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PROSES KREATIF PERUPA I MADE SUPENA I Gde Suryawan
Imaji Vol 12, No 1 (2014): IMAJI FEBRUARI
Publisher : FBS UNY

Penelitian ini bertujuan untuk memperoleh gambaran tentang (1) Biografi Supena, (2) Konsep karya Supena, (3) Proses kreatif Supena, (4) Periodisasi karya Supena, dan (5) aspek teks hingga konteks pada karya Supena. Penelitian ini merupakan penelitian kualitatif. Pengumpulan data dilakukan dengan teknik observasi, wawancara, dan telaah dokumen terhadap proses kreatif I Made Supena. Hasil penelitian sebagai berikut. (1) Supena adalah salah satu perupa dari Singapadu, Bali. Ia berasal dari keluarga seniman. Ayahnya, I Ketut Muja, adalah seorang pematung. Kakaknya, I Wayan Jana, juga seorang pematung. Adiknya, I Ketut Sugantika, adalah seorang pelukis. Sementara itu iparnya, Ni Nyoman Sani, merupakan seorang pelukis. (2) Konsep karya Supena adalah menggali persoalan alam dan kehidupan untuk direpresentasikan secara formalistik. (3) Selain melukis Supena juga mengembangkan gagasannya dalam bentuk patung, instalasi, dan Performance Art. Sebagai seorang perupa Supena lebih memilih bekerja secara individual. (4) Priodisasi karya Supena adalah tradisional, formalistik, dan emosi. (5) Karya Supena dapat dibaca berdasarkan pendekatan teks yang menyangkut unsur-unsur seni rupa dan nilai estetis yang terkandung dalam karya, serta dapat pula dibaca konteksnya dengan menarik pemaknaan yang ada dibalik teks karya Supena.

Kegiatan Bermain Seni Rupa Berbasis Konsep Tri Pramana Di Tk Bali Kumara Desa Batubulan Suryawan, I Gde; Dewi, Putu Ayu Septiari; Anadhi, I Made Gede; Suardika, Komang; Jayadiningrat, Made Gautama
Sevanam: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2024): September
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/sevanam.v3i2.3617

This service aims to educate and provide understanding through visual arts play activities based on the Tri Pramana concept at the Bali Kumara Kindergarten, Batubulan Village. The Tri Pramana concept, which consists of Pratyaksha Pramana (direct observation), Anumana Pramana (thinking or reasoning), and Agama Pramana (experience received from inherited teachings), is used as a framework for designing and presenting visual arts activities that are attractive to children -early childhood. The method of carrying out community service activities is lectures and demonstrations. The lecture method is a form of presenting teaching material through information and oral narrative by the service team to students. The activities that will be carried out include the delivery of material regarding the concept of fine arts play activities in the form of a prayer posture, implementation of activities in the form of demonstrations by the service team and direct practice of fine arts made from natural materials. Data was collected through participant observation, interviews with teachers, and analysis of documentation of works of art produced by children. The results of the service show that visual arts play activities based on the Tri Pramana concept provide a rich and meaningful learning experience for children. They not only learn to observe and express themselves through art, but also develop critical thinking skills and an appreciation of art and culture. Implementation of the Tri Pramana concept in fine arts play activities at Bali Kumara Kindergarten in Batubulan Village can be an effective model for increasing understanding of fine arts and developing critical thinking in early childhood. This service makes a valuable contribution to the development of fine arts education at the pre-school level and enriches the practice of fine arts education in general.

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

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.

PEMBELAJARAN EKSTRAKULIKULER SENI LUKIS KACA DI SMP NEGERI 3 SUKASADA Suryawan, I Gde
Brikolase : Jurnal Kajian Teori, Praktik dan Wacana Seni Budaya Rupa Vol. 10 No. 2 (2018)
Publisher : Institut Seni Indoensia Surakarta

Glass painting art as a â€œKosa Rupa Baliâ€ wealth especially Buleleng was very important to keep, one of them was in education. Because of that, it must be trained and directed for skill development through glass painting art extracuricular in many level, in this research focus on junior high scool especially at SMP N 3 Sukasada. The problem, that would be analyzed in this research are: (1) How are the glass painting art extracuricular learning process at SMP N 3 Sukasada. (2) How is the result of glass painting art extracurricularat SMP N 3 Sukasada. (3) What are the factor that affect the glass painting art extracuricular at SMP N 3 Sukasada. The research method that used was qualitative. The location that was choose for this research was SMP N 3 Sukasada. The technique that was used for collecting the data included: observation, interview, and documentation. The data was analysed by descriptive.Â Keywords: Learning, Ekstracuricular, Glass Painting

Implementasi Projek Penguatan Profil Pelajar Pancasila Pada Mata Pelajaran Pendidikan Seni Budaya di Kelas IV SD Negeri Hindu 1 Bona Blahbatuh Gianyar Widiarta, I Komang Agus Indra; Arini, Ni Wayan; Suryawan, I Gde
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.29238

Penelitian ini bertujuan untuk mengkaji: (1) bagaimana bentuk implementasi P5 dalam pembelajaran Seni Budaya kelas IV, (2) apa saja kendala yang dihadapi selama proses implementasi, dan (3) upaya yang dilakukan untuk mengatasi kendala tersebut. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan landasan teori behavioristik, konstruktivisme, dan motivasi. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi, yang dianalisis melalui proses reduksi, penyajian, dan verifikasi data. Hasil penelitian menunjukkan bahwa implementasi P5 diwujudkan melalui kegiatan praktik budaya lokal seperti menyurat Aksara Bali, membuat canang, merangkai klakat, menari Bali, dan melantunkan dharmagita. Kendala muncul baik dari sisi pendidik maupun peserta didik. Upaya yang dilakukan mencakup metode bermain dan belajar, pelatihan guru, serta beberapa metode pendekatan dalam pembelajaran.

MANFAAT PEMBELAJARAN FINGER PAINTING BAGI ANAK USIA DINI Suryawan, I Gde; Ariputra, I Putu Suyasa; Sindu, Ida Bagus Komang
Kumarottama: Jurnal Pendidikan Anak Usia Dini Vol 2 No 1 (2022)
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/kumarottama.v2i1.561

Education is closely related to the process of organizing to fully achieve educational goals. Using appropriate learning methods in the learning process is one of the keys to the success of the learning process. Good learning methods need to be adapted to the age of students, because there are many learning techniques in learning methods that educators can apply to achieve what they want to achieve. Learning to draw with practice with finger painting technique is a form of adapting teaching and learning techniques used by TK Kusawa Hanagiri by taking into account the age level of students. Based on this, the writer then carried out qualitative descriptive activities and finger painting which was supported by data analysis using the triangulation stage using data collection techniques in the form of observations, interviews, and library searches. The following are the results of the analysis of the mean of finger painting learning in Kusawakagiri Kindergarten. Based on these results, there is some debate. 1) Finger painting develops students' imagination. That is, the child's imagination, which is mainly influenced by the environment, is acquired in the process of observing the child and in himself. Through this process, the head that is built will be able to foster children's creative thinking and develop their intelligence, enabling them to think critically. 2) Finger painting fosters student creativity. In short, learning finger painting allows children to create new conditions based on existing data, information and elements (creativity). 3) Painting with fingers as a source of inspiration, painting with fingers as a source of implied inspiration is a detailed practice process for students.

PENGEMBANGAN MOTORIK HALUS ANAK USIA 5-6 TAHUN MELALUI PEMBUATAN JAJE SUCI DI PRATAMA WIDYA PASRAMAN GURUKULA BANGLI Yanti, Ni Luh Gede Mega; Suryawan, I Gde; Deniati, Gusti Ayu Sri
Kumarottama: Jurnal Pendidikan Anak Usia Dini Vol 2 No 2 (2023)
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/kumarottama.v2i2.680

Growth and development experience a rapid increase at an early age, namely the age of birth to six years, therefore children need physical activity stimulation according to their respective abilities, both physical activities related to gross motor movements and fine motor movements. Fine motor skills are a child's ability to carry out activities that involve good eye-hand coordination. There are several activities that can stimulate children's motor development such as squeezing paper, tearing, scribbling, coloring, cutting, playing plasticine, and making collages. Pratama Widya Pasraman Gurukula Bangli which is a Hindu-based Kindergarten implements activities related to the culture and traditions of the Hindu community in Bali that can be used to stimulate children's fine motor development, the activity in question is making sacred jaje. Jaje suci is a ritual equipment made by the community as a means of ritual to complement ceremonies in Bali. In making this holy jaje, children will be given media in the form of flour dough. This type of research is a descriptive qualitative research with a phenomenological approach. The data collection techniques used are observation, interviews, literature studies and documentation, with data analysis techniques using the Miles & Huberman model which consists of three lines, namely data reduction, presentation of data analysis results and drawing conclusions. . The results of this study indicate that the application of making holy jaje can stimulate children's fine motor skills because the manufacturing process involves good hand and eye movement skills, besides making this holy jaje can also stimulate children's cognitive abilities.

PEMBELAJARAN EKSTRAKULIKULER SENI LUKIS KACA DI SMP NEGERI 3 SUKASADA Suryawan, I Gde
Brikolase : Jurnal Kajian Teori, Praktik dan Wacana Seni Budaya Rupa Vol. 10 No. 2 (2018)
Publisher : Institut Seni Indoensia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33153/bri.v10i2.2328

Glass painting art as a â€œKosa Rupa Baliâ€ wealth especially Buleleng was very important to keep, one of them was in education. Because of that, it must be trained and directed for skill development through glass painting art extracuricular in many level, in this research focus on junior high scool especially at SMP N 3 Sukasada. The problem, that would be analyzed in this research are: (1) How are the glass painting art extracuricular learning process at SMP N 3 Sukasada. (2) How is the result of glass painting art extracurricularat SMP N 3 Sukasada. (3) What are the factor that affect the glass painting art extracuricular at SMP N 3 Sukasada. The research method that used was qualitative. The location that was choose for this research was SMP N 3 Sukasada. The technique that was used for collecting the data included: observation, interview, and documentation. The data was analysed by descriptive.Â Keywords: Learning, Ekstracuricular, Glass Painting

EKSISTENSI TARI PENDET LANANG DALAM PIODALAN DI PURA PUSEH, DUSUN BAJING, DESA TEGAK, KLUNGKUNG Suryawan, I Gde; Aprilia, Ni Nengah; Yanti, Ni Luh Gede Mega
Sphatika: Jurnal Teologi Vol 15 No 1 (2024)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/sphatika.v15i1.3559

The Pendet Lanang dance in Bajing Hamlet, Klungkung is a guardian dance or sacred dance which is part of religious ceremonies, especially in the piodalan at the Puseh temple in Bajing Hamlet, Klungkung which is held at the rahina Buddha Wage Klawu. The Pendet Lanang dance is danced in groups consisting of five adult men as dancers. The tools used by the dancers are a bowl which contains a pair of canang sari which means to invoke the strength of Ida Sang Hyang Widhi and its manifestations and a pair of incense which is symbolized as the God Agni which means as a witness and intermediary to connect people with Ida Sang Hyang Widhi. The uniqueness of the Pendet Lanang Dance is that this dance is only performed during piodalan at Puseh Temple, the dancers must be adult men who are members of the Puseh temple community in Bajing Hamlet who have gone through a purification process, one of the dancers must be a pinandita lanang from Puseh Temple. The aim of this research is to determine the existence of the Pendet Lanang dance in the piodalan at Puseh Temple, Bajing Hamlet, Tegak Village, Klungkung. This research data collection used unstructured observation techniques, interviews, documentation studies and literature studies. It is known that the Pendet Lanang dance is part of the implementation of Piodalan at Puseh Temple and is symbolic of welcoming the descent of the Gods during the Piodalan and is a form of offering before Ida Sang Hyang Widhi Wasa in the form of sacred performance art.

Penguatan Nilai Pendidikan Agama Hindu Pada Upacara Mekandang Dalam Rangkaian Manusa Yadnya Di Desa Barambai Kolam Kanan Kecamatan Barambai Kabupaten Barito Kuala Rubi, Made; Supandi, I Nyoman Alit; Suryawan, I Gde
UPADHYAYA: JURNAL PENELITIAN PENDIDIKAN Vol 5 No 1 (2024): Bahasa Indonesia
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/up.v5i1.2835

The Mekandang ceremony, which has been part of the ancestral heritage since ancient times, is carried out by every couple of lovers after having a child. The Mekandang Ceremony is held when the baby is 105 days old, or around three months old. Unique implementation At the Mekandang Ceremony, there are several processions performed at home. Execution The Mekandang Ceremony is carried out as a form of cleansing the body and soul of the baby, none other than as an expression of gratitude as well as asking for safety for the baby. Three issues are raised in this study: 1) How is the form of strengthening Hindu religious education in the Mekandang Ceremony In the network Manusa Yadnya? 2) What is the value of Hindu education found in the Mekandang Ceremony in the Manusa Yadnya network? 3) What are the implications of strengthening Hindu religious education through the Makandang Ceremony in the network Manusa Yadnya? Theories used to analyze the problem are: 1) Religion theory; 2) Value theory; and 3) Reciprocal Stimulus Theory. Methods of collecting data in this research are observation, interviews, literature study, and documentation. The data that has been collected was analyzed using a qualitative descriptive analysis method with data reduction, data presentation, and verification or conclusion steps. The results of the study show that: 1) Forms of strengthening Hindu religious education in Mekandang Ceremony are divided into several stages, namely: reinforcement sraddha bhakti,principle strengthening menyame braya, strengthening the principle of environmental awareness, and strengthening the universal value of religion in Mekandang Ceremony in the village of Barambai Kolam Kanan, 2) The value of Hindu religious education found in Mekandang Ceremony, namely: Tattwa Values, Moral/Ethical Values, Ceremonial Values, and Aesthetic Values, 3) Implications in Strengthening Hindu Religious Education at the Mekandang Ceremony, namely: Theological Implications, Social Implications, and educational Implications for the Mekandang Ceremony

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