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All Journal Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Sevanam: Jurnal Pengabdian Masyarakat Japam
Ni Ketut Srie Kusuma Wardhani
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Implementasi Pembelajaran Kontekstual Pada Era New Normal Berbasis Pendidikan Tri Hita Karana di Desa Medewi Kecamatan Pekutatan Kabupaten Jembrana Wiguna, I Made Arsa; Ni Ketut Srie Kusuma Wardhani; Ni Wayan Sariani Binawati; I Ketut Tanu; I Made Redana
Sevanam: Jurnal Pengabdian Masyarakat Vol 1 No 2 (2022): September
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/sevanam.v1i2.1012

Abstract

The program of community service activity carried out by the Master Dharma Acarya (Hindu Education) in Medewi Village, Jembrana is the application of three obligations in higher education or called tri dharma. This program is based on several reasons. First, the obligation of higher education institutions, including lecturers and students, as a knowledge practices. Second, education and society have a strong relationship and influence each other. Third, education should be culture-based and oriented, so that the values ​​that exist in society need to be strengthened. Fourth, this community service is also a mandate from Hindu literature, that jnana yadnya is the main yadnya. The theme of this service is the application of contextual learning in the new normal era based on Tri Hita Karana. Theoretically and practically, this service activity refers to the concept of community-oriented contextual learning which includes seven things, namely: (1) meaningfulness and usefulness; (2) Utilization of the environment in learning; (3) Integrated learning materials in daily life; (4) The problems raised in the learning are in accordance with the needs; (5) Emphasis on participatory learning; (6) Fostering cooperation; and (7) Fostering independence. The reinforcement is in understanding, interpreting and using Tri Hita Karana in life. Theoretically, service participants who are members of the community are able to interpret the Tri Hita Karana philosophy and relate it to their daily religious life. Practically, participants are equipped to take advantage of the potential that exists in the surrounding environment to support or improve the quality of their health and life through the practice of processing medicinal plants sourced from Hindu literature such as Lontar Usadha Taru Pramana and herbal medicine practitioners who are also members of this community service team.
Penerapan Model Problem Based Learning pada Pembelajaran Pendidikan Agama Hindu dalam Penguatan Karakter Disiplin dan Aktivitas Belajar Siswa Kelas V UPT SD Negeri 1 Amparita Kabupaten Sidenreng Rappang Sulawesi Selatan Asman L; Ni Ketut Srie Kusuma Wardhani; Ni Wayan Sariani Binawati
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.v5i1.4532

Abstract

Proses pembelajaran Agama Hindu di kelas V UPT SD Negeri 1 Amparita masih menerapkanmetode pembelajaran konvensional dan belum bervariasi, sehingga melemahkan karakter disiplin dankeaktifan siswa dalam belajar. Pembelajaran masih terpaku kepada buku teks yaitu hanya hafalankonsep-konsep saja. Proses pembelajaran belum mengorientasikan siswa pada masalah yang riil,kegiatan belajar belum dilaksanakan secara berkelompok sehingga tidak mengarahkan aktivitas untukbekerjasama sehingga belum mencerminkan aktivitas belajar yang berpusat pada peserta didik. Salahsatu hal untuk mengantisipasi permasalahan tersebut adalah dengan menerapkan model pembelajaranyang inovatif seperti model pembelajaran problem based learning. Berdasarkan analisis dataditemukan bahwa terjadi penguatan karakter disiplin dan aktivitas belajar siswa kelas V denganmelihat (1) faktor yang menjadi alasan pentingnya penerapan problem based learning padapembelajaran agama Hindu dalam penguatan karakter disiplin dan aktivitas belajar; (2) prosespenerapan model problem based learning pada pembelajaran Pendidikan Agama Hindu dalampenguatan karakter disiplin dan aktivitas belajar; (3) kendala yang dihadapi guru dalam menerapkanmodel problem based learning pada pembelajaran Pendidikan Agama Hindu dalam penguatankarakter disiplin dan aktivitas belajar siswa
RELIGIOUS PLURALITY AT PUJA MANDALA NUSA DUA BALI BUALU TRADITIONAL VILLAGE, BENOA URBAN VILLAGE, SOUTH KUTA DISTRICT Mancapara, I Gede Pasek; I Nengah Duija; Ni Ketut Srie Kusuma Wardhani
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 8 No 1 (2024)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v8i1.3383

Abstract

This research examines the religious plurality that occurs at Puja Mandala Nusa Dua Bali with a problem formulation; (1) Why does the practice of religious plurality emerge in Puja Mandala Nusa Dua Bali, (2) What is the process of religious plurality in Puja Mandala Nusa Dua Bali, (3) What are the implications of religious plurality in Puja Mandala Nusa Dua Bali. The theories used are Weber's social action theory, Bourdieu's social practice theory, Blau's exchange theory, and Parson's structural functionalism theory. This type of qualitative research uses a phenomenological approach. The research results show that the emergence of religious plurality in Puja Mandala is due to; (1) Historical Factors of Religious Harmony in Bali, (2) Factors of creative actors, (3) Motive and Goal Factor, (4) Imaginary Idea of Harmony Factor. The practice of religious plurality that occurs at Puja Mandala includes; (1) there is online or interpersonal social interaction, 2) there is PAUB/ Inter-Religious Association, (3) there is intrinsic and extrinsic social exchange (4) there are values used in individual and group activities. The implications of religious plurality in Puja Mandala Nusa Dua Bali are in the form of; (1) adaptation, (2) integration, (3) achieving goals, (4) maintaining unity motivation. The findings in this research are the existence of superstructure, infrastructure and structures, which because the realization of religious plurality at Puja Mandala
INTEGRATING ENVIRONMENTAL EDUCATION FOR HIGH SCHOOLS IN BALI BASED ON TRI HITA KARANA CONCEPT Ni Ketut Srie Kusuma Wardhani; Gst. A.A. Riesa Mahendradhani
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 8 No 2 (2024)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v8i2.4056

Abstract

The right to a healthy environment is fundamental for every Indonesian citizen, yet environmental challenges persist. Addressing these issues is not solely the government's responsibility; educational institutions also play a vital role. Schools must nurture future generations with the knowledge, skills, and ethics needed to promote sustainability. The government’s strategy to raise environmental awareness includes integrating environmental education into curricula. This education aims to develop individuals who can actively contribute to environmental protection for both present and future generations. A suitable model for this integration is education based on the values of Tri Hita Karana (THK). THK emphasizes (1) nature preservation, (2) maintaining a healthy school environment, (3) ensuring school cleanliness, and (4) nurturing plant life. By embedding these values into education, schools can enhance students' awareness of environmental protection and empower them to contribute actively to sustainability efforts.
THE ACTUALISATION OF RĀMĀYAṆA'S ASTA BRATA LEADERSHIP TEACHINGS IN EDUCATION AND THE GLOBALIZATION ERA Ni Ketut Srie Kusuma Wardhani; Gusti Ayu Agung Riesa Mahedradhani
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 9 No 1 (2025)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v9i1.4848

Abstract

The Ramayana, a revered Hindu epic, offers profound insights into leadership through its Asta Brata principles. These principles, rooted in moral and spiritual values, outline essential qualities for effective leadership. Sri Rama, depicted as an avatar of Vishnu and an exemplary leader, embodies virtues such as truth, righteousness, humility, and courage. Asta Brata emphasizes key aspects of leadership. Economic empowerment ensures leaders promote the material well-being of their followers while maintaining fairness and justice. Empathetic leadership encourages seeing followers as cultured individuals deserving spiritual fulfillment, not just subordinates. Steadfastness (Bayu Brata) in principles and empathy towards followers' struggles are crucial. Knowledge excellence (Casi Brata) stresses leaders' need for superior understanding to guide communities effectively. Inspirational motivation (Agni Brata) ignites dedication among followers towards collective goals. In today's globalized world, these teachings remain relevant. They provide a timeless framework for ethical leadership in education and organizational management. Integrating Asta Brata principles enables leaders to foster societal progress while preserving moral and spiritual values amidst technological advancements. Overall, Asta Brata from the Ramayana guides leadership excellence with integrity and wisdom. It serves as a beacon for navigating contemporary challenges, contributing to holistic community and national development. Thus, embracing these principles ensures leaders not only lead effectively but also inspire and empower others towards collective prosperity and well-being.
Co-Authors Asman L Gst. A.A. Riesa Mahendradhani Gusti Ayu Agung Riesa Mahedradhani I Ketut Tanu I Made Redana I Nengah Duija Mancapara, I Gede Pasek Ni Wayan Sariani Binawati Wiguna, I Made Arsa