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All Journal Jurnal Penjaminan Mutu Adi Widya: Jurnal Pendidikan Dasar
Selasih, Ni Nengah
Institut Hindu Dharma Negeri Denpasar
Education Social Sciences

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PERANAN SENTRAL GURU AGAMA HINDU DALAM PENCAPAIAN TUJUAN PENDIDIKAN NASIONAL DI INDONESIA DAN PEMBANGUNAN KARAKTER BANGSA YANG BERAKHLAK MULIA, JUJUR, TERAMPIL, BERHATI SUCI DAN BERSIH LAHIR BATIN Selasih, Ni Nengah
Jurnal Penjaminan Mutu Vol 1, No 1: Pebruari 2015
Publisher : LPM IHDN Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (468.812 KB) | DOI: 10.25078/jpm.v1i1.39

Abstract

The teachers of Hindu religion classes play central role in the effort to reach the goal of the national education as well as to build the characters that include honesty, skillfullness, clean and good-heartedness, as described in the national standard of education regulation No 20/2003 in which it states that the curriculum has to provide religious education (Pasal 37 UU Sisdiknas). The government attention to the education is implemented too by the issue of the Regulation on Teachers and Lecturers which states that teachers are professional educators with main duty to educate, teach, guide, train, and evaluate the students in the formal elementary, secondary, and high schools (UU RI No. 14/2005) Purwanto (2004:10).Education is the intentional enlightening from the adult to the younger ones in relation to their development in order to make them useful for themselves and in the society“The Indonesian national education systemas stated in UU No.2/1989 Bab, II, pasal 4,  states that the goal of the education is to develop a complete Indonesia people who are religious, good in their characters, have good knowledge and skills, healthy physically and mentally, independent, responsible for the society and nation. In line with that, the Hindu teachers should refer to the Vedic teachings and consider the physical, psychological, and social environments of study, the life as students (Sisya/Brahmacari), their roles (Acarya), the curriculum, the mteaching methods, as well as the goal of the education. These all should be centered on teaching with the emphasis on directing and motivating to reach the character buildingfacilitating that through learning experience helping to develop attitudes, values, and self adaptation At schools teachers should commit themselves to be 1) role models, 2) inspirators, 3) motivators, 4) regulator, 5) evaluator besides having good vision. Without these all, the goal of education will fail.
KAITAN PENDIDIKAN DAN KEPRIBADIAN MANUSIA DALAM MENCAPAI TUJUAN PENDIDIKAN NASIONAL Selasih, Ni Nengah
Jurnal Penjaminan Mutu Vol 2, No 1: Pebruari 2016
Publisher : LPM IHDN Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (551.614 KB) | DOI: 10.25078/jpm.v2i1.63

Abstract

Human nature,  in terms of education, according Lengeveld is educabile animal, namely being able to be educated; educandum animal, the creature must be educated; education homo, that being on the side can and should be educated can and should educate. The role of education in fostering personality summed up in the goals of education derived or determined by the principle of ontological view and axiologis. Man is the subject, as well as objects of education. Cultured adult human is the subject of education in the sense of responsible education. Human undertaking to foster the commuity, preserve the natural environment together, primarily responsible for the dignity of humanity.Based on the analysis of the structure of the human soul and personality, the human behavior is determined by the source and the id, ego, and superego.  Therefore, compulsory education is deepened to better understand of human behavior or character. In particular, for educational purposes, to understand human nature, personality, means to understand individual interests, aspirations, potentials, and personal identity, and are fundamental to the effectiveness of the educatonal process, an obligation also to respect the dignity, personality, and uniqueness of a person in order to self-realization.Science of life for science education is a very valueble complementation. Pedagogic without the same life science with practice without theory. Education without understanding the human means to build something without knowing for what, how, and why people are educated. Without an understanding of the people, the unique nature of the individual, and the potential that it will be fostered, then education would be misdirected. Even without the good sense, then education would rape human nature.
KURIKULUM PENDIDIKAN DASAR ANTARA HARAPAN DAN KENYATAAN Selasih, Ni Nengah
Adi Widya: Jurnal Pendidikan Dasar Vol 1, No 1 (2016)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (41.789 KB)

Abstract

Kurikulum pendidikan dasar antara harapan dan kenyataan, yakni suatu harapan tercapainya Tujuan Pendidikan Nasional. Namun, kenyataan yang terjadi adalah perkembangan dan perubahan yang terjadi dalam kehidupan bermasyarakat, berbangsa, dan bernegara di dalam negeri dan isu-isu mutakhir dari luar negeri yang dapat mempengaruhi kehidupan masyarakat dan bangsa Indonesia merupakan hal-hal yang harus segera ditanggapi dan dipertimbangkan dalam penyusunan kurikulum baru pada setiap jenjang pendidikan. Apalagi pendidikan dasar merupakan cikal bakal untuk menuju ke pendidikan yang lebih tinggi, sehingga diperlukan kurikulum sebagai pedoman dalam melaksanakan pendidikan.Beberapa hal yang melatarbelakangi penyusunan kurikulum baru, yakni adanya peraturan perundang-undangan yang baru telah membawa implikasi terhadap paradigma pengembangan kurikulum pendidikan dasar dan menengah antara lain pembaharuan dan divensifikasi kurikulum, serta pembagian kewenangan pengembangan kurikulum. Perkembangan dan perubahan global dalam berbagai aspek kehidupan yang datang begitu cepat telah menjadi tantangan nasional dan menuntut perhatian segera dan serius. Kondisi masa sekarang dan kecenderungan di masa yang akan datang perlu dipersiapkan generasi muda termasuk peserta didik yang memiliki kompetensi yang multidimensional.Pengembangan kurikulum harus dapat mengantisipasi persoalan-persoalan yang mempunyai kemungkinan besar sudah dan/atau akan terjadi. Kurikulum yang dibutuhkan di masa depan adalah kurikulum yang mampu memberikan keterampilan dan keahlian bertahan hidup dalam perubahan, pertentangan, ketidakmenentuan, ketidakpastian, dan kesulitan dalam kehidupan. Oleh karena itu, kurikulum secara berkelanjutan disempurnakan untuk meningkatkan mutu pendidikan secara nasional. Penyempurnaan kurikulum dilakukan secara responsif terhadap penerapan hak asasi manusia, kehidupan demokratis, persatuan, dan kesatuan, kepastian hukum, kehidupan beragama dan ketahanan budaya, pembangunan daerah, perkembangan ilmu pengetahuan dan teknologi informasi, serta pengelolaan lingkungan.
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