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All Journal Jurnal Sosiologi Agama Indonesia (JSAI) Jurnal Penelitian Agama Hindu
Suandewa, I Gusti Lanang Agung
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Religion Arts Humanities Education Social Sciences

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Implementasi Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Hindu dan Budi Pekerti Pada Jenjang SMP di Kabupaten Bangli Sutriyanti, Ni Komang; Luwih, I Made; Suandewa, I Gusti Lanang Agung
Jurnal Penelitian Agama Hindu Vol 8 No 2 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/jpah.v8i2.2857

Abstract

Education is one aspect of life that receives extra attention for the progress of a nation. Indonesia is no exception, which is currently still making great efforts to improve the quality of its education. One of the efforts that has been made by Indonesian people is to implement a new curriculum called Merdeka Curriculum. However, as long as its existence, there were still many schools and teachers who need guidelines to implement it optimally. Based on these problems, it was very appropriate to conduct a study with the title Implementation of the Independent Curriculum in Learning Hindu Religious Education and Ethics at the Junior High School level in Bangli Regency. The aim of this research was to describe the implementation of Merdeka Curriculum in the learning planning stage, learning implementation stage, and learning evaluation stage. Through qualitative research methods with a descriptive naturalistic approach. The results of the research showed that, firstly, at the learning planning stage, the form of implementation of the Merdeka curriculum is carried out in several ways, including: 1) Holistic deepening of Merdeka curriculum, 2) Selection of the independent option to change as a reference for Merdeka curriculum, 3) Preparation of teaching modules based on Merdeka curriculum , 4) Preparing a variety of teaching materials, 5) Preparing a variety of learning media, and 6) Designing formative and summative assessments. Second, at the learning implementation stage, the implementation of Merdeka Curriculum is carried out in several ways, including: 1) Providing initial diagnostic assessments to determine student diversity, 2) Implementing differentiated learning, 3) Applying the Project Based Learning (PjBL) learning model, and 4) Application of Problem Based Learning (PBL) and Discovery Learning (DL) learning models. And thirdly, at the learning evaluation stage, the form of implementation of the Merdeka curriculum is carried out by implementing a combination of formative and summative assessments.
Hypno-NLP in Hindu Theological Education: Institutional Rationale, Cultural Adaptation, and Stakeholder Perceptions in Bali Suandewa, I Gusti Lanang Agung; Ananda, I Nyoman; Wiguna, I Made Arsa
Jurnal Sosiologi Agama Indonesia (JSAI) Vol. 7 No. 2 (2026)
Publisher : Program Studi Sosiologi Agama Fakultas Ushuluddin dan Filsafat, Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jsai.v7i2.10230

Abstract

Little is known about how scientifically contested psychological approaches are incorporated into Hindu theological education. This study examines the institutional rationale for integrating Hypno-Neuro-Linguistic Programming (Hypno-NLP) into the Level 1 Hindu Theology Course at Pinandita Sanggraha Nusantara, Bali Regional Coordinating Unit (PSN Korwil Bali), its instructional and cultural adaptation, and stakeholders’ perceptions of its implications for religious authority, communication, and the internalization of Hindu values. A qualitative single-case study was conducted using semi-structured interviews with eight informants: one institutional leader, one instructor, four participants serving as Pamangku (Balinese Hindu ritual officiants), and two recipients of their religious services. The data also included four audiovisual course recordings totaling approximately seven hours and forty minutes and relevant institutional documents. The materials were analyzed thematically by comparing institutional, instructional, participant, community, observational, and documentary sources. The institution introduced Hypno-NLP to complement theological and ritual instruction with communication-oriented material. The course combined conceptual explanation, pre-talk, demonstrations, exercises, discussion, and reflection, adapted through Indonesian and Balinese, respectful forms of address, and examples from Hindu ritual contexts. Participants perceived selected elements as relevant to calmness, confidence, communicative flexibility, and interaction with devotees, while two service recipients positively described preliminary dialogue, ritual explanation, and religious advice. Religious communication was the most consistently perceived area of relevance; evidence concerning religious authority and value internalization remained limited and subjective. The findings do not establish causal, clinical, spiritual, or community-wide effects. They support a cautious distinction between generally applicable communication practices and contested claims concerning NLP, anchoring, and subconscious programming.
Co-Authors I Nyoman Ananda Luwih, I Made Ni Komang Sutriyanti Wiguna, I Made Arsa