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[Multiculturalism In Hindu Religious Education Perspective ]]>
<![CDATA[Ida Bagus Subrahmaniam Saitya]]>;
<![CDATA[I Komang Suastika Arimbawa]]>;
<![CDATA[Acyutananda Wayan Gaduh]]>;
<![CDATA[Putu Emy Suryanti]]>;
<![CDATA[Ni Putu Ersa Rahayu]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1415
<![CDATA[Indonesia, like other developing countries, has social problems that are not simple. The economic crisis followed by various other crises made people aware of the importance of social capital. Social capital is the collective energy of the community in the form of togetherness, solidarity, cooperation, tolerance, trust, and responsibility of every society members in playing their duties and obligations. The development of dynamic society and social problems that continue to develop these days, require attention and sensitivity from all nation elements, not only from experts and observers of social problems but also the education world, especially concerning religious education which has a very strategic role as a vehicle and “agent of change” for the society. The pluralistic condition of Indonesia both in terms of ethnicity, race, religion, and social status makes an extraordinary contribution to the development and dynamics in society. Therefore, it is considered very important to provide a portion of religious education in a multicultural perspective in the Indonesian education system, both through substance and learning models. This is considered important to provide a briefing and foster the development of insight and personality, also train students' sensitivity in facing the social symptoms and problems that occur in society.]]>
<![CDATA[Existence Of Pasraman Gurukula Bangli As A Hindu Educational Institution ]]>
<![CDATA[I Gede Dharman Gunawan]]>;
<![CDATA[I Ketut Suda]]>;
<![CDATA[Ni Made Indiani]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1318
<![CDATA[This study is aimed at examining the factors of the existence of Pasraman Gurukula Bangli as a Hindu educational institution. This study used descriptive qualitative method. Data was obtained through observation, in-depth interviews and documentation. In analyzing the data, the theory of existentialism was used. The results shows that there are four factors that make Pasraman Gurukula Bangli still exists as a Hindu educational institution. Those factors are philosophical factors which are the basis of pasraman activities; sociological factors which include harmonious relations between pasraman elements and the surrounding environment, legality factors that are intended to carry out formal education and motivational factors that surround all pasraman’s stakeholders.]]>
<![CDATA[Nekara Pejeng as A Learning Resources of Education Hindu Religion ]]>
<![CDATA[I Nyoman Subagia]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1367
<![CDATA[Nekara Bronze in Pejeng, has a uniqueness that is still trusted by the surrounding community until now, where the Nekara Bronze is believed to be a drum to call rain. However, not all are aware of, understand the message or meaning of the Nekara Pejeng. The main problem of this research is to review Nekara Pejeng as a source of learning for Hindu religious education. The purpose of writing covers the history of Nekara Pejeng, and Nekara Pejeng as a source of learning for Hindu religious education. Data collection methods used were active participation observation techniques, in-depth interviews and document studies. The data collected is processed with qualitative descriptive techniques to see certain dimensions of the aspects being measured. The results of the analysis show that, students can observe diverse facts up close about the existence of Nekara Pejeng, students can experience new experiences by participating in an activity, students can answer problems or questions by seeing, listening, try, and prove firsthand. In conclusion, Nekara Pejeng as a source of learning has many advantages; learning becomes more meaningful and real. This means that students are required to be able to capture the relationship between learning experiences on campus with real life. ]]>
<![CDATA[Building The Youths Characters Through Strengthening Of Hindu Religious Education ]]>
<![CDATA[I Nyoman Winia]]>;
<![CDATA[Hari Harsananda]]>;
<![CDATA[Prasanthy Devi Maheswari]]>;
<![CDATA[Made G. Juniartha]]>;
<![CDATA[Kadek Hengki Primayana]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1416
<![CDATA[This study aims to find an increase in the role of Hindu religious education in building the humanist and pluralist youth characters. Youth is a transition from childhood to adulthood, wherein the development phase has to undergo various tensions, one of them is emotional tension resulting from relationships. Youth is often not able to overcome the problems associated with emotional control maximally hence they fall into less humanistic and pluralistic relationships or even lead to juvenile delinquency. The low ability of youths in controlling emotions is caused by the lack of religious teachings internalization properly. If religion properly internalized in teenagers, it can foster and shape good emotional control, hence teenage lives will be more directed and all forms of inhumane and pluralist behavior in life between people can be avoided. Hindu religious education has an important role in developing humanist and pluralist youth in multicultural life.]]>
<![CDATA[Factors Influencing Yoga Tourism in Bali: Conceptual Framework Model ]]>
<![CDATA[Ida Ayu Kartika Maharani]]>;
<![CDATA[Ida Bagus Made Wisnu Parta]]>;
<![CDATA[Ida Bagus Putu Supriadi]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1321
<![CDATA[With the increasing trend of wellness tourism, as one branch of it, yoga tourism has become new opportunity that should be anticipated for tourism in Bali. Yoga tourism attempts to preserve or promote their tourist health, additionally to its regular tourist comforts. The aim this research is to develop a conceptual model of factors that influencing yoga tourism. By this study, some aspects of yoga tourism research are reviewed to summarize the factors that influencing yoga tourism in Bali based earlier literature. The factors divided to push factor and pull factor. Existing studies are largely limited to secondary research works in yoga tourism. It is recommended that future studies should be empirically study the conceptual model offers by this research.]]>
<![CDATA[Indic Science of Consciousness: Chronological Relevance to the Indic Knowledge Traditions and Modern Science ]]>
<![CDATA[S Rukmini]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1400
<![CDATA[In the recent years there seems to be a renaissance of Indic knowledge traditions and this is quite evident from the growing interest among the modern researchers and scholars to unearth the great insights and knowledge that made ancient Indian civilization one of the unique in the world. India as a nation of rich spiritual heritage and diverse knowledge systems have become the most sort out nation across the globe in terms of wisdom and insights on the philosophy of mind and consciousness. Further, research findings in different fields of knowledge such as consciousness studies, health and healing, psychology and mental health, mathematics, physics, astronomy, economics, law and governance, archaeology and history are in good agreement and deeply correlated with the information inscribed in the ancient Indian scriptures. Ancient Indians deeply engrossed in understanding the ontological and epistemological basis of knowledge advocated Vedas as the ultimate source of knowledge. Vedas are considered as the oldest repository of spiritual knowledge in the world, where the prime emphasis is on understanding the nature of mind and consciousness, as this forms the fundamental basis to Indic knowledge. So, here, we propose that the science of consciousness seems to be the first and foremost in the chronology in the world of knowledge. An intuitive and analytical framework that resulted from a deeper understanding of the nature of mind and consciousness paved the way for the development of different Indic knowledge systems. Inner insight emerged through this approach is embraced to understand the external world and formulate different theories and principles of Indic knowledge. From a chronological perspective, Indian science and wisdom emerged in the later stages of development of the science of consciousness. So, the aim of the present paper is to throw light on the Indic science of consciousness and examine chronology of the emergence of other fields of Indic knowledge.]]>
<![CDATA[Developing Of Hindu Religious Education Learning Model Based On Character Education In SMA Negeri 1 Pekutatan ]]>
<![CDATA[Ni Ketut Srie Kusuma Wardhani]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1426
<![CDATA[This research is a development research that emphasizes on the developing of Hindu religious education learning activities in SMA 1 Pekutatan. This study emphasizes on: identifying core competencies and basic competencies that are appropriated in developing, identifying themes and sub themes, models and approaches, and types of assessment that are appropriate to be developed in Hindu subjects based on character development. Theories used to dissect the problems in this study are Psychology learning theories as a Humanist Education Paradigm by Ausubel, and the K theory of Social Cognitive Learning Theories from Albert Bandura, and Theory of Social Change by Jean Piaget. The method used in this research is R&D method that started with survey to identify problems until the revision model. Data obtained by conducting surveys using observations, questionnaires and interviews. The development of learning activities is validated by experts who have an educational background, culture and also character development education. Data analysis was analyzed descriptively qualitatively by explaining "Real Finding". The results of this study are the developing of Hindu religious education learning activity models to be valid and effective and the implications of their development. By including character development education, it can help students to develop student character early. Learning activities are designed to develop the character of high school students in Hindu subjects in SMA 1 Pekutatan. The results obtained from this assessment are: value learning approaches that insert character values that can help develop students' personalities and characters early on and can stimulate students to be more active in learning which results deeper values being implanted, moral reasoning, value analysis and spiritual culture understanding.]]>
<![CDATA[Teaching Education Values Of Hindu Religious Through Satua I Lacur ]]>
<![CDATA[Ni Nyoman Perni]]>;
<![CDATA[I Ketut Sudarsana]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1331
<![CDATA[This study aims to describe the teaching education value of the Hindu religion through Satua I Lacur for elementary school students in Denpasar City. Based on the analysis, the results obtained; 1) Teaching education values of Hindu religion through Satua I Lacur as a teaching medium can deliver noble values. Teaching with satua / stories to students will provide a pleasant learning atmosphere. When students listen to the story / Satua I Lacur, some scenes cause feelings of compassion and pleasure. These feelings emerge as appreciation of the storyline. So indirectly the students' appreciation of the characters can provide an ethical education in the education value of tattwa and karmaphala. 2) Educational values in Satua I Lacur are principles and ethics. The value of tattwa in satua describes a gentle character, never angry, and innocent so that I Lacur is always calm. This shows the character of wisdom. In addition, it drew the ethical values from the Satua I Lacur character in describing noble deeds and always behave based on the teachings of Tri Kaya Parisudha namely positive thinking, good saying, and doing good.]]>
<![CDATA[The Implications Of The Teo-Feminism Education In The Epic Of Mahābhārata For Readers ]]>
<![CDATA[Ni Made Anggreni]]>;
<![CDATA[I Wayan Sukayasa]]>;
<![CDATA[Ni Made Indiani]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1401
<![CDATA[Women increasingly develop themselves into the same human as their husbands (men). However, in view of this phenomenon, it can be seen that among the progress of women there are still gender gaps in women's daily lives. In addition to seeking self-nature, women are also required to be able to manage the situation of the household, the needs of children, and to participate in activities in the community. One solution that can be done so that the gap can be minimized, namely between men and women can complement each other by reflecting on religious teachings. One of them is the teachings contained in literature, the epic Mahābhārata. This research is examined based on the perspective of Hindu religious education with the aim of analyzing the implications of theo-feminism in the epic of Mahābhārata (perspective of Hindu religious education). This research was analyzed by qualitative descriptive method with interview and documentation data collection techniques. The findings in this study are that women not only play a domestic role but also play a social role, the struggle for gender equality, and the occurrence of karmic phala. The implications for the reader, namely the implications of leadership, politics, culture, and education.]]>
<![CDATA[Hindus Leadership Teaching In Geguritan Niti Raja Sasana ]]>
<![CDATA[Putu Sanjaya]]>;
<![CDATA[I Nyoman Suarka]]>;
<![CDATA[Ni Made Indiani]]>
<![CDATA[ Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/ijhsrs.v4i1.1187
<![CDATA[The teachings of Hindu leadership in the Geguritan niti raja sasana, related to how the obligation as a leader needs to be applied in leading a kingdom, state or institution in order to create peace and prosperity for the people they lead, As a research method, qualitative research views an object or reality not partially or broken down into several variables. Qualitative research sees the object as something dynamic, the result of thought construction and interpretation of the observed phenomena, as well as holistic, because every aspect of the object has a unity that cannot be separated. initiates the teachings in Geguritan Niti Raja Sasana namely Dwidasa Pratingkahing Prabhu which constitutes 12 (twelve) compulsory behaviors carried out by a king (leader), subsequently successive teachings from Geguritan Niti Raja Sasana namely Catur Pariksa, Sad Dasa Brata which are sixteen self-attitudes that must be carried out by a leader. Tri Tataning Kamantrian concerns on the wealth of a king (leader) is to have a wise mantri (minister), Tri Suragapan is a teaching that gives instructions to a king (leader) not to do three prohibited things, Tri Ulahing Budhi related to the attitude of the leader on a noble basis good budhi, and regarding the duty of a king or leader contained in the teachings of Rukma Bhisama. Asta Brata is a symbol of the nature that must be owned by a king (leader) or head of the state. Catur Sopeksa is a teaching of the leader’s behavior procedures. Catur Pariksa Nagara Krama, consists of the leader’s vigilance attitude, and a leader who is able to control his five senses is not excessive in fulfilling the wishes set forth in the Panca Raksa.]]>
