<![CDATA[State Elementary School 11 Cakranegara implements sradha bhakti activities by Tri Sandhya, and praying every day. However, there are problems that occur during sradha bhakti activities, there are students playing around and joking during sradha bhakti activities that make student's moral attitudes doesn't good such as bullying friends, talking dirty and not obeying school rules. This study aims to analyze the role of Hindu Religious Teachers in increasing student's sradha bhakti at State Elementary School 11 Cakranegara. The research problems are; 1) The role of Hindu Religious Teachers on increasing student's sradha bhakti at State Elementary School 11 Cakranegara; 2) obstacles faced by Hindu Religious Teachers on increasing student's sradha bhakti at State Elementary School 11 Cakranegara. This research uses a descriptive qualitative method by using data collection techniques with non-participant observation, semi-structured interviews, and documentation. The findings in this study are supported by Connectionism theory and Humanistic theory. This study describes that the role of Hindu Religious Teachers in increasing student's sradha bhakti at State Elementary School 11 Cakranegara is good. Hindu Religious Teachers apply six roles of teachers, namely, 1) Teacher as a facilitator, 2) Teacher as a motivator, 3) Teacher as educator, 4) Teacher as a mentor, 5) Teacher as a teacher, 6) Teacher as a learning resource. The existence of six teacher roles that are applied makes students increase their sradha bhakti at school. The obstacles faced by Hindu Religious Teachers on students' sradha bhakti at State Elementary School 11 Cakranegara are the narrow prayer area, the lack of prayer facilities and infrastructure, and the low awareness of students about the importance of sradha bhakti activities at school.]]>
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