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Respons Peserta Didik Terhadap Penerapan Metode Diskusi Berbantu Google Classroom (Studi Kasus pada Pendidikan Agama Hindu di SD Fajar Harapan) I Putu Suyasa Ariputra; Kadek Dwi Sentana Putra; I Nyoman Sumerta
Jurnal Penjaminan Mutu Vol 8 No 02 (2022)
Publisher : UHN IGB Sugriwa Denpasar

Following the Presidential Decree Number 12, 2020, the minister of education and culture of the Republic of Indonesia issued Circular Number 4, 2020 concerning the implementation of educational policies in the emergency period of the spread of Coronavirus Desiase (Covid-19) which instructed several things, one of which is the learning process carried out from home online or remotely. Google Classroom can be used to create and manage classes in a simple way, which makes this feature chosen by many educators to accommodate their learning. Based on preliminary observations on Hindu religious education and Character in grade IV SD Fajar Harapan leads to the discussion method, where students read the material provided by the educator then continue with a discussion in the message column available on the Google Classroom feature and occasionally use Google Meet. The purpose of this study was to determine the responsse of students to the discussion method applied in the Google Classroom in Hindu religious education learning and character. This study uses a questionnaire with Google Form in retrieving student impression data on the Google Classroom assisted lecture method. The questionnaire as a data collection method and a way of scoring on the questionnaire uses the linkert scale model. The responsse of grade IV students to the application of the Google Classroom-assisted discussion method in learning Hindu Religion and Character Education is of sufficient value based on the linkert scale table. This sufficient value is in the range of 42.8% which is in sufficient criteria which leads to weak criteria so that this method needs to be developed in order to increase the responsse and effectiveness of student learning in Hindu Religion and Character Education subjects.

Daridra Perspektif Susastra Hindu I Putu Agus Aryatnaya Giri; Kadek Dwi Sentana Putra; Kadek Agus Yoga Dwipranata; I Ketut Wiratmaja
Dharma Sastra: Jurnal Penelitian Bahasa dan Sastra Daerah Vol 3 No 1 (2023): April
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Poverty in general often reveals a negative side that haunts life, especially the life of someone who is not culturally educated to think revolutionary, especially related to a better life welfare. From the perspective of Hindu religious literature, of course poverty is very interesting to review, especially in breaking through the cultural paradigm of thinking that wallows in "decline". The method used in this research is a qualitative research method. Data collection techniques in this study used library research. The results of the study show that the Sarasamuscaya book, as one of the Hindu literature, discusses that it is really unpleasant to be poor, especially poor people who are stupid, as the saying goes "has fallen down a ladder", because if we are stupid and poor, whatever we say will not be paid any attention to person. Therefore, one way to be free from the shackles of poverty is to work (karma). Of course, we use the property obtained to meet the necessities of life which must be sought on the basis of dharma so that our lives do not fall into the valley of suffering. Poverty is not only oriented to the problem of material possessions, but also to the aspect of morality, because many people who are rich in wealth but poor in morality are like "officials" who commit acts of corruption, as well as people who are physically healthy and of productive age who choose to become beggars. seem lazy to work. To minimize this, of course the government must actively socialize about character education and make it happen by providing free formal education to people who are economically disadvantaged. So that education can be accessed by everyone regardless of social status.

Nilai-Nilai Pendidikan Agama Hindu Dalam Upacara Ngapon Tapakan Panawa Sanga di Pura Luhur Pucak Padang Dawa Kadek Dwi Sentana Putra; I Made Sukma Muniksu
Purwadita : Jurnal Agama dan Budaya Vol 7, No 1 (2023)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/purwadita.v7i1.2951

The implementation of this study aims to examine the values of Hindu religious education contained in a ceremony, especially the Ngapon Tapakan Panawa Sanga ceremony located at Pura Luhur Pucak Padang Dawa. The island of Bali, which is an island with a majority Hindu population, has a cultural diversity that reflects Hinduism itself. Balinese people in their lives always balance between humans and nature, humans and humans and humans and God. On this occasion the researcher examined the values of Hindu religious education at the Ngapon Tapakan Panawa Sanga ceremony at Luhur Pucak Padang Dawa Temple, Bangli Village, Baturiti District, Tabanan Regency. This procession was carried out over a long period of time, this can be seen from the hermitage itself. Indirectly, the community and the next generation maintain and preserve traditions passed down from their ancestors. The values of Hindu Religious Education studied are the values contained in the Ngapon Tapakan Panawa Sanga ceremony at Luhur Pucak Padang Temple, Dawa Bangli Village, Baturiti District, Tabanan Regency, including: Values of Tattwa Education (philosophy), Values of Ethical Education, Values of Ceremonial Education (rituals), and the Value of Aesthetic Education.

ANALISIS STRUKTUR TEKS KAKAWIN NITI SASTRA I Putu Agus Aryatnaya Giri; Kadek Dwi Sentana Putra
Subasita: Jurnal Sastra Agama dan Pendidikan Bahasa Bali Vol 2, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/subasita.v2i2.1771

Among the Balinese, Old Javanese literary works, especially kakawin which is very well known, are still alive and growing. The literary works of kakawin by the Balinese are read, studied and lived out in traditional gatherings which are commonly called mabebasan. Moving on from that reason, it would be very interesting to research Old Javanese literature, one of which is Kakawin Niti Sastra. Research on this kakawin needs to be done because this Kakawin Niti Sastra contains ethical and leadership values which are very important as guidelines in social life. However, on this occasion, it will be focused on the literary work through a study of text structure, as an initial effort in documenting the study of Old Javanese Literature, especially Kakawin Niti Sastra. The results showed that the Kakawin Niti Sastra text structure consisted of a formal structure and a narrative structure. The formal structure consists of: 1) guru-laghu, namely the lightness or length of the syllable sung on a kakawin, 2) the 120 stanza/pada, which is a collection of lines (carik) bound by a single unit of meaning and tone, 3) Language manuscripts, namely Old Javanese and Indonesian, 4) Colophon, namely the writer's notes, generally in manuscripts or publications, containing information about the place, time and the copy of the manuscript. The Niti Sastra manuscript in Indonesian is published by Balai Prestaka. Only then was written by the PGAHN Team 6 Years Singaraja on December 12th, 1971 and officially published in 1983-1984, 5) Alamkara, namely ornaments, decorations, stylistic ornaments, artistic language, convoluted language or too contrived, something stunning or enchanting, fantastic form. The narrative structure in Kakawin Niti Sastra consists of: 1) Manggala, which is the initial or opening part of the writing of Kakawin Niti Sastra's literary works, whose contents are in the form of tribute to Bhatara Hari and Bhatara Surya. 2) The corpus is the content of the entire Kakawin Niti Sastra script, namely the teachings of ethics and leadership, 3) The epilogue is the closing verses in Kakawin Niti Sastra which ends with "Iti Niti Sastra" and "Niti Sara Samapta" which means "thus Niti Sastra is finished ".Keywords: Structure, Kakawin Niti Sastra

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

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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.

BENTUK-BENTUK IMPLEMENTASI PENDIDIKAN KARAKTER PEDULI LINGKUNGAN PADA SISWA DI SMP NEGERI 5 ABIANSEMAL Ni Wayan Arini; Kadek Dwi Sentana Putra; Ni Kadek Puspita Sari
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 2 No. 1 (2026): Mei - Oktober 2026
Publisher : Yayasan Pendidikan Literasi Borneo

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Environmental care character education is a strategic effort to develop students’ ecological awareness, social responsibility, and environmentally sustainable behavior. This study aims to describe the forms of implementation of environmental care character education among students at SMP Negeri 5 Abiansemal. The study employed a qualitative approach using a single case study design. The research was conducted at SMP Negeri 5 Abiansemal, Badung Regency, Bali. The participants consisted of the principal, teachers, the Adiwiyata Program coordinator, and students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation studies, and were analyzed using an interactive analysis model involving data condensation, data display, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation. The findings reveal that the implementation of environmental care character education was carried out through five main forms: (1) habituation of environmental cleanliness through classroom duty schedules and Friday Clean-Up activities; (2) student-based waste management through waste sorting and school waste banks; (3) greening and plant maintenance activities as a medium for internalizing environmental values; (4) collective environmental activities such as river-cleaning programs; and (5) integration of environmental care values into school culture through policies, teacher role modeling, and the Adiwiyata Program. The study indicates that the successful implementation of environmental care character education is supported by the synergy between school culture, a supportive physical environment, active student participation, and the commitment of all school stakeholders. These practices contribute to the development of students’ ecological awareness, responsibility, discipline, and sustainable environmental behavior

IMPLEMENTASI PENDIDIKAN KARAKTER PEDULI LINGKUNGAN PADA SISWA DI SMP NEGERI 5 ABIANSEMAL Ni Kadek Puspita Sari; Ni Wayan Arini; Kadek Dwi Sentana Putra
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 2 No. 1 (2026): Mei - Oktober 2026
Publisher : Yayasan Pendidikan Literasi Borneo

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This study aims to analyze the implementation of environmental care character education among students at SMP Negeri 5 Abiansemal through the Adiwiyata Program and to identify the supporting and inhibiting factors affecting its implementation. The study employed a descriptive qualitative approach using a single case study design. Research participants consisted of the principal, teachers, Adiwiyata program coordinator, and students selected through purposive sampling. Data were collected through observation, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that environmental care character education has been implemented through the integration of environmentally oriented school policies, positive habit formation, participatory activities, environmentally friendly facilities management, and the strengthening of school culture. The Adiwiyata Program serves as the primary instrument for fostering responsibility, discipline, and environmental awareness through waste segregation, classroom cleaning duties, greening activities, plant maintenance, waste bank management, and regular school clean-up programs. The school’s green physical environment, along with the commitment of school leaders, teachers, and active student participation, were identified as the main supporting factors. Conversely, variations in students’ environmental awareness and family background were found to be inhibiting factors. The study concludes that environmental care character education can be effectively developed through sustainable synergy among school policies, organizational culture, contextual learning practices, and the active involvement of all school stakeholders in fostering students’ ecological awareness

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