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Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya
Published by Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja
ISSN : 26211025     EISSN : 26544903     DOI : -
Core Subject : Education,
Education
MAHA WIDYA BUWANA : Jurnal Pendidikan, Agama dan Budaya dikelola oleh Program Pascasarjana STAHN Mpu Kuturan Singaraja yang dijadikan referensi dan kajian ilmiah dalam menganalisis serta memecahkan berbagai masalah pendidikan, Agama Hindu dan budaya yang semakin kompleks.
Arjuna Subject : -
Articles 139 Documents
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PENERAPAN MODEL PEMBELAJARAN PICTURE AND PICTURE UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS IV SD N 1 PENATIH TAHUN PELAJARAN 2020/2021 I Wayan Darmayoga
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 1 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i1.1481

Abstract

This study aims to determine the use of Picture and picture methods could increase the interest and learning achievements of science in fourth grade students of Elementary School number 1 Penatih in the academic year 2020/2021. This research consists of two cycles, each cycle consisting of four stages, namely planning, implementing actions, observing/evaluating, and reflecting. The subjects of this study were the fourth grade students of Elementary School number 1 Penatih, totally 34 people. The object of this study is the interest and learning achievements of Natural Sciences. The method of collecting data that used to this research is the test methods of collecting data on student learning achievements. Based on the result of research could explain the average percentage of student learning achievements of Social Science increased to 50% and the classical completeness increased to 40%. The use of Project Based Learning (PBL) methods support by visual media in the first cycle the average percentage of students' learning interest increased to 65%, and classical completeness reached 60%. With the improvement in cycle II the average percentage of interest in learning increased to 90%, and the classical completeness reached 85%.
AJARAN AGAMA HINDU SEBAGAI PEDOMAN PEMBINAAN KERUKUNAN UMAT I Gd Dedy Diana Putra
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 1 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i1.1477

Abstract

The diversity in Indonesia is so complex that it can be seen from the existence of such diverse religions as Islam, Catholicism, Protestantism, Hinduism, Buddhism and Confucianism. In this regard, the hope to create kinship and harmony is a fundamental thing to be achieved by each religion. The starting point in carrying out religious life is to lead to an atmosphere of harmony. Talking about harmony, in fact it is not a new thing, because this presence is integrated with life in society and is largely determined by local situations and conditions. Each adherent of a good religion must live in harmony and peace. Therefore, inter-religious harmony is unlikely to be born from an attitude of blind fanaticism and an attitude of not caring about the rights of diversity and the feelings of others. Harmony between religious communities itself can also be interpreted as tolerance between religious communities. In tolerance itself, basically, people must be open-minded and accept differences between religious communities. In addition, the community must also respect each other, for example in terms of worship, between followers of one religion and another do not interfere with each other. Thus, inter-religious harmony is one of the main sticks in maintaining a good atmosphere, peaceful, not fighting, not moving, united in heart and agreeing between religious people of different religions to live in harmony. In the context of this harmony, the Hindu concept is contained simply in accordance with the instructions of Hindu religious teachings, both in the Vedic scriptures and Hindu literature. The sources of guidance for Hindu religious teachings in the context of religious life.
REAKTUALISASI PANCA DHARMA TAMAN SISWA DALAM PENDIDIKAN ABAD KE-21 Dewa Made Dwicky Putra Nugraha
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i2.1624

Abstract

The dynamics of global education brings the Indonesian nation to reflect on the basic values of the current national education administration. Ki Hajar Dewantara's teachings on the concept of the Panca Dharma Taman Siswa, became a flashback to Indonesian education that needs to be re-actualized in the 21st century education. This paper aimed at elaborating the essence of the reactualization of Panca Dharma Taman Siswa which consists of nature, independence, culture, nationality principles and humanity in 21st century education. The teachings of the five dharmas are considered to be the principles of education that are very relevant in responding to the symptoms of globalization in the 21st century. (1) The principle of nature, returning the principle of learning to natural interactions with the environment, therefore humans can develop naturally; (2) The principle of independence provides the widest possible space for students to achieve their best abilities; (3) the principle of culture, creating the process of inheriting the nation's culture and internalizing values that are manifested in the daily lives of students; (4) The principle of nationality, education forms a nationalist person with a mindset that is open to the world; and (5) the principle of humanity, education shapes students to become real human beings through a humanist approach.
PERSEPSI MAHASISWA PGPAUD STAH NEGERI MPU KUTURAN SINGARAJA SEMESTER IV TERHADAP PEMBELAJARAN DARING SELAMA PANDEMI COVID-19 Komang Trisna Mahartini
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i2.1596

Abstract

Online learning is an effort by educational institutions to organize online teaching and learning, with the aim that learning can take place according to a predetermined system. This policy is due to the COVID-19 pandemic which is increasingly spreading and causing losses. This study aims to describe the Perceptions of PGPAUD STAH Negeri MPU Kuturan Singaraja Students Semester IV towards online learning during the COVID-19 pandemic. This research is a descriptive research with a qualitative approach. Data collection techniques are questionnaires, interviews, and observations. The research sample amounted to 36 people who were determined by total sampling technique, and all members of the population were used as research samples. The results of the study stated that online learning received good perceptions from students in terms of the quality of preparation, implementation, and evaluation of learning. Constraints experienced by students during online learning are poor signals, wasteful internet quota, lack of skill in applying information technology, and difficulty understanding the material explained by the lecturer. The solutions provided are collaborating online learning with several offline lessons, optimizing parental support, providing sufficient space and time, and providing internet quota assistance by the Ministry of Religion of the Republic of Indonesia through the STAHN Mpu Kuturan Singaraja institution.
DAMPAK PANDEMI COVID-19 BAGI PENDIDIKAN INDONESIA Tristaningrat, Made Adi Nugraha
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze several articles related to the impact of the COVID-19 pandemic on the learning process in Indonesia. The research method used in this article uses several literature articles in a meta-analysis that aims to analyze various journals related to the impact of COVID-19 on learning in Indonesia. Learning at all levels has changed due to the COVID-19 pandemic, so that from this impact analysis, it is hoped that solutions can be found in the future. Online/online learning is carried out using several applications such as google, google classroom, zoom. The impact that occurs is divided into elements in learning, namely educators and students. The impact felt by educators is not adapting to the new learning process, educators are still accustomed to conventional learning so that changing learning to be bold/ online becomes difficult and is considered difficult. For many students who feel the experience when doing online learning and the internet which is still an obstacle because it causes a lot of information received is not intact. 
IMPLEMENTASI PENDEKATAN WHOLE LANGUAGE DALAM PENGEMBANGAN KEMAMPUAN BERBAHASA ANAK USIA DINI DALAM ERA REVOLUSI 4.0 I Ketut Suparya
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i2.1625

Abstract

Early childhood education to develop moral potential and religious, social, emotional, independence, cognitive, language, motoric and artistic values for children's readiness connects elementary school level. Language development is one of the developments that need to be developed in early childhood. Through language that is permitted by children to translate experiences into symbols that can be used to communicate and think. Language development for kindergarten children based on reference to early childhood education standards No.58 of 2009, developed three aspects, namely accepting language, expressing language, and literacy. Whole language is a learning approach that teaches language in class or school in a whole and fun way. Learning to hear, speak, read and write is not carried out separately but is carried out together in an integrated manner in all areas of ability in kindergarten. Early childhood language development has a very close relationship with children's readiness in facing the 4.0 revolution era, because optimal child development will be able to stimulate all child development so that later when they are adults they will be ready to face the industrial revolution 4.0.
TRADISI MENDEM BUNGA PADA UPACARA PUJAWALI PURA DALEM PUCAK DESA PAKRAMAN TISTA BAKTISERAGA Ketut Agus Nova
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i2.1597

Abstract

The background of the Mendem Bunga tradition procession is because every pujawali ceremony held at Purnama Kapat at Dalem Pucak Temple, Tista Baktiseraga Traditional Village is still carried out at the intermediate level. Therefore, as a complement to the ceremony, it is added with flower cultivation. As for the series of Mendem Bunga traditions, namely: 1) Adult Ngagem and preparation of yadnya facilities, 2) Mepiuning to Pulaki Temple and Ulun Danau Temple, 3) Performing a rice tensioning ceremony, 4) Performing a fresh preservation ceremony, 5) Performing a kneading ceremony / lowering Ida Bhatara, 6) Making and presenting Canang Gebogan, and followed by carrying Canang Gebogan around the temple three times brought by unmarried young people, 7) Mendem Sekar/flowers, where previously pendem flowers are strung together in the form of Canang Gebogan and then predicated or purified. The hole where the sekar was placed was previously removed after that the sekar was buried or planted in a hole with a young coconut base. After the sekar procession is complete, then krama worships in front of the sekar hole, then the hole is closed, 8) Performing a prayer ceremony together
PENGEMBANGAN BUDAYA SEKOLAH SEBAGAI PENGUATAN PENDIDIKAN KARAKTER RELIGIUS SISWA SEKOLAH DASAR NEGERI 3 SUKAWATI I Nyoman Sueca
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i2.1621

Abstract

The development of values in character education through school culture includes all activities carried out by school principals, teacher counselors, and administrative staff when communicating with students and using school facilities. School culture is the atmosphere of school life where members of the school community interact with each other. The implementation of character education in the learning process in the classroom cannot be separated from various other activities outside the classroom or even outside school. In the classroom, the teacher can start with an introduction to the values that will be developed during the learning process, then the teacher guides students to be actively involved throughout the learning process. Strengthening religious character education in the learning process in the classroom cannot be separated from various activities both outside the classroom or even outside school. Character education has a higher meaning than formal education, because character education is not only related to the problem of right and wrong, but how to instill habits (habits) about good things in life, so that students have high awareness and understanding, and concern and commitment to apply virtue in daily life. The development of school culture carried out by teachers at SD Negeri 3 Sukawati is all efforts made by school residents who have been directed by the principal to create an atmosphere and learning conditions in the classroom to be conducive and fun and can motivate students to study well in accordance with his abilities. Strengthening the religious character of students built by school residents needs to be created through the establishment of a conducive learning atmosphere in the school environment, including the classroom environment. Explicitly the factors that influence the success of the learning process in the classroom in developing school culture as a strengthening of the religious character education of students at SD Negeri 3 Sukawati include teacher competence, learning methods used, curriculum, facilities and infrastructure, and a good learning environment. natural environment, psychology and culture.
LITERASI PENDIDIKAN AGAMA DI ERA REVOLUSI INDUSTI 4.0 MENYONGSONG PENDIDIKAN AGAMA MASYARAKAT 5.0 I Nyoman Raka
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i2.1593

Abstract

This study reveals Hindu religious learning in the 4.0 era, in order to welcome the 5.0 society. Learning problems are limited to only problems: the curriculum, the method of deliver- ing the material, up to the state and quality of the teacher. Theories of religious learning so far, often leave obstacles. The saturation of students in religious learning is often an obstacle. Edu- cational technology in the Industrial Revolution 4.0 era has provided a solution, 'lifelong learn- ing', which can be done anywhere, anytime, in any way, and by anyone. The solution 'learning can be anywhere', has shifted the role of teachers in the education process. The dominance of technology over teachers in the religious learning process occurs. Society 5.0 hopes to use technology as a means to build comfort in human life, including in the context of religious learning. How is Hindu religion learning in the 4.0 industrial revolution era?, what is the role of technology in religious learning in the 4.0 industrial revolution era?, and how is religious edu- cation in the 5.0 society era? are three problems in this research. This research uses a literature study approach. The data were analyzed by technical descriptive-analysis. The results of the analysis: The transformation of moral values, Hindu spirituality is absolutely needed as a tech- nological control for community education 5.0. Strengthening Hindu educational institutions, including: strengthening management, leadership, and policy reform by considering religious and moral values ??on the value of competence is an absolute requirement for the development of Hindu religious learning in the 5.0 era. It is hoped that the curriculum design with value requirements, delivery of material with the help of technology, is expected to be able to give birth to a whole Hindu generation, namely a generation that is fast-paced, precise, effective and efficient; a superior generation that is competitive, a generation that is creative, innovative, has character, is independent, loves the homeland and is religious in the era of society 5.0.
PENGGUNAAN PENDEKATAN ANDRAGOGI DALAM PROSES PEMBELAJARAN NONFORMAL Putu Yulia Angga Dewi; Kadek Hengki Primayana
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i2.1626

Abstract

Non-formal education is an educational activity carried out in an organized, planned manner outside the school system, which is intended by individuals or groups in society to improve their quality of life. In education, the existence of methods is also very important. Various innovations related to this method emerged as a result of the times. Of course, this latest method must be compatible with all aspects related to the learning system. In general, Andragogy is often used in the learning process at the upper secondary education level. In the learning process, the application of concepts and principles contained in the andragogy learning theory, actually does not have to be completely based on the form, unit level/level of education, but the most that must be considered is based on the readiness

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