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All Journal Jurnal Pengabdian kepada Masyarakat Nusantara Upadhyaya : Jurnal Pendidikan
I Gede Garbha Putra
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Implementasi Metode Time Token dalam Pembelajaran Agama Hindu di SD N 3 Pucaksari I Putu Aditya Perdana; I Nengah Lestawi; I Gede Garbha Putra
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 7 No. 2 (2026): Edisi Mei - Agustus
Publisher : Lembaga Dongan Dosen

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Abstract

Rendahnya partisipasi dan motivasi belajar siswa dalam pembelajaran Pendidikan Agama Hindu menjadi permasalahan utama di SD Negeri 3 Pucaksari, Kabupaten Buleleng. Proses pembelajaran masih didominasi guru, sementara hanya sebagian kecil siswa yang aktif berdiskusi sehingga kesempatan berbicara belum merata. Kegiatan pengabdian kepada masyarakat ini bertujuan mengoptimalkan pembelajaran Pendidikan Agama Hindu melalui penerapan metode Time Token untuk meningkatkan keterlibatan siswa. Metode pelaksanaan menggunakan pendekatan partisipatif yang meliputi tahap koordinasi dengan mitra, sosialisasi metode, pelatihan penggunaan kartu berbicara (time token), pendampingan implementasi pembelajaran di kelas, serta evaluasi melalui observasi dan pengukuran sebelum dan sesudah kegiatan. Sasaran kegiatan adalah 25 siswa kelas V SD Negeri 3 Pucaksari. Hasil kegiatan menunjukkan peningkatan yang nyata pada partisipasi siswa, ditunjukkan oleh peningkatan keberanian mengajukan pertanyaan dari 12% menjadi 84%, kemampuan menjawab pertanyaan guru dari 20% menjadi 88%, serta sikap menghargai pendapat teman dari 40% menjadi 92%. Selain itu, pembelajaran menjadi lebih aktif, demokratis, dan inklusif karena seluruh siswa memperoleh kesempatan berbicara secara seimbang. Dengan demikian, implementasi metode Time Token terbukti menjadi solusi yang efektif untuk meningkatkan keterlibatan siswa dalam pembelajaran Pendidikan Agama Hindu serta mendukung terciptanya proses pembelajaran yang lebih partisipatif di sekolah dasar.
STRATEGY FOR STRENGTHENING CHARACTER EDUCATION IN FORMING AN ATTITUDE OF RELIGIOUS MODERATION KILAT PASRAMAN STUDENTS BANUROJA VILLAGE-GORONTALO: Strengthening Strategy, Character Education, Religious Moderation I Made Sulastra Sulastra; I Made Wiguna Yasa; I Gede Garbha Putra
UPADHYAYA: JURNAL PENELITIAN PENDIDIKAN Vol 5 No 1 (2024): Bahasa Indonesia
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/up.v5i1.2764

Abstract

Religious moderation character education must start early, especially in heterogeneous areas or communities such as in Gorontalo Province. Religious moderation character education is carried out through three domains, namely education in the family, education in schools, and education in the community. Community support in Hindu religious education is through the provision of non-formal education in the form of pasraman. The purpose of this research is to find out the form of strategies to strengthen character education in forming an attitude of religious moderation, knowing the constraints and efforts and understanding the implications. This research method uses a type of qualitative research. This research was conducted at the Kilat Pasraman, Banuroja Village. Data collection techniques were obtained from observation, interviews, literature studies and document studies. Based on the results of this study, a strategy for strengthening character education in forming an attitude of religious moderation at the Kilat Village Islamic Boarding School in Banuroja Village is carried out by means of lesson planning, learning materials and learning implementation. Constraints include management of time allocation, distance to be covered and also learning facilities. Efforts made to overcome these obstacles apply a personal approach to optimize learning time, provide time flexibility for students, make use of the facilities and infrastructure they have. Implementation of the character of religious moderation through respect and appreciation, acceptance of differences and tolerance, helping, willing to share, polite, and humble. Implementation in learning is done with the lecture method, question and answer and practice is done with skills training.
PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL DALAM MATA PELAJARAN PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI PADA SISWA KELAS XI DI SMA NEGERI 7 DENPASAR Ni Luh Putu Riskayanti; I Nengah Karsana; I Gede Garbha Putra
UPADHYAYA: JURNAL PENELITIAN PENDIDIKAN Vol 4 No 2 (2023): Volume 4 Nomor 2 Oktober 2023
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/up.v4i2.2784

Abstract

The learning of Hindu Religion and Moral Education which has a tendency only leads to memorization efforts and is not based on experience, can cause the knowledge gained to be easily lost from students' memories. So that students will be smart theoretically without any application and practice in life. The purpose of this research is to identify the forms of contextual learning models, the supporting and inhibiting factors, as well as the implications for students and teachers. The theories used are: (1) Constructivism Theory from Jean Piaget and Lev Vygotsky, (2) Humanism Theory from Abraham Maslow, and (3) Stimulus Response Theory from Edward Lee Thorndike. This type of research is qualitative with a phenomenological approach. Data collection uses techniques or methods of observation, interviews, documentation, and literature. The results of the study show (1) there are 3 forms of contextual models, namely, the planning stage, the implementation stage, and the evaluative stage. (2) Supporting factors: student enthusiasm in learning, adequate facilities, teachers who master the material. Inhibiting factors: inadequate teacher preparation, students not interested in following lessons, lack of learning media. (3) Implications for students: growing student character, being able to understand subject matter and being able to implement it in everyday life, increasing critical and creative thinking skills. The implication for Hindu Religious Education Teachers is being able to provide meaningful subject matter because of the process of linking the material to students' lives.
The Eksistensi Yayasan Widya Ganesha Kadiri dalam Pembinaan Pasraman-Pasraman di Kabupaten Kediri Jawa Timur: Eksistensi Yayasan Widya Ganesha Kadiri dalam Pembinaan Pasraman-Pasraman di Kabupaten Kediri Jawa Timur Widya Ayu Candra Candra; I Made Wirahadi Kusuma; I Gede Garbha Putra
UPADHYAYA: JURNAL PENELITIAN PENDIDIKAN Vol 5 No 2 (2024): Vol.5 No.2 Oktober 2024
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/up.v5i2.2849

Abstract

Religious education is a pillar in improving the quality of religious knowledge. In Hinduism, Religious Education functions to increase sradha and brahmacari bhakti to Ida Sang Hyang Widhi. Hindu Religious Education Institutions in formal and non-formal channels are pasraman. Kediri Regency is one of the regencies in East Java Province which has 13 non-formal boarding schools. Based on a decree issued by Parisada Hindu Dharma Indonesia (PHDI) Kediri Regency, the Pasramans are under the auspices of a foundation called the Widya Ganesha Kadiri Foundation. Before the pasraman came under the auspices of the foundation, the pasraman had experienced a vacuum caused by a lack of orderly management, a lack of teaching staff, inconsistencies in the presence of brahmacari, a lack of facilities and infrastructure, and the Covid-19 pandemic. After the pasraman was sheltered by the foundation, stretching activities for the revival of the pasraman began. The foundation seeks to help revive the pasramans through coaching. This study aims to find out what forms of coaching are carried out by foundations, what are the obstacles and efforts in implementing coaching, as well as the impact of coaching carried out by foundations. The theory used in this research is Structural Functional Theory, Constructivism Theory, and Motivation Theory. The results of the research show that the form of foundation coaching for pasramans is realized through the implementation of work programs. There are seven types of foundation work programs, five of which have been implemented, while the other two are still in the process of being implemented. There were obstacles in the implementation of work programs which resulted in several work programs not being implemented. The foundation is currently trying to overcome these obstacles so that the work program can be fully implemented. But even so, the existence of the foundation in fostering pasramans was able to have a positive impact on the generation of pasramans in Kediri Regency, East Java.
Co-Authors I Made Sulastra Sulastra I Made Wiguna Yasa I Made Wirahadi Kusuma I Nengah Karsana I Nengah Lestawi I Putu Aditya Perdana Ni Luh Putu Riskayanti Widya Ayu Candra Candra