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Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu
Published by Institut Agama Hindu Negeri Tampung Penyang Palangka Raya
ISSN : 20896573     EISSN : 26141744     DOI : -
Core Subject : Religion, Education,
Religion Education
Bawi Ayah Jurnal Pendidikan Agama dan Budaya Hindu dengan e-ISSN 2614-1744 dan p-ISSN 2089-6573 adalah jurnal dengan peer-review yang diterbitkan oleh Fakultas Dharma Acarya Institut Agama Hindu Negeri Tampung Penyang, Palangka Raya. Diterbitkan dua kali dalam setahun yaitu pada bulan April dan Oktober. Jurnal ini menerbitkan tinjauan terkini dari hasil pemikiran dan penelitian tentang Pendidikan agama dan kajian budaya dalam Agama hindu.
Arjuna Subject : -
Articles 115 Documents
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ANALISIS PROGRAM SAṀSKṚTA BĀLAKENDRAM SEBAGAI MODEL PENDIDIKAN UNGGUL, RAMAH, DAN TERINTEGRASI PADA PASRAMAN NONFORMAL Suparta, Ida Kade; Kusumasanthi, Dewi; Pramana, Ida Bagus Kade Yoga
Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Vol 17 No 1 (2026): Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu
Publisher : Fakultas Dharma Acarya IAHN-TP Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/ba.v17i1.1840

Abstract

Saṁskṛta Bālakendram has the potential to serve as an excellent, child-friendly, and integrated educational model within non-formal pasraman education in Lombok. However, its sustainability has faced various challenges, eventually leading to the gradual discontinuation of its implementation. This study aims to analyze the program in realizing an excellent, child-friendly, and integrated educational model. A qualitative method was applied, employing non-participant observation, semi-structured interviews, and document studies as data collection techniques. The data were analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The findings indicate that this program offers a creative, flexible, enjoyable, and contextual learning model aligned with the characteristics of children. The use of songs, mantras, and language games supports learning that meets students’ needs for an engaging and informal atmosphere. However, the implementation still relies on a single teacher, lacks independent integration with the pasraman, and is hindered by low community awareness, limited parental support, and unstable student attendance. Program sustainability is also challenged by the limited availability of teachers, the absence of a standardized curriculum, and minimal budget allocation. This research emphasizes the importance of institutional integration, a flexible yet structured curriculum, and a play-based learning approach in non-formal pasraman education.
INTEGRASI TEORI KONSTRUKTIVISME DALAM PLATFORM PEMBELAJARAN BERBASIS ARTIFICIAL INTELLIGENCE (AI) DI PASRAMAN NONFORMAL: PELUANG DAN TANTANGAN PENGIMPLEMENTASIANYA Dewi, Ni Luh Made Larasanthi Komala; Swana, I Putu
Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Vol 17 No 1 (2026): Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu
Publisher : Fakultas Dharma Acarya IAHN-TP Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/ba.v17i1.1870

Abstract

This study examines how the integration of constructivism theory into an Artificial Intelligence (AI)-based learning platform at Pasraman Nonformal presents a new paradigm in the world of digital education. This study uses a literature review method, which involves searching various scientific references related to the issues under review. The findings of this study are that constructivism theory emphasizes the active role of students (brahmacari) in constructing knowledge through experience, reflection, and social interaction. AI-based learning platforms have great potential to support constructivism principles through personalized learning, adaptive feedback, and the provision of a learning environment that is responsive to individual needs. The AI platforms that can be used to support learning activities in pasraman are Kahoot, Canva, and ChatGPT. However, the implementation of this integration also faces various challenges, such as limitations in technological infrastructure, the digital literacy gap between educators (Acarya) and students (brahmacari), as well as issues of ethics and data privacy. The success of this integration greatly depends on appropriate pedagogical design, human resource readiness, and educational policies that support the sustainable use of technology
IMPLEMENTASI AJARAN SAD GUNA DALAM UPACARA MUNGGAH TRUNA-TRUNI LAN MEPANDES BERSAMA DI INSTITUT AGAMA HINDU NEGERI GDE PUDJA MATARAM Wiasti, Ni Komang; Wirata, I Wayan; Sudarsini, Nengah; Saridewi, Desak Putu; Widaswara, Rieka Yulita; Prastiwi, Wida Samining
Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Vol 17 No 1 (2026): Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu
Publisher : Fakultas Dharma Acarya IAHN-TP Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/ba.v17i1.1873

Abstract

The munggah truna, truni lan mepandes ceremony is part of manusa yadnya in Hinduism that signifies the process of individual maturation. In modern society, this ritual functions not only as a religious practice but also as a medium for ethical and character development. This article aims to examine the implementation of Sad Guna teachings in the collective performance of the Munggah Truna, Truni lan Mepandes ceremony at the Institut Agama Hindu Negeri Gde Pudja Mataram. This study employs a descriptive qualitative approach using observation and documentation techniques. Data were analyzed descriptively and analytically through the lens of behavior theory. The findings indicate that the collective ceremony serves as a means of habituating ethical behavior through ritual stimuli, participants’ responses, and social-religious reinforcement. Sad Guna values are internalized in the form of discipline, self-control, adherence to ritual procedures, and social responsibility. Furthermore, the ceremony demonstrates the role of a religious higher education institution in value education, community service, and the preservation of Hindu traditions and cultural identity.
KOMPETENSI KOMUNIKASI DAN SOSIO-EMOSIONAL GURU DALAM MEWUJUDKAN PEMBELAJARAN BERMAKNA DI PRATAMA WIDYALAYA SERATHI DHARMA KABUPATEN LUWU TIMUR Kartika, Komang Reza; Astraguna, I Wayan; Febriyani, Ida Ayu Indah; Larasaty, Inten
Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Vol 17 No 1 (2026): Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu
Publisher : Fakultas Dharma Acarya IAHN-TP Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/ba.v17i1.1877

Abstract

Meaningful learning positions students as individuals who develop holistically in the cognitive, affective, social, and spiritual domains. In this context, teachers' communication and socio-emotional competencies are key factors in building quality learning experiences. A number of studies show that these two competencies contribute significantly to the quality of learning, but are generally still studied separately. This study aims to comprehensively examine the integration of teachers' communication and socio-emotional competencies in realising meaningful learning in holistic learning at Pratama Widyalaya Serathi Dharma, East Luwu Regency. This study uses a descriptive qualitative approach with observation, interview, and documentation techniques. Informants were selected purposively based on their relevance and competence to the research object. Data analysis used the Miles and Huberman model, namely data reduction, data presentation, and conclusion drawing. The findings show that teachers' communication competencies, including discourse, linguistic, actional, sociocultural, and strategic competencies, contribute to creating effective and contextual learning interactions. Meanwhile, teachers' socio-emotional competencies, which include self-awareness, self-control, motivation, empathy, and social skills, contribute to building a humanistic, safe, and inclusive classroom climate. The integration of these two competencies forms a synergy that supports the realisation of meaningful learning oriented towards academic achievement, character development, social skills, and spiritual awareness of students in accordance with Hindu educational values. Therefore, this study recommends strengthening teacher competencies through various planned and continuous professional development programmes for teachers to improve the quality and sustainability of learning.
IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA HINDU BERBASIS KEARIFAN LOKAL DI SMA NEGERI SE-KOTA PALANGKA RAYA pranata, Pranata; Natalia, Krisma; Sarwinda, Sarwinda
Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu Vol 17 No 1 (2026): Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu
Publisher : Fakultas Dharma Acarya IAHN-TP Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33363/ba.v17i1.1884

Abstract

Hindu Religious Education in Central Kalimantan demonstrates distinctive characteristics due to its close interaction with the beliefs and ritual practices of Kaharingan Hinduism, which remain actively practiced within local communities. Despite this cultural richness, the implementation of Hindu Religious Education incorporating Kaharingan local content at the senior high school level remains limited, particularly in terms of the availability of structured teaching materials and systematic instructional design. This study aims to examine the implementation of Hindu Religious Education based on Kaharingan Hinduism local content in public senior high schools in Palangka Raya City. This study employed a descriptive qualitative research design. Data were collected through classroom observations, in-depth interviews, and document analysis. Informants were selected using purposive sampling and included school principals, Hindu Religious Education teachers, and students. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings reveal that the integration of Kaharingan Hinduism local content has been implemented through curriculum alignment and teachers’ pedagogical initiatives, particularly by integrating local values, rituals, and religious teachings into classroom instruction. However, the implementation largely depends on individual teachers’ competencies and initiatives due to the absence of standardized teaching materials that systematically present Kaharingan Hindu teachings. Therefore, the development of context-based instructional materials and the enhancement of teachers’ professional competencies are essential to support effective, meaningful, and sustainable Hindu Religious Education.

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