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All Journal E-Journal Of Cultural Studies Adi Widya: Jurnal Pendidikan Dasar Kalangwan: Jurnal Pendidikan Agama, Bahasa dan Sastra PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI Sevanam: Jurnal Pengabdian Masyarakat Jurnal Pendidikan, Sains dan Teknologi Japam Jurnal Penjaminan Mutu Pangkaja: Jurnal Agama Hindu Upadhyaya : Jurnal Pendidikan
I Ketut Tanu
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Religion Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Japam

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PENANAMAN SIKAP MODERASI BERAGAMA DI SMP NEGERI 3 ABIANSEMAL Ni Putu Jeni Astari; I Ketut Tanu; I Gde Suryawan
JAPAM (Jurnal Pendidikan Agama) Vol 4 No 2 (2024)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v4i2.3989

Abstract

Religious moderation is described as an effort to follow and maintain religious principles, turning them into a way of life and character, so that religious moderation can foster an attitude of tolerance and maintain harmony between religious communities. Religious moderation has the potential to grow and develop in the school environment, where education cannot be separated from the teacher's ability to convey learning and information to students. Teachers have an important role in directing and building religious moderation in schools. The formulation of the problem in this research is: 1) Which attitudes of religious moderation can be instilled in students at SMPN 3 Abiansemal, 2) What are the obstacles faced in the process of instilling attitudes of religious moderation in students at SMPN 3 Abiansemal, 3) What is the impact of instilling an Attitude of Religious Moderation in Students at SMPN 3 Abiansemal. The theories used to analyze this problem are constructivism theory, humanistic theory and behavioristic theory. Data collection methods use observation, interviews, literature study and documentation. The collected data was analyzed using qualitative descriptive data analysis techniques. The results of this research show: 1) an attitude of religious moderation has been given to students starting from the Introduction to the School Environment (MPLS) period. The attitudes of religious moderation that are instilled in students at SMPN 3 Abiansemal refer to the four indicators of religious moderation. Apart from that, teachers also instill attitudes of religious moderation through the application of the Tri Hita Karana teachings in life. 2) There are several inhibiting factors, namely, first there are environmental factors, factors influencing the use of social media, and finally there are students' lack of interest in reading. 3) There are positive and negative impacts from efforts to instill attitudes of religious moderation in students at SMPN 3 Abiansemal.
TRANSFORMASI PENDIDIKAN AGAMA HINDU DI SD NEGERI 3 KUTAMPI DI DESA KUTAMPI KECAMATAN NUSA PENIDA KABUPATEN KLUNGKUNG Suwastawa, Kadek; I Gusti Ngurah Sudiana; I Ketut Tanu
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.v5i1.4580

Abstract

The aim of this research is to understand: 1) The need to transform Hindu religious education atSD Negeri 3 Kutampi. 2) Forms of transformation of Hindu Religious Education at SD Negeri 3Kutampi. 3) Implications of transforming Hindu Religious Education at SD Negeri 3 Kutampi. Theresearch method used is a qualitative method. The initial informants were determined using apurposive sampling technique. The data collection techniques used were observation, interviewsand documentation. The data analysis technique is descriptive qualitative. Based on the qualitativedescriptive analysis obtained, the research results are as follows: 1) The reasons why it isnecessary to transform Hindu religious education at SD Negeri 3 Kutampi are, firstly, because thenumber of students is small. Second, the existence of Hindu religious education in this school is notyet widely known by the public. Apart from that, inadequate educational facilities are a challenge inthemselves. 2) Forms of transformation of Hindu Religious Education at SD Negeri 3 Kutampi,namely, the leadership of the Principal, facilities and infrastructure, basic legal rules, andtransformation in the curriculum field. 3) The implications of transforming Hindu ReligiousEducation at SD Negeri 3 Kutampi, namely, a better school image, increased student numbers,increased teacher and student achievement and increased student spiritual impact. The implicationsof research on the transformation of Hindu religious education at SD Negeri 3 Kutampi show thattransformation through inclusive leadership, improving infrastructure, and implementing fairpolicies can strengthen the school's image and attract more students.
PENDIDIKAN KARAKTER DALAM KAKAWIN PUTRA SASANA MARTI Yasa, I Putu Wahyu Pratama; I Nyoman Sueca; I Ketut Tanu
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.v5i2.5056

Abstract

Penelitian ini bertujuan untuk mengkaji nilai-nilai pendidikan karakter dalam Kakawin Putra Sasana Marti, sebuah karya sastra klasik Jawa Kuna yang berbentuk lontar dan ditemukan di Pusat Dokumentasi Dinas Kebudayaan Provinsi Bali. Menggunakan pendekatan kualitatif dengan teori strukturalisme, hermeneutika, dan karakter, penelitian ini menelaah ajaran-ajaran moral, etika, dan spiritual yang terkandung dalam kakawin sebagai pedoman pendidikan karakter. Hasil penelitian menunjukkan bahwa Kakawin Putra Sasana Marti memuat enam nilai utama pendidikan karakter: religiusitas, disiplin, kejujuran, kemandirian, gotong royong, dan integritas. Kakawin ini tidak hanya berfungsi sebagai warisan budaya, tetapi juga sebagai sumber pembentukan kepribadian anak secara holistik sejak dini, dengan menekankan pentingnya dharma, bhakti, dan nilai-nilai luhur dalam kehidupan. Struktur naratif kakawin yang terdiri atas bait-bait berwirama memperkuat pesan moral yang disampaikan. Fungsi dan makna pendidikan karakter dalam kakawin ini sangat relevan untuk diintegrasikan ke dalam sistem pendidikan modern guna membentuk generasi muda yang cerdas secara intelektual dan spiritual. Dengan demikian, karya ini menjadi media penting dalam revitalisasi nilai-nilai budaya dan karakter bangsa di era globalisasi. Kata Kunci: Pendidikan Karakter, Kakawin, Putra Sasana
IMPLEMENTASI AJARAN PUTRA SESANA DALAM MENANAMKAN BUDI PEKERTI PESERTA DIDIK KELAS V TAHUN PELAJARAN 2024/2025 DI SEKOLAH DASAR MARADIKA DENPASAR Sudiarta, I Kadek; I Ketut Tanu; I Ketut Gunarta
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.v5i2.5067

Abstract

Membangun karakter anak yang budi pekerti merupakan tujuan dari Pendidikan yangdiberikan kepada peserta didik oleh orang tua sehingga mampu menjadi anak yang suputra tidakhanya memiliki pengetahuan yang bagus tapi juga memiliki karakter yang baik. Salah satu ajaranagama Hindu yang diyakini mampu memberikan pedoman bagi orang tua maupun pendidik dalammendidik anak-anak sehingga memikiki karakter yang baik yaitu ajaran Putra Sesana yang diterapkandi SD Mahardika Denpasar, sehingga layak diteliti dengan judul “Implementasi Ajaran Putra Sesanadalam Menanamkan Budi Pekerti Peserta Didik Kelas V di SD Mahardika Denpasar. Studidokumntasi, dan kepustakaan, informan dijaring dengan purposive sampling dan Teknik analisis datadengan deskriptif kualitatif dengan prosedur reduksi, penyajian data, dan penarikan kesimpulan.Berdasarka analisis data ditemukan (1) Bentuk implementasi ajaran Putra Sesana, seperti; a)Implementasi ajaran Putra Sasana kepada Guru Rupaka; b) Impelementasi ajaran Putra Sasana kepadaGuru Pengajian; c) Implementasi ajaran Putra Sasan kepada Guru wisesa; d) Implementasi ajaranPutra Sasana kepada Guru Swadyaya. (2) Hambatan yang dihadapi terbagi menjadi dua yaitu factorinternal seperti; a) Kurangnya pemahaman guru tetag ajaran Putra Sesana; b)Tantangan konsistensidalam pembiasaan; c) Kesadaran terhadap pentingnya Budi Pekerti. Faktor eksternal seperti; a)Kurangnya dukungan orang tua; b)Pengaruh lingkungan dan Media social; (3) Implikasi dariimplementasi ajaran Putra Sesana memberikan implikasi kepada peserta didik, pendidik dan orangtua.
Co-Authors Gede Yuli Sutrawan Gusti Ayu Dewi Setiawati I Gde Parimartha I Gde Suryawan I Gusti Ngurah Sudiana I Ketut Gunarta I Made Redana I Made Suastika I Nengah Duija I Nyoman Sueca I Wayan Subagia Lestawi, I Nengah Ni Kadek Suartini, Suartini Ni Ketut Srie Kusuma Wardhani Ni Putu Jeni Astari Ni Wayan Sariani Binawati Qianti, Luh Gede Nandita Sukma Sudiarta, I Kadek Suwastawa, Kadek Wiguna, I Made Arsa Yasa, I Putu Wahyu Pratama