Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies, particularly focuses on the Hindu Science and Religious Studies areas as follows: 1) Religious Education, 2) Religious Letters, 3) Theology, 4) Religious Philosophy, 5) Religious Cultural, and 6) Religion Science.
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<![CDATA[Teaching Hinduism For The Blinds: A Study On Hinduism Teaching And Learning In SLB A Negeri Denpasar ]]>
<![CDATA[Agung Wijaya Mahardika, I Gusti Ngurah]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.156
<![CDATA[This paper focuses on the study conducted in SLB A Negeri Denpasar. The aim of the study was to identify the model of teaching used in teaching Hinduism to blind students in SLB A Negeri Denpasar. The study was conducted to the A program of SLB A Negeri Denpasar. The data were collected through observation, interview and document study. The result of the study showed that the teaching model used in teaching Hinduism was different than the teaching model used in normal school, viewed from the aspects of Syntax, Social System, Principle of Reaction, Support System, and instructional and nurturant effects of the model. The teaching model used was found to be a mix between the Direct Instruction Model and the Nondirective Teaching Model.]]>
<![CDATA[Hindu Theology Of Tradition Ngerebeg In Desa Adat Tegal Darmasaba Badung Bali ]]>
<![CDATA[Gunarta, I Ketut]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.151
<![CDATA[In practice Hindus in Bali are inseparable from the cultural influences that exist so that the yajña ceremony which is a daily ritual for Hindus increasingly vibrant, as well as about the tradition ngerebeg implemented in this Tegal Darmasaba Traditional Village, followed by citizens with enthusiasm In carrying out the tradition. The existence of the long-lasting ngerebeg tradition seems to be an ordinary matter, but after being examined in depth in the research of many people who do not understand the theological meaning embodied in the execution of the tradition, it is feared it will eventually cause serious problems in the course of implementation Traditional activities ngerebeg especially for Hindus in Tegal Darmasaba Traditional Village.The procession of the tradition of ngerebeg in Tegal Darmasaba Traditional Village uses several means such as: leaves, fruits, animals, fire, water and so on, led by Jro Mangku and held at Pura Dalem which is held every once a year at Wrhaspatti Pon Wuku Langkir. The process starts from the preparation (gathering and making the facilities), the peak stage by implementing the tradition of ngerebeg by surrounding the region and followed by the Hindu (customary) of Tegal Darmasaba. The meaning contained in the tradition Ngerebeg in Tegal Darmasaba Traditional Village that is 1) Theological Meanings there are the concept of worship Saguna Brahman and Nirguna Brahman, 2) Meaning of Harmonization and 3) The Meaning of Aesthetics.]]>
<![CDATA[The Empowerment Of Role Of The Family In Developing Character Of Environmental Awareness In Elementary School-Age Children ]]>
<![CDATA[Aria Prima Dewi PF, Kadek]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.157
<![CDATA[This research aims to see the empowerment process of role of the family through Waste Bank media to develop character of environmental awareness in elementary school-age children. The qualitative descriptive research methodology is used. The result of this research shows that the empowerment of role of the family in developing character of environmental awareness in elementary school-age children in State Elementary School 1 Padangsambian is determined by the role of waste bank media through intervention of school to students' parents. The initial stage of intervention activity is performed with parenting activity in school with the theme of environmental awareness. Furthermore, all forms of activities or moral actions of environmental awareness are guided by Waste Bank community. The family becomes active in the environmental awareness activity and the control process is implemented together by school and Waste Bank community.]]>
<![CDATA[Building Character And Literacy Skills Of Primary School Students Through Puppet Contemplative Sukuraga ]]>
<![CDATA[Nurasiah, Iis]]>;
<![CDATA[Azwar Uswatun, Din]]>;
<![CDATA[Rizqia Amalia, Arsyi]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.152
<![CDATA[Education is a process of enculturation, serves bequeath the values and achievements of the past to the future generations. Values and achievement that is the pride of the nation and the people make it known to other nations. In addition to bequeath, education also has a function to develop the cultural values and achievements of the past into the nation's cultural values corresponding to the life of the present and future, as well as developing new achievements into new character of the nation. Therefore, education, culture and national character is at the core of an educational process. literacy skills expected to provide supplies for children in reading, writing, and appreciating and responding to all types of communication. Creating literat generation requires a long process and means conducive. It begins with small and family environment, and are supported or developed in school, social environment, and the work environment. Puppet Sukuraga laden with enlightenment, education, reflection, invite people really keep up with both his body as a God-given mandate in accordance with the nature of their respective functions.]]>
<![CDATA[The Value Of Saemaul Undong : South Korea Community Character Booster ]]>
<![CDATA[Kim Min, Kim]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.153
<![CDATA[This research is motivated by the fact that many foreign companies are still have an orientation that a business is aimed at obtaining maximum profit by using capital as small as possible and justify any means. This is compounded by the fact that many of these companies make profits out of the occupied country without contributing towards the country. This condition triggers the urgency of the presence of the planting and preservation of good and strong character to nourish the existence of the company itself as well as the country they occupy. This study aims to reveal and define what and how the application of the teachings of Saemaul Undongas value in its implications for the development of values education. This study is designed using a qualitative approach with case study method. Data was collected by means of: observation, interview and document study. The results showed that the values of Saemaul Undongas become the spirit of good and strong character building which is basically built by the value of discipline, self-reliance and mutual cooperation. Implications of the study provides an overview to the Indonesian multi-ethnic that values the life of a powerful nation that should begin with the initial value that is the value of the next. In addition, it can be developed by the Public Education by trying to adopt and manipulate Saemaul Undongas training model for the value of diligent, independent, mutual cooperation and development in accordance with the needs of the desired value. Thus, from this article can be raised a proposition that “if countries want to move forward, then make the value in the life of the society as a reference”.]]>
<![CDATA[Interpretation Meaning of Ngaben for Krama Dadia Arya Kubontubuh Tirtha Sari Ulakan Village Karangasem District (Hindu Religious Education Perspective) ]]>
<![CDATA[Sudarsana, I Ketut]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.148
<![CDATA[ Religious activity which is conducted by Krama Dadya Arya Kubontubuh Tirtha Sari Desa Ulakan during this particular time, especially cremation ceremony or Ngaben, is not only as an obligation but also as a form of respect and devotion to parents or relatives who have died. This obligation is implemented sincerely in the form of material and spiritual sacrifice of a religious ceremony, in which its aimis to gratify the parents and ancestors respectively. This research successfully describes: 1) Ngaben which is implemented by Krama Dadya Arya Kubontubuh Tirthasari Ulakan used kebodanversion that act as Yajemana Pamucukin which is Ida Pedanda Buda while also accompanied by Ida Pedanda Siwa. The implementation of this cremation ceremony is always followed by a Nuntun Dewa Hyangceremony because Nyekah procession is been considered together in the cremation. The uniqueness of the implementation is non-performance of Ngeroras after cremation as the Hindu majority, but held on Pengaskaraan which is started with ngereka sawa karsian. The advantages of conducting pengaskaraan are includes facility and process, as follows: use banten puriagan, banten suluh agung, sekah lilit and tumaligi for all sawa which should only be made by Tarpini Sulinggih, while in the process, Ida Pedanda Buda does nepak and penyolsolan sekah lilit with white duck, white rooster and kucit butuan selem. In addition, as it is commonly known is the use of petulangan macan selemand propose of the dead bodies in the form of bade tumpang pitu ataman punggel.2) The values of Hindu’s Education in cremation ceremony which is conducted by Krama Dadya Arya Kubontubuh Tirthasari Ulakan include: tattwa, susila/etika, ceremony and aesthetic educational values.]]>
<![CDATA[The Implementation Of Character Education Through Java Language’s Puja To Reinforce The Character Of Nation ]]>
<![CDATA[., Tupari]]>;
<![CDATA[Santi, Metta]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.154
<![CDATA[The situation and condition of the nation’s concern, prompting the government to take the initiative to prioritize the development of national character education. National character building used as the mainstream of national development. It implies that any development efforts must always be directed to a positive impact on the development of character. Regarding the constitutional manner is already reflected in national development missions positioning character education as the first mission of the eight missions in order to realize the vision of national development. This research analyzes the cultural education and the character that comes from The Holly Books Of Buddha In Java Language By Rsi Wikkhu Dewadharmaputra. The focus of this research to reveal the cultural values and character arising from the practice of Buddhist ritual. The data is collected, analyzed by the method of hermeneutics.]]>
<![CDATA[Character Education Across Cultures: How Uganda Develops Students Desired Characters In Inclusive Perspective ]]>
<![CDATA[Wamaungo, Juma Abdu]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.149
<![CDATA[The second goal of the UN Millennium Development calls for universal primary education by 2015. Is this goal too ambitious? How much have/are the educational systems doing around the world to achieve this goal? Is the political will there? Is education really inclusive? These questions and many more are much of moral questions. Inclusive education that is concerned with all learners, with a focus on those who have traditionally been excluded from educational opportunities such as learners with special needs and disabilities, children from ethnic and linguistic minorities could be one of the many ways of achieving the second UN Millennium Development goal, hence showing how different cultures responds to the different needs of learners. This paper engages a debate on whether the education system is actually inclusive or not and entails norms of the land. The paper focuses mainly on the inclusion of children and/or people with disabilities; the challenges children and/or people with disabilities face; and lastly the role that distance education could play towards achieving inclusive education.]]>
<![CDATA[Pedanda Baka Story As Media Of Character Education Since Early Childhood ]]>
<![CDATA[Sudiani, Ni Nyoman]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.155
<![CDATA[Various media reported about poor child's behavior lately. Some violence committed by children to their own friends, lack of respect to parents and teachers, shows child’s bad character. It inspires the writer to dig back cultures that was used as a media of character building for children by their parents long ago. Bali communities has a variety of culture that can be used as a media of character education, such as storytelling culture for children, the story is believed to contain values of character education for children from an early age. The purpose of this paper is to explore values of characters that can be transferred through story of Pedanda Baka and how this story can be used as media of character education to children at an early age. This article is a review of the literature. After assessment, we found that character that can be educated through Pedanda Baka story is religious character. Character education through Pedanda Baka story was done by telling story to children by parents at home and by teachers at school because cognitive development of early childhood is a symbolic behavior, and the story is symbolic. Stories help abstract and intangible concept becomes concrete and tangible. Story can be used as a media of character education since early childhood, because it helps children imitate religious character in the story.]]>
<![CDATA[Analysis Of Structures, Functions, And Values Of Geguritan Guru Bhakti ]]>
<![CDATA[Apriani, Ni Wayan]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v1i1.150
<![CDATA[Geguritan literature as one of the traditional literature is widely used by the authors to express their ideas in the form of brilliant Hindu religion in language arts. Through literature geguritan, someone indirectly has studied religious teachings. The rapid process of creating works of adult literature is not accompanied by the appreciation of the public, especially the youth. Development of technology and communications in the era of globalization now little by little has eroded the interest of young people to know and learn the traditional literature. They are more attracted to the things that smelled of technology and the exclusion of traditional literature, one that is literary geguritan. Guru Bhakti Geguritan as one of literature geguritan loaded with the values of life that can be used as a guide in life, especially for young people who are in the study. Therefore, Geguritan Guru Bhakti is necessary to be studied and analyzed in a scientific paper entitled Analysis of Structure, Function, and Value Geguritan Guru Bhakti.]]>
