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All Journal Metta : Jurnal Ilmu Multidisiplin Guna Widya : Jurnal Pendidikan Hindu Upadhyaya : Jurnal Pendidikan
I Wayan Artayasa
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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AJARAN BHATARA SIWA DALAM LONTAR ANDHA BHUWANA KAJIAN PENDIDIKAN KARAKTER I Wayan Artayasa
Guna Widya: Jurnal Pendidikan Hindu Vol 8 No 1 (2021): Jurnal Guna Widya Volume 8 Nomor 1 Maret 2021
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (385.584 KB) | DOI: 10.25078/gw.v8i1.467

Abstract

Bhatara Shiva's teachings comprise various moral, ethical, and susila values. This value is exceptionally well practised and implemented in daily life. This value is included in Balinese Hindu religious texts, notably lontar texts. From ancient times to the present, the existence of lontar manuscripts to be studied and researched proceeds to expand to reveal character education values. One of the teachings of Hinduism is conveyed through stories. Character education is conveyed so that humankind is presented descriptions of knowledge, between good and bad; thus, they can choose one of those options. Both good and bad deeds have their respective consequences, which of course all religions expect that humans frequently do good things. Lontar Andha Bhuwana carries out stories regarding the teachings of Bhatara Shiva which need to be observed because they contain conversations between parents as a father (Bhatara Siwa), as a mother (Bhatara Giri Putri), and as a child (Bhatara Gana / Ganesha). This story is highly relevant as a reflection of education, primarily character education and has meaning in forming household harmony. Obligations as children devoted to their parents, be grateful for life, self-purification (pangruatan), and harmonise nature.
STRATEGI GURU PENDIDIKAN AGAMA HINDU DALAM MENGUATKAN SIKAP RELIGIUS DAN SOSIAL SISWA DI SMP WIDHYA BRATA MENGWI Ni Ketut Yuli Artini; I Made Arsa Wiguna; I Wayan Artayasa
Upadhyaya : Jurnal Penelitian Pendidikan Vol. 2 No. 1 (2021): Volume 2 Nomor 2 April 2021
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/up.v2i1.2648

Abstract

Selain cerdas dalam ilmu pengetahuan, setiap siswa juga harus memiliki etika dan moral yangbaik sesuai dengan ajaran dan norma-norma agama yang berlaku. Etika dan moral muncullahsikap religius dan sosial. Era globalisasi saat ini mengakibatkan terjadinya penyimpangan-penyimpangan khususnya pada kalangan remaja. Sehingga perlunya suatu strategi yang dapatmenguatkan sikap religius dan sosial pada setiap siswa. Peran guru terutamanya gurupendidikan Agama Hindu sangat menjadi ujung tombak dalam penguatan sikap religius dansosial siswa. Guru Pendidikan Agama Hindu diharapkan mampu untuk membimbing,memberikan motivasi dan memberikan pencerahan rohani kepada siswa agar memiliki sikapreligius dan sosial yang baik sesuai dengan norma-norma agama yang dapat diterapkan dalamkehidupan sehari-hari. Adapun beberapa sikap religius dan sosial siswa yang harus dikuatkanoleh siswa yaitu taat beribadah, jujur, disiplin, tanggung jawab, sopan dan santun, toleransi danperilaku syukur. Dalam menguatkan sikap religius dan sosial siswa adanya kendala-kendalayang dihadapi oleh guru Pendidikan Agama Hindu yaitu dari faktor internal dan faktoreksternal. Namun, dalam kendala yang dihadapi ada beberapa upaya yang dapat dilakukanuntuk menguatkan sikap religius dan sosial siswa yaitu upaya dari guru pendidikan AgamaHindu seperti memberikan motivasi dan mendorong siswa untuk melakukan sikap yang baiksesuai ajaran Agama Hindu, upaya dari siswa yaitu dengan mengikuti arahan dan tuntunan dariguru, upaya dari sekolah yaitu memantau dan memberikan dukungan yang optimal kepadasiswa, dan upaya dari komite sekolah yaitu dengan memenuhi sarana dan prasarana kegiatanpositif yang dapat menguatkan sikap religius dan sosial siswa seperti kegiatan ekstra kurikuler.
Strategi Guru Bahasa Bali Dalam Memberikan Pembelajaran Peparikan Kepada Siswa Kelas VIII SMP Negeri 1 Marga I Putu Deva Mahendra Adiputra; Gusti Nyoman Mastini; I Wayan Artayasa
Metta : Jurnal Ilmu Multidisiplin Vol. 6 No. 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/metta.v6i2.5447

Abstract

Balinese language learning in schools plays an essential role in preserving local language and strengthening Balinese cultural identity amid modern social changes. One learning material that requires special attention is peparikan, because it demands vocabulary mastery, language sensitivity, creativity, and students’ ability to arrange meaningful expressions according to Balinese literary rules. This study aims to describe the obstacles encountered in teaching peparikan to eighth-grade students of SMP Negeri 1 Marga, Marga District, Tabanan Regency, in the 2025/2026 academic year, and to explain the strategies applied by teachers to overcome these obstacles. This research employed a qualitative approach supported by Piaget’s constructivist theory, behaviorist theory, and Herzberg’s motivation theory. The data were collected from primary and secondary sources through observation, interviews, documentation, and literature study. The collected data were then analyzed descriptively through data reduction, data presentation, and conclusion drawing. The findings reveal that the obstacles in peparikan learning consist of teacher-related and student-related challenges. The teacher-related obstacles include students’ limited ability to use Balinese properly, their dependence on examples, and differences in students’ learning abilities. Meanwhile, student-related obstacles include difficulty in selecting appropriate diction and hesitation to ask questions when they do not understand the material. To address these problems, the teacher provided appreciation for students’ efforts, used relevant learning media, created opportunities for asking questions, and implemented Problem Based Learning to encourage active participation. This study concludes that successful peparikan learning depends on the teacher’s ability to build a communicative classroom atmosphere, provide gradual examples, and encourage students’ confidence in using Balinese creatively.
Co-Authors Gusti Nyoman Mastini I Made Arsa Wiguna I Putu Deva Mahendra Adiputra Ni Ketut Yuli Artini