi I Komang Sudarma I Made Suarsana I Made Suarsana I Nyoman Saputra Wahyu Wijaya I Wayan Lasmawan I Wayan Puja Astawa I Wayan Widiana Ida Ayu Gede Sri Wahyuni Ketut Agustini Ketut Indra Purnomo Kusuma Dewi, Ni Wayan Sri Prabawati Luh Putu Tuti Ariani Ni Wayan Marti Prof. Dr.I Nengah Suparta,M.Si . Putra, Mujiono Sang Putu Kartika Dewi Putu Ngurah Harimbawa Rusdiana Yusuf