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Ferdinandus Nanduq
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KARAKTERISTIK GURU AGAMA HINDU DALAM PENGINTEGRASIAN PENDIDIKAN MULTIKULTURAL KE DALAM STANDAR ISI PENDIDIKAN AGAMA HINDU DI SEKOLAH MENENGAH ATAS NEGERI DI KOTA DENPASAR Ferdinandus Nanduq; Nyoman Dantes Nyoman Dantes; I Made Wigunayasa I Made Wigunayasa
Guna Widya: Jurnal Pendidikan Hindu Vol 9 No 2 (2022): Jurnal Guna Widya Volume 9 Nomor 2 September 2022
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (397.528 KB) | DOI: 10.25078/gw.v9i2.875

Abstract

Guru Agama Hindu (GAH) di SMA Negeri di Kota Denpasar belum memiliki karakteristik multikultural yang memadai, sehingga belum mampu mengintegrasikan pendidikan multikultural ke dalam standar isi pendidikan Agama Hindu secara optimal. Sehingga penelitian ini bertujuan menganalisa tipe, peran, dan upaya rekonstruksi karakteristik GAH dalam pengintegrasian pendidikan multikultural ke dalam standar isi pendidikan Agama Hindu. Data dikumpulkan melalui teknik observasi non-partisipan, wawancara tidak berstruktur, dan studi dokumen, kemudian dianalisa dengan teknik etnografi model spradley. Pengumpulan dan analisa data mengacu pada teori tindakan sosial Max Weber, pilihan rasional James S. Colemen, dan pendidikan multikultural James S. Banks. Ada tiga temuan penelitian. Pertama, tindakan rasional instrumental adalah tipe karakteristik GAH. Terbentuknya peserta didik yang menyadari dan menghargai keragaman sosial, dengan memanfaatkan keragaman sosial, budaya dan praktek keberagamaan dalam masyarakat Hindu secara internal sebagai strategi (alat) mencapai tujuan, merupakan pertimbangan rasional instrumental GAH. Kedua, karakteristik GAH berperan menentukan keputusan terhadap pilihan menerima atau menolak pengintegrasian pendidikan multikultural ke dalam standar isi pendidikan Agama Hindu di SMA Negeri di Kota Denpasar. Disebut pilihan rasional karena didasarkan pada tujuan, alasan, preferensi, serta upaya optimalisasi keuntungan dan minimalisasi kerugian. GAH adalah aktor sosial yang berupaya mengoptimalkan sumber daya untuk kepentingan sosialnya. Ketiga, karakteristik GAH sangat potensial direkonstruksi melalui upaya pemberdayaan peningkatan pemahaman dan keterampilan terhadap (a) pengintegrasian konten pendidikan multikultural melalui pengembangan dokumen kurikulum (silabus dan RPP) dan materi pembelajaran Pendidikan Agama Hindu, (b) konstruksi pengetahuan, (c) pengurangan prasangka, (d) penciptaan equity pedagogy, dan (e) pemberdayaan kultur sekolah. Simpulannya, GAH di SMA Negeri di Kota Denpasar berkarakteristik tindakan rasional instrumental, yang berperan menentukan keputusan memilih atau menolak pengintegrasian pendidikan multikultural ke dalam standar isi pendidikan Agama Hindu, dan dapat direkonstruksi melalui upaya pemberdayaan peningkatan pemahaman dan keterampilan terhadap lima dimensi pendidikan multikultural.
POTENSI KULTUR SEKOLAH DALAM PENGINTEGRASIAN KONTEN PENDIDIKAN MULTIKULTURAL DI SEKOLAH MENEGAH ATAS NEGERI 3 DENPASAR Ni Wayan Yuli Lestari; Ferdinandus Nanduq; Komang Trisnadewi
Guna Widya: Jurnal Pendidikan Hindu Vol 10 No 1 (2023): Jurnal Guna Widya Volume 10 Nomor 1 Maret 2023
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Multicultural education is an education that respects the differences of various cultural groups. At SMA Negeri 3 Denpasar there are various students. Therefore, multicultural education is important to implement. This is because there are still various cases of violence and bullying that occur, especially in SMA Negeri 3 Denpasar. So it is important for schools to apply the values ​​of multicultural education to strengthen school culture. The problems discussed in this study are (1) How is the potential form of school culture in integrating multicultural education content at SMA Negeri 3 Denpasar, (2) How is the empowerment of school culture potential in integrating multicultural education content at SMA Negeri 3 Denpasar. The theory used in this research is the theory of multicultural education and the theory of social learning. Data collection methods used are non-participant observation, structured interviews, literature study and document study. The data that has been obtained were analyzed by qualitative descriptive analysis method. The results showed that (1) The potential form of school culture in integrating multicultural education content at SMA Negeri 3 Denpasar can be seen in the school climate, intellectual climate, rules and policies, traditions and routines, school organizational structure, effective partnering and character norms. (2) Empowering the potential of school culture in integrating multicultural educational content at SMA Negeri 3 Denpasar can be done by means of communication interactions, creating a clean and conducive environment, making extracurricular activities, making competition activities, providing classrooms and libraries as places for learning and reading, providing warnings or sanctions for students who violate school rules, carrying out prayers, mutual cooperation activities and providing trash bins, holding the election of the student council president and class apparatus and holding committee meetings, obeying norms and mutual respect and respect among school members.
CERITA “SAMUDRAMANTHANA” PADA STRUKTUR BANGUNAN PADMASANA DI PURA AGUNG JAGATNATHA DENPASAR (Perspektif Pendidikan Agama Hindu) Ferdinandus Nanduq; Sandika, Pande Kadek; A. A Diah Indrayani
Guna Widya: Jurnal Pendidikan Hindu Vol 11 No 1 (2024): Volume 11 Nomor 1 Maret 2024
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v11i1.2920

Abstract

The Samudramanthana story is one of the mythical stories of Hinduism recorded in several Purana books, where there are figures and symbols that have their own meaning in the process of religious life, especially in the Padmasana building at Jagatnatha Temple, Denpasar. The issues to be discussed include: (1) What is the form of the visualization of religious values in the Samudramanthana story in the Padmasana building at the Agung Jagatnatha Temple Denpasar?, (2) What are the implications of the visualization of religious values in the Samudramanthana story in the Padmasana building at the Agung Jagatnatha Temple Denpasar for education? Hindu religion?. This study aims to find out: (1) the form of visualization of religious values in the Samudramanthana story in the Padmasana building at Pura Agung Jagatnatha Denpasar, (2) The implications of the visualization of religious values in the Samudramanthana story in the Padmasana building at Pura Agung Jagatnatha Denpasar for Hindu religious education. The theory used to analyze the problem is the theory of Hermeneutics from Ricocur and the theory of Social Learning from Albert Bandura. The subject of this research is the Stakeholder/Stakeholder of Pura Agung Jagatnatha Denpasar. Data collection methods are non-participant observation, open interviews, literature studies and documentation. The data obtained were analyzed using qualitative analysis methods with reduction steps, data presentation, and drawing conclusions. The results of the study show that the form of visualization of religious values in the Samudramanthana story in the Padmasana building at the Agung Jagatnatha Denpasar Temple, namely considering that there are very many figures or symbols in the Samudramanthana story that are visualized in the Padmasana building, especially the Padmasana building at the Agung Jagatnatha Temple Denpasar. The implication of the visualization of religious values in Samudramanthana's story in the Padmasana building at Pura Agung Jagatnatha Denpasar for Hindu religious education, is to provide an overview of the conception of the three basic frameworks of Hinduism namely tattwa, morals, and ceremonies
Co-Authors A. A Diah Indrayani I Made Wigunayasa I Made Wigunayasa Komang Trisnadewi Ni Wayan Yuli Lestari Nyoman Dantes Nyoman Dantes Sandika, Pande Kadek