<![CDATA[This study aims to explore the integration of Jean Piaget's cognitive development theory into Hindu Religious Education to strengthen students' character. Employing a qualitative approach via a literature review, the study analyzes how Piaget’s stages of cognitive development sensorimotor, preoperational, concrete operational, and formal operational can be aligned with Hindu Religious Education teaching strategies to effectively internalize character values. The findings indicate that character strengthening in Hindu Religious Education requires an approach tailored to the students' cognitive development stages. At the sensorimotor stage (0–2 years), character formation occurs through habituation and religious sensory experiences; at the preoperational stage (2–7 years), the internalization of values such as Tri Kaya Parisudha and Tat Twam Asi is optimized through storytelling, role-playing, and symbolic activities; at the concrete operational stage (7–12 years), character traits such as discipline, responsibility, and social concern develop through real-world experiential learning, such as ngayah (voluntary service) and environmental preservation based on the Tri Hita Karana concept; and at the formal operational stage (12 years and older), abstract thinking abilities enable students to critically reflect on the teachings of dharma, karma, and moksa through the analysis of moral dilemmas and philosophical discussions. The study concludes that a developmentally appropriate approach enables students to construct an understanding of religious values in a gradual, meaningful, and sustainable manner. Integrating Piaget's theory into Hindu Religious Education contributes significantly to shaping students who possess intellectual intelligence, moral maturity, spiritual awareness, and character aligned with Hindu values, while simultaneously addressing the challenges of moral degradation in the modern era through synergy among formal education, the family, and the community.]]>
Copyrights © 2026
