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Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies
Published by Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
ISSN : 25500643     EISSN : 25500651     DOI : https://doi.org/10.25078/vidyottama.v9i2.5004
Core Subject : Religion, Humanities, Art,
Religion Arts Humanities
The aim of this journal publication is to disseminate the conceptual thoughts or ideas and research results that have been achieved in the area 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 6. Religion Science
Arjuna Subject : Umum - Umum
Articles 129 Documents
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ANALYSIS OF STUDENT NEEDS FOR INTEGRATING SUKHINAH FAMILY MATERIAL IN HINDU HIGHER EDUCATION I Putu Suyasa Ariputra; Encep Syarief Nurdin; Yadi Ruyadi; Kadek Aria Prima Dewi PF; Mupid Hidayat; Warlim; Asep Dahliyana
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.5574

Abstract

This study was motivated by the urgency of strengthening moral and spiritual values grounded in Hindu teachings to build family resilience and student character rooted in dharma. This urgency is increasingly apparent with the high divorce rate among young Hindu families and the phenomenon of sing beling sing ngantén, which is increasingly emerging among Balinese society. This study aims to identify the need to integrate sukhinah family material into the Compulsory Subjects of the Hindu Religious Education Curriculum at Hindu Universities. The research method used a quantitative approach involving 200 student respondents from the Dharma Duta Faculty, UHN I Gusti Bagus Sugriwa Denpasar. The data were analyzed using descriptive statistics and multiple linear regression to test the influence of knowledge, learning experience, and perception of relevance on the need for material integration. The results showed that all three variables had a significant simultaneous effect on the need to integrate sukhinah family material into the compulsory Hindu Religious Education curriculum. Perception of value relevance was the most dominant variable, followed by learning experience, while theoretical knowledge had a significant adverse effect.  These findings emphasize the importance of integrating sukhinah family material into compulsory courses in the Hindu Religious Education curriculum, using an experiential learning approach, and of internalizing sukhinah family values in a contextual and applicable manner to strengthen the character and resilience of Hindu students’ families.
Bahasa Inggris Gupta, Gede Endy Kumara; I Gusti Ngurah Sudiana; I Gede Sutarya
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.5672

Abstract

This study examines the diffusion, transformation, and localization of Jyotiṣa, the Vedic science of astronomy and astrology, within the cultural and intellectual landscape of the Nusantara, particularly through its development into Wariga. As one of the six Vedāṅga, Jyotiṣa played a central role in regulating ritual time through astronomical and cosmological calculations. Its transmission to Southeast Asia, primarily through the Śaka calendrical system, occurred alongside broader networks of trade, religious exchange, and cultural interaction between ancient India and the Nusantara. Using a historical-textual and epigraphic approach, this study analyzes Vedic and Wariga texts alongside Javanese and Balinese inscriptions to trace the diffusion and adaptation of Jyotiṣa concepts within the local Pawukon framework. The findings demonstrate that Wariga was not a passive adoption of Vedic knowledge, but a creative reconstruction that integrated the luni-solar Jyotiṣa system with indigenous temporal cycles such as wuku and wewāran. This synthesis produced a hybrid epistemology in which time functions not only as an astronomical measure, but also as an ethical and symbolic construct embedded in the cosmological worldview of Hindu communities in the Nusantara, particularly in Java and Bali. In conclusion, Wariga represents a localized reformulation of Vedic temporal knowledge that sustained both cosmic order and the cultural continuity of Hindu civilization in the Nusantara.
TELAAH FENOMENOLOGI MERLEAU-PONTY ATAS PENGALAMAN RELIGIUS DALAM PRAKTIK KREATIF WAYANG TANTRI DI BALI Dwipayana, A.A. Putra; Syamsuddin, Mukhtasar; Ariani, Iva
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.5676

Abstract

This study aims to disclose the meaning of religious experience in the creative practice of Wayang Tantri through the phenomenological perspective of Merleau-Ponty. Employing a qualitative approach grounded in library research and hermeneutic analysis, the study demonstrates that the creativity of Wayang Tantri is not merely an aesthetic product, but an existential event unfolding through the embodiment of the dalang’s lived experience. The findings indicate that religious experience is disclosed through the dalang’s engagement with three horizons of the world: the social, the cultural-religious, and everyday experience. Religiosity does not appear as symbolic representation, but as a shared mode of inhabiting the world within the practice of performance. Through the concept of perceptual faith, religious experience is understood as the immanence of the body in its relation to the world. Accordingly, Wayang Tantri emerges as a site where artistic expression, religious experience, and existence converge within a single, interwoven horizon of experience.
A CONCEPTUAL MODEL OF TRI HITA KARANA IN EDUCATIONAL GLOCALIZATION: TOWARD ETHICAL CULTURAL COMMODIFICATION L. Virginayoga Hignasari; Made Sutajaya; Md. Yudyantara Risadi; Putu Putri Dena Laksmi; I Wayan Budiarta; Yuni Misrahayu; Noor Akhmad; Agustinasari; Ni Komang Dwi Eka Yuliati
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.5716

Abstract

This study examines the repositioning of Tri Hita Karana (THK) within the context of educational glocalization in Bali. Previous studies have predominantly treated THK as a normative and ceremonial value system, with limited attention to its potential as a strategic epistemic and educational framework. Using a qualitative conceptual approach based on documentary analysis and a critical interpretive perspective, this study aims to develop a conceptual model of THK implementation in educational glocalization and to explore how ethical cultural commodification may function as a strategy for cultural empowerment rather than mere commercialization. The study develops a three layer conceptual model consisting of: (1) a value foundation layer that positions THK as the ontological and epistemic basis of education; (2) an educational transformation layer that conceptualizes glocalization as a mechanism for integrating local values into curriculum, pedagogy, and cross-cultural learning processes; and (3) an empowerment and cultural bargaining layer that frames education as a space for cultural diplomacy, community collaboration, and ethically grounded cultural commodification. These layers are operationalized into six strategic phases, including institutional legitimation, value internalization, cross-cultural negotiation, curriculum glocalization, cultural dissemination, and value-based commodification. The findings indicate that THK can function not only as a framework for cultural preservation but also as strategic cultural capital capable of strengthening educational identity, cultural agency, and local-global negotiation within contemporary education. The study contributes a conceptual framework that repositions THK from a symbolic cultural philosophy into a dynamic educational model relevant to multicultural and globalized learning environments.
STRENGTHENING ENVIRONMENTAL CARE CHARACTER THROUGH ORGANIC WASTE MANAGEMENT IN “TEBA MODERN” BASED ON THE TRI HITA KARANA PERSPECTIVE AT SD NEGERI 2 CELUK SUKAWATI Kadek Yudista Witraguna; Heni Kumalasari; Ni Nyoman Serma Adi; Muhammad Yamin; I Wayan Rudiarta; Gracia Marianne Nafsindha Otta; Peni Betasari; Azra Fauzi; Made Sutajaya
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.5725

Abstract

The Teba Modern program represents a culturally based approach to organic waste management that integrates Balinese local wisdom with environmental education. This study aims to analyze the implementation of Teba Modern in strengthening students’ environmental care character at SD Negeri 2 Celuk Sukawati from the perspective of Tri Hita Karana. A descriptive qualitative method was employed to explore the implementation process, students’ behavioral changes, and the educational values embedded in the program. The findings indicate that Teba Modern contributes positively to the development of students’ environmental responsibility and daily clean-living habits. The values of Tri Hita Karana—Parahyangan, Pawongan, and Palemahan—are reflected through students’ spiritual awareness, social responsibility, and care for the environment. The program not only supports school cleanliness and sustainable waste management but also strengthens character education aligned with the 7 Habits of Great Indonesian Children and the Eight Graduate Profiles. This study highlights the contribution of local wisdom-based environmental programs in integrating ecological awareness with character education in elementary schools.
HISTORICAL DYNAMICS OF HINDU–MUSLIM RELATIONS IN PRE-COLONIAL BALI : A SOCIO-CULTURAL PERSPECTIVE Erry Hendriawan; Anak Agung Ngurah Budiadnyana
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.6016

Abstract

This study examines the historical dynamics of Hindu–Muslim relations in pre-colonial Bali, with particular attention to the late medieval and early modern period before sustained Dutch colonial intervention. Moving beyond conversion-centered and conflict-oriented narratives, the article asks how religious coexistence was practiced, regulated, and sustained within everyday social, economic, and political contexts. Employing a qualitative historical approach, the study analyzes indigenous narratives, travel accounts, early external records, and recent scholarly literature through source criticism and contextual interpretation. The findings show that Muslim communities were incorporated into Balinese society through maritime trade, service to local courts, diplomatic mediation, and localized cultural adaptation. Hindu political structures provided institutional space for religious diversity, while customary norms helped regulate interaction across religious boundaries. The phrase pragmatic accommodation is used here not to idealize pre-modern tolerance, but to describe historically situated arrangements in which communities preserved distinct religious identities while sharing markets, political obligations, and social spaces. Economic interdependence, royal pragmatism, and adat-based regulation emerged as the principal mechanisms shaping Hindu-Muslim relations. By foregrounding Bali as an active arena of interreligious engagement, this study contributes to broader historiographical debates on religious pluralism in Southeast Asia and offers historically grounded insights for contemporary discussions of social harmony in Indonesia
THE RELIGION OF KALANG: MISTICAL-SYNTHESIS BETWEEN CULTURE OF KALANG AND ISLAM Abdul Kholiq; Kiriana, Nyoman
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.6257

Abstract

The main objective of this research is to explain the religious model of the Kalang after interacting with Islam. Islamic penetration of the Kalang raises the dialectic between the religion and culture of the Kalang. The Kalang have views and attitudes in the face of Islamization. This study used a qualitative method, focusing on the Kalang community in Poncorejo, Kendal. This study explains that the Kalang religion is constructed through a dialectical process between the Kalang belief system and Islam, with a rationalization that both can be reconciled without having to deny each other. His acceptance of Islam does not eliminate the Kalang tradition, which has been practiced for hundreds of years, but rather a pattern has developed by incorporating elements of Islam into its implementation. These symptoms, in turn, produce a hybrid culture as evidence of the occurrence of cultural reproduction in mystical-synthetic forms, such as adding Tahlil in the Obong ritual procession.
RECONSTRUCTION OF THE HINDU RELIGIOUS EDUCATION LEARNING MODEL AT SD NEGERI 7 AND SD NEGERI 10 PEDUNGAN Dewa Sudyana; Ida Ayu Gde Yadnyawati; Indiani, Ni Made
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.6311

Abstract

Hindu Religious and Character Education learning in elementary schools is still predominantly teacher-centered and cognitively oriented, resulting in limited internalization of Hindu values in students’ attitudes and behavior. This study aims to reconstruct a contextual, participatory, and value-based learning model and examine its implications for teacher performance and student learning outcomes. A qualitative approach with a multi-site design was employed using Participatory Action Research in two public elementary schools in Denpasar. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed descriptively through data condensation, data display, and reflective conclusion drawing. The findings indicate that the reconstruction process produced a Contextual–Participatory–Value-Based Learning model integrated with Discovery Learning and Reflective Pedagogy. Implementation of the model enhanced teachers’ ability to design value-oriented instruction, manage participatory learning activities, and apply authentic assessment, while also improving students’ cognitive, affective, and psychomotor learning outcomes, particularly in the internalization and practice of Hindu values. Keywords: Hindu Religious Education, Learning Reconstruction, Value-Based Learning, Character Education, Independent Curriculum, Local Wisdom.
FLIPPED CLASSROOM MODEL IN HINDU RELIGIOUS AND CHARACTER EDUCATION LEARNING AT SMA NEGERI 1 KENDARI I Ketut Winantra; Maya Ayuning Ati
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.6606

Abstract

Improving the effectiveness of Hindu Religious and Character Education requires an instructional model that actively engages students in the learning process. One innovative approach applied is the flipped classroom model, which shifts learning from a teacher-centered paradigm to a student-centered one by encouraging independent study prior to classroom interaction. This study aims to analyze: (1) the rationale for implementing the flipped classroom model in Hindu Religious and Character Education at SMA Negeri 1 Kendari, (2) the process of its implementation, and (3) the implications of its application for student learning outcomes. This research is grounded in meaningful learning theory, constructivist theory, and humanistic learning theory. A qualitative descriptive method was employed, with data collected through observations, in-depth interviews, and document analysis. The findings reveal that the flipped classroom model significantly enhances student engagement and conceptual understanding. Students who access learning materials independently through videos and modules demonstrate better preparedness for classroom discussions and problem-solving activities. The teacher’s role evolves into that of a facilitator, mentor, and motivator who provides guidance and feedback. Moreover, the implementation of the flipped classroom model positively influences students’ cognitive, affective, and psychomotor domains, contributing to the development of independent, creative, religious, and responsible character traits.

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