Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Scientific Journal for Nation Building Cangkal : Jurnal Ilmu Sosial dan Humaniora
I Made Nasib Mardika
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
PENERAPAN MODEL COOPERATIVE LEARNING TIPE JIGSAW PADA MATA PELAJARAN PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI DALAM MEMBANGUN INTERAKSI SOSIAL PESERTA DIDIK KELAS VIII DI SMP NEGERI 8 DENPASAR Ni Kadek Sri Diantari; Ni Made Muliani; I Made Nasib Mardika
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 2 No. 1 (2026): Mei - Oktober 2026
Publisher : Yayasan Pendidikan Literasi Borneo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the implementation of the Jigsaw-type Cooperative Learning model in Hindu Religious Education and Character Education classes to foster social interaction among eighth-grade students at SMP Negeri 8 Denpasar. The study employed a qualitative descriptive research design. Data were collected through classroom observations, in-depth interviews, and documentation. The research participants consisted of Hindu Religious Education teachers, eighth-grade students, and relevant school stakeholders involved in the learning process. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the Jigsaw model was carried out through the formation of home groups and expert groups, collaborative discussions, peer teaching activities, and learning evaluation. The model enhanced students’ active participation, individual responsibility, and engagement during classroom activities. Social interactions developed predominantly in associative forms, including cooperation, accommodation, assimilation, and acculturation, while dissociative interactions such as competition and contravention appeared at a low level and remained constructive. The study concludes that the Jigsaw Cooperative Learning model is effective in fostering positive social interaction, communication skills, collaborative learning experiences, and meaningful participation in Hindu Religious Education and Character Education classes.
Implementasi Pendekatan Deep Learning Pada Pembelajaran Pendidikan Agama Hindu dan Budi Pekerti di SMA Dwijendra Denpasar Ni Komang Wiwin Nurhayati; I Nyoman Alit Supandi; I Made Nasib Mardika
Scientific Journal for Nation Building Vol. 2 No. 1 (2026): Scientific Journal for Nation Building
Publisher : Yayasan Nanggroe Aceh Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66155/xxxf3n87

Abstract

The Importance of Implementing the Deep Learning Approach in Hindu Religious Education and Character Education at Dwijendra High School in Denpasar. This study aims to analyze the implementation of the Deep Learning approach in Hindu Religious Education and Character Education at Dwijendra High School in Denpasar, identify supporting factors and challenges encountered, and determine the impact of its implementation on students’ understanding. This study employs a qualitative approach using a descriptive phenomenological research design. Data were collected through observation, interviews, documentation, and literature review. The research informants consisted of Hindu Religious Education and Character Education teachers, students at Dwijendra High School in Denpasar, as well as the Principal or Vice Principal in charge of the curriculum. The study utilized two theories: Constructivism and Deep Learning Theory. Data analysis was conducted through data reduction, data presentation, and drawing conclusions, with data validation achieved through triangulation of sources and techniques. The research findings indicate that the implementation of the Deep Learning Approach proceeded smoothly through the planning, implementation, and conclusion phases, supported by adequate facilities, the teacher’s role as a facilitator, and the use of a variety of interactive teaching methods. Despite facing challenges such as teacher adaptation and student perceptions, this approach has proven to have a positive impact on students’ understanding, motivation, learning outcomes, and ability to relate the material to daily life, as well as demonstrate an understanding of Hindu values. This approach is capable of creating learning that is more meaningful, joyful, and mindful.
Co-Authors I Nyoman Alit Supandi Ni Kadek Sri Diantari Ni Komang Wiwin Nurhayati Ni Made Muliani