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All Journal Japam Cangkal : Jurnal Ilmu Sosial dan Humaniora
I Nyoman Alit Supandi
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Humanities Education Social Sciences Other

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Nilai Pendidikan dalam Upacara Nyambleh di Pura Pererepan Banjar Denjalan Desa Batubulan Kecamatan Sukawati Kabupaten Gianyar I Nyoman Alit Supandi
Jurnal Pendidikan Agama Vol 1 No 02 (2021)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.795 KB) | DOI: 10.25078/japam.v1i02.1754

Abstract

The nyambleh ceremony, including the bhutayad ceremony, is realized in the Nyambleh ceremony. Hindus in their daily practice of life are always colored by the Yajna ceremony, as a form of gratitude to Ida Sang Hyang Widhi Wasa, for all the blessings and graces that have been bestowed on mankind on earth. This nyambeleh ceremony must be done and has a uniqueness that can be used as one of the writings. In general, this study aims to find out what the educational value of the Nyambleh ceremony is at Pererepan Temple, Batubulan Village, Sukawati District, Gianyar Regency. In connection with the above, the nyambleh ceremony is very interesting to study. Based on the background of the problem above, the problems can be formulated, namely: 1. The educational value contained in the Nyambleh ceremony at the Pererepan Banjar Temple, Denjalan, Batubulan Village, Sukawati District, Gianyar Regency. The results of the educational value contained in the Nyambleh ceremony at the Pererepan Temple in Batubulan Village, there are four, namely 1. The value of tattwa education referred to in the nyambleh ceremony is the community's belief in Ida Sang Hyang Widhi Wasa. 2. The value of this religious education is found in the community accompanying the Hermitage or Sesuunan after that the Nunas Pinget community and the community continue to carry out the nyambleh ceremony. 3. The value of ethical education contained in the nyambleh ceremony is that the community carries out the teachings of tri Kaya parisuda, how to have good thoughts, good words, and good deeds in community activities and in the implementation of the nyambleh ceremony. 4. While the aesthetic value contained in the nyambleh ceremony when the procession took place was how the colorful banners, very beautiful barong, besides that there was the art of kidung sound and the art of kerawitan and gambelan beleganjur.
IMPLEMENTASI NILAI PENDIDIKAN AGAMA HINDU DALAM PROGRAM 7 KEBIASAAN ANAK INDONESIA HEBAT DI SMP NEGERI 1 KERAMBITAN KABUPATEN TABANAN I Gede Made Boga Asta Wiguna; I Nyoman Alit Supandi; Kadek Dwi Sentana Putra
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 2 No. 1 (2026): Mei - Oktober 2026
Publisher : Yayasan Pendidikan Literasi Borneo

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

Abstract

This study aims to analyze the implementation of Hindu Religious Education values in the 7 Habits of Great Indonesian Children Program at SMP Negeri 1 Kerambitan. The study was motivated by the importance of strengthening students’ character education through positive habituation amid technological developments and social changes. The program includes waking up early, worshipping, exercising, eating healthy and nutritious food, loving learning, socializing, and sleeping early. Hindu Religious Education values such as Sraddha and Bhakti, Susila, Tat Twam Asi, Tri Hita Karana, Ahara, and Yoga were implemented to develop students who are religious, disciplined, healthy, and responsible. This study employed a qualitative approach with a phenomenological research design. Data were collected through observation, interviews, documentation, and literature study. The informants consisted of the principal, Hindu Religious Education teachers, homeroom teachers, and students. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The findings showed that the implementation of Hindu Religious Education values in the program was carried out systematically and continuously through habituation activities at school. Supporting factors included teacher role models, a religious school culture, principal support, parental involvement, and adequate facilities. The program positively impacted students’ character development, particularly in discipline, religiosity, responsibility, social awareness, and healthy lifestyles.
Co-Authors I Gede Made Boga Asta Wiguna Kadek Dwi Sentana Putra