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All Journal Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Pendas : Jurnah Ilmiah Pendidikan Dasar ANUBHAVA: Jurnal Ilmu Komuniksi Hindu Padma Sari: Jurnal Ilmu Pendidikan Sevanam: Jurnal Pengabdian Masyarakat Japam Jurnal Penjaminan Mutu Guna Widya : Jurnal Pendidikan Hindu Pangkaja: Jurnal Agama Hindu Life and Death: Journal of Eschatology Upadhyaya : Jurnal Pendidikan Adi Widya : Jurnal Pendidikan Dasar
Ni Komang Sutriyanti
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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UPAYA PENGEMBANGAN KARAKTER DAN PENGUATAN MODERASI BERAGAMA DALAM PERSPEKTIF TRI KAYA PARISUDHA DI SMA NEGERI 10 LUWU TIMUR, KABUPATEN LUWU TIMUR, SULAWESI SELATAN Kurniawan, Ketut Citra; Ni Wayan Anggi Yudiantari; Ni Komang Sutriyanti
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 1 (2025): Volume 12 Nomor 1 Maret 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i1.4586

Abstract

Character development and strengthening religious moderation are very important in the current era. Education is a determinant in producing pioneers who will carry the ideals and future of a nation. Especially in Indonesia, with its diverse societal climate, it is not an easy challenge to realize Harmony in Diversity. Moreover, religion is a crucial thing in Indonesia. Moral degradation is something that cannot be avoided in this era, especially among students who are in the phase of searching for identity. So, character development and strengthening religious moderation through the Tri Center for Education are very necessary, especially in the school environment which has a strategic role in forming students who has a moral responsibility to be a true and proper human being and a desirable member of society. This research is interested in studying Tri Kaya Parisudha's perspective in efforts to develop character and strengthen religious moderation at SMA Negeri 10 East of Luwu and examine the relationship between Tri Kaya Parisudha, the nine key words for religious moderation and the verses contained in the sacred Vedic literature.
AJARAN DASA NYAMA BRATHA SEBAGAI DASAR DALAM MEWUJUDKAN KEHARMONISAN HIDUP Aprinata Yasa, I Putu Wrastiya; I Made Krisna Mahardika; Ni Komang Sutriyanti
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 1 (2025): Volume 12 Nomor 1 Maret 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i1.4593

Abstract

Ethics is an important element in life where ethics influences a person's behavior which will be internalized, practiced until it becomes a habit within him. Ethics is also a reflection of a person's self-quality. Ethics contains various kinds of standards or self-control so that a person can walk according to existing signs. The primacy of ethics in Hinduism is realized through various types of self-control teachings, including Dasa Nyama Brata, namely ten types of spiritual (mental) stage of self-control. The parts are: Dhana (giving alms), Ijya (worship of the gods), Tapa (restraint of sexual desires), Dhyana (contemplating God), Swadhyaya (studying the Vedas), Upasthanigraha (controlling sexual desires), Brata (restraint of lust for food), Upawasa (fasting), mona (not making sounds or uttering words), Snana (worshiping the Tri Sandhya). Knowing its virtues is very important to study and make efforts to internalize it so that you always carry out karma according to the signs recommended in the Veda. Although in its implementation there are various challenges and upheavals in the era of increasingly massive globalization. If the application of Dasa Nyama Brata can be maximized then a person can achieve harmony.
Pengembangan E-Learning berbasis Moodle pada Mata Pelajaran Pendidikan Agama Hindu dan Budi Pekerti untuk Meningkatkan Hasil Belajar Kelas VIII Semester Ganjil Tahun Pelajaran 2024/2025 di SMP Negeri 1 Ubud I Wayan Eka Santika Putra; Ni Komang Sutriyanti; Dewa Ayu Hendrawathy Putri
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.v5i1.4665

Abstract

The purpose of this study was to 1) analyze the design of e-learning development in the subject ofHindu Religious and Moral Education class VIII odd semester of the 2024/2025 academic year atSMP Negeri 1 Ubud, 2) analyze the quality of e-learning validation results developed according toexpert reviews and product trials in the subject of Hindu Religious and Moral Education class VIIIodd semester of the 2024/2025 academic year at SMP Negeri 1 Ubud, and 3) assess the effectivenessof e-learning developed on the learning outcomes of Hindu Religious and Moral Education subjectfor class VIII students in the odd semester of the 2024/2025 academic year at SMP Negeri 1 Ubud.The research method used is Research and Development with the ADDIE research model. The resultsof the media expert validation feasibility test received a score of 92% with Very Feasiblequalifications. The results of the feasibility test from the Hindu Religious Education teacher as amaterial expert were 81.43% with Very Feasible qualifications. The results of the individualeffectiveness test involving 3 students received a score of 18.520 with high effectivenessqualifications. Small group test results get a value of 25.492 with high effectiveness qualifications,and large groups get a value of 57.895 with high effectiveness qualifications. It can be concluded thatmoodle-based e-learning media is able to improve the learning outcomes of students in class VIII oddsemester of the 2024/2025 academic year at SMP Negeri 1 Ubud.
PERANAN GURU AGAMA HINDU DALAM IMPLEMENTASI AJARAN CATUR PARAMITA TERHADAP PENUMBUHKEMBANGAN KARAKTER SISWA DI SD NEGERI 5 BATUBULAN KECAMATAN SUKAWATI KABUPATEN GIANYAR Ni Wayan Ariantini; Ni Komang Sutriyanti; Ida Ayu Adi Armini
UPADHYAYA: JURNAL PENELITIAN PENDIDIKAN Vol 2 No 2 (2021): Volume 2 Nomor 2 Oktober 2021
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/up.v2i2.2662

Abstract

Ajaran Catur Paramita sangat mulia diimplementasikan menjadi pedoman yang kuat dalammenumbuhkembangkan karakter, agar siswa dapat membedakan perbuatan yang baik danburuk, kontribusi ajaran ini pun sangat dibutuhkan terutama dalam aspek menstabilkan sifatemosional siswa dengan lebih mengedepankan sikap pengendalian diri. Teori yang digunakandalam penelitian ini adalah teori peran, menurut Biddle dan Thomas serta teori Behaviorismemenurut Gagne dan Berliner Teknik penentuan informan yang peneliti gunakan adalah teknikpurposive sampling. Metode pengumpulan data yang digunakan adalah hasil observasipartisipasi pasif, wawancara terstruktur, studi dokumentasi dan studi pustaka. Berdasarkanobservasi dan hasil wawancara bersama informan, hasil penelitian menunjukkan Peranan guruagama Hindu dalam pengimplementasikan ajaran Catur Paramita terhadappenumbuhkembangan karakter siswa di SD Negeri 5 Batubulan Kecamatan SukawatiKabupaten Gianyar adalah (1) transformer dalam implementasi ajaran Catur Paramita yangmemberikan pemahaman tentang ajaran Maitri, Karuna, Mudita, dan Upeksa, (2) modelingdalam implementasi ajarana Catur Paramita, (3) pengawas dalam implementasi ajaran CaturParamita dan (4) evaluator dalam implementasi ajaran Catur Paramita. Kendala yang dihadapioleh guru agama Hindu dalam mengimplementasikan ajaran Catur Paramita terhadappenumbuhkembangan karakter siswa di SD Negeri 5 Batubulan Kecamatan SukawatiKabupaten Gianyar berasal dari (1) kendala internal yaitu faktor bawaan, faktor emosional, danfaktor minat. (2) Kendala eksternal yaitu lingkungan keluarga, lingkungan sekolah, lingkunganmasyarakat, dan media massa. Upaya-upaya yang dilakukan oleh guru agama Hindu untukmengatasi kendala dalam mengimplementasikan ajaran Catur Paramita terhadappenumbuhkembangan karakter siswa di SD Negeri 5 Batubulan Kecamatan SukawatiKabupaten Gianyar adalah (1) Memberi pemahaman tentang ajaran Catur Paramita, (2)Optimalisasi aktivitas ajaran Catur Paramita dan (3) Menjalin Komunikasi yang Harmonisdengan orang tua dan siswa.
PERANAN GURU AGAMA HINDU DALAM IMPLEMENTASI AJARAN CATUR PARAMITA TERHADAP PENUMBUHKEMBANGAN KARAKTER SISWA DI SD NEGERI 5 BATUBULAN KECAMATAN SUKAWATI KABUPATEN GIANYAR Ni Wayan Ariantini; Ni Komang Sutriyanti; Ida Ayu Adi Armini
UPADHYAYA: JURNAL PENELITIAN PENDIDIKAN Vol 2 No 2 (2021): Volume 2 Nomor 2 Oktober 2021
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/up.v2i2.2664

Abstract

Ajaran Catur Paramita sangat mulia diimplementasikan menjadi pedoman yang kuat dalammenumbuhkembangkan karakter, agar siswa dapat membedakan perbuatan yang baik danburuk, kontribusi ajaran ini pun sangat dibutuhkan terutama dalam aspek menstabilkan sifatemosional siswa dengan lebih mengedepankan sikap pengendalian diri. Teori yang digunakandalam penelitian ini adalah teori peran, menurut Biddle dan Thomas serta teori Behaviorismemenurut Gagne dan Berliner Teknik penentuan informan yang peneliti gunakan adalah teknikpurposive sampling. Metode pengumpulan data yang digunakan adalah hasil observasipartisipasi pasif, wawancara terstruktur, studi dokumentasi dan studi pustaka. Berdasarkanobservasi dan hasil wawancara bersama informan, hasil penelitian menunjukkan Peranan guruagama Hindu dalam pengimplementasikan ajaran Catur Paramita terhadappenumbuhkembangan karakter siswa di SD Negeri 5 Batubulan Kecamatan SukawatiKabupaten Gianyar adalah (1) transformer dalam implementasi ajaran Catur Paramita yangmemberikan pemahaman tentang ajaran Maitri, Karuna, Mudita, dan Upeksa, (2) modelingdalam implementasi ajarana Catur Paramita, (3) pengawas dalam implementasi ajaran CaturParamita dan (4) evaluator dalam implementasi ajaran Catur Paramita. Kendala yang dihadapioleh guru agama Hindu dalam mengimplementasikan ajaran Catur Paramita terhadappenumbuhkembangan karakter siswa di SD Negeri 5 Batubulan Kecamatan SukawatiKabupaten Gianyar berasal dari (1) kendala internal yaitu faktor bawaan, faktor emosional, danfaktor minat. (2) Kendala eksternal yaitu lingkungan keluarga, lingkungan sekolah, lingkunganmasyarakat, dan media massa. Upaya-upaya yang dilakukan oleh guru agama Hindu untukmengatasi kendala dalam mengimplementasikan ajaran Catur Paramita terhadappenumbuhkembangan karakter siswa di SD Negeri 5 Batubulan Kecamatan SukawatiKabupaten Gianyar adalah (1) Memberi pemahaman tentang ajaran Catur Paramita, (2)Optimalisasi aktivitas ajaran Catur Paramita dan (3) Menjalin Komunikasi yang Harmonisdengan orang tua dan siswa
THE ROLE OF TRANSFORMATION ON HINDU TEACHERS IN CHARACTER-BASED HINDU LEARNING DURING THE COVID-19 PANDEMIC THROUGH CATUR PARAMITA TEACHINGS (CASE STUDY IN SD NEGERI 5 BATUBULAN) Ni Wayan Ariantini; Ni Komang Sutriyanti; Ida Ayu Adi Armini
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 6 No 2 (2022)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v6i2.866

Abstract

This paper aimed to describe and explore the role of Hindu teachers in character education and transforming Hindu education through the teachings of Catur Paramita in Elementary Schools in shaping the character of students, in order to obtain the next generation of the nation with morals and noble character. The results showed that first, the role transformation of Hindu religion teachers in character-based Hindu learning in the post-Covid-19 pandemic through the teachings of Catur Paramita (Study of Case: SD Negeri 5 Batubulan) namely: the role transformation of Hindu religion teacher through the teachings of Maitri, Karuna, Mudita and Upeksa, the transformation of Hindu religion teacher as a model, and the role transformation of the Hindu religion teacher as an evaluator. Second, the obstacles faced by Hindu teachers come from: internal constraints, namely innate factors, emotional factors, and interest factors as well as external constraints, namely the family environment, school environment, society environment, and mass media. Third, the efforts the efforts that can be done are: providing an understanding in teachings about Catur Paramita, Optimizing the teaching activities of Catur Paramita and astablishing a good communication with parents and students.
MEMBANGUN EKOSISTEM PENDIDIKAN HOLISTIK MELALUI KOLABORASI GURU LINTAS MATA PELAJARAN DI SD SARASWATI 6 DENPASAR  Made Mardika; Ni Komang Sutriyanti; I Gede Nanda Jaya Pratama; I Putu Gede Wahyu Hermawan
Adi Widya: Jurnal Pendidikan Dasar Vol 10 No 1 (2025): Adi Widya: Jurnal Pendidikan Dasar
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/aw.v10i1.5602

Abstract

Sekolah merupakan tempat yang strategis untuk menumbuhkan potensi generasi bangsa. Setiap siswa ibarat benih yang memiliki potensi untuk tumbuh menjadi pribadi unggul dan berkarakter. Dalam mewujudkan tujuan pendidikan ini, peran guru dari berbagai mata pelajaran seperti PJOK, Bahasa, Seni Budaya, Matematika, IPAS, Agama, Teknologi dan Pancasila sangat penting dalam menciptakan ekosistem pembelajaran yang holistik. Pendidikan yang efektif tidak dapat dilakukan secara terpisah dan parsial, melainkan harus melibatkan kerja sama yang kuat antar guru, dengan kepala sekolah sebagai pemimpin yang visioner. Dengan pendekatan kolaboratif yang berpijak pada semangat Ki Hajar Dewantara dan ajaran Dharma, sekolah dapat menjadi ruang yang mendukung pertumbuhan karakter, kecerdasan, dan spiritualitas siswa. Melalui sinergi lintas mata pelajaran dan integrasi kurikulum yang relevan, siswa tidak hanya memperoleh pengetahuan akademis, tetapi juga mengembangkan keterampilan dan nilai-nilai kehidupan yang berguna di masa depan. Dalam proses ini, kepala sekolah berperan penting dalam menciptakan budaya kolaboratif yang mengoptimalkan potensi siswa secara menyeluruh. Pendekatan ini menghasilkan pendidikan yang tidak hanya fokus pada ilmu pengetahuan, tetapi juga pada pembentukan karakter yang berbudi pekerti luhur, sesuai dengan nilai-nilai Pancasila dan ajaran luhur dalam kehidupan sehari-hari.
Strategi Guru Dalam Menerapkan Pembelajaran Inkuiri Pada Mata Pelajaran IPAS Kelas IV Putri, I Gusti Agung Ayu Ika Anggitha Putri; Ni Komang Sutriyanti; I Gede Dedy Diana Putra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52274

Abstract

This study was motivated by the importance of improving the quality of Integrated Science and Social Studies (IPAS) learning in elementary schools through inquiry-based learning to develop students’ critical thinking skills. However, challenges remain, including students’ low participation and the continued dominance of lecture-based instruction. Learning outcomes are closely related to the quality of the learning process and classroom interactions.This study aimed to: (1) describe teachers’ strategies in implementing inquiry-based learning, (2) analyze the challenges faced by teachers and the efforts made to overcome them, and (3) identify the implications of inquiry-based learning in IPAS. The study was based on Lev Vygotsky’s Constructivist Theory and Jerome Bruner’s Cognitive Theory. The participants were a fourth-grade teacher and fourth-grade students at SDN 2 Tonja. Data were collected through observation, interviews, documentation, and literature study. The data were analyzed using descriptive qualitative analysis through data reduction, data presentation, and conclusion drawing.The findings showed that: (1) the implementation of inquiry-based learning consisted of three stages: planning, implementation, and evaluation; (2) the challenges included limited time, inadequate learning media, classroom management difficulties, students’ lack of confidence in expressing opinions, and differences in learning abilities. To address these issues, teachers applied effective time management, used alternative media, established classroom rules, provided motivation, and offered guidance; and (3) inquiry-based learning had positive implications, including improved learning effectiveness and enhanced students’ critical thinking skills. Keywords: inquiry-based learning, teacher strategies, critical thinking skills, IPAS, elementary school.
Co-Authors Aprinata Yasa, I Putu Wrastiya Dewa Ayu Hendrawathy Putri Giri, I Putu Agus Aryatnaya I Dewa Gede Darma Permana I Gede Dedy Diana Putra I Gede Nanda Jaya Pratama I Made Dharmawan I Made Krisna Mahardika I Made Luwih I Made Sukma Muniksu I Nyoman Alit Supandi I Putu Gede Wahyu Hermawan I Wayan Eka Santika Putra Ida Ayu Adi Armini Kadek Ari Anggarini Kadek Ari Setia Utama Putra Kurniawan, Ketut Citra Made Mardika Marsono Nanda Jaya Pratama, I Gede Ni Made Yuliani Ni Wayan Anggi Yudiantari Ni Wayan Ariantini Ni Wayan Sri Prabawati Kusuma Dewi Ni Wayan Sri Rahayu Ni Wayan Sukardi Putri, I Gusti Agung Ayu Ika Anggitha Putri Putu Pande Pinandia Eka Putri