Metta : Jurnal Ilmu Multidisiplin
Metta : Jurnal Ilmu Multidisiplin is a multidisciplinary journal published by Jayapangus Press (Publisher of Perkumpulan Pengelola Jurnal Pendidikan Tinggi Hindu). Metta : Jurnal Ilmu Multidisiplin is published thrice a year in April, August, December is a peer reviewed, open access, scientific and scholarly journal which publishes research papers, review papers, case reports, case studies, books review, thesis, dissertation works, etc. This journal is dedicated to explore and socialize many creative and innovative thought who focus in: 1. Humanities: Art, History, Languages, Literature, Music, Philosophy, Religion, Theater, etc. 2. Social Science: Geography, Sociology, Education, Political Science, Law, Policy, Social Review, Arts, History, Philosophy, Anthropology 3. Management: Commerce, Economics, Finance, Accounting, Corporate Governance, Human Resources Management, Marketing Management, Quality Management Training and Development 4. Engineering: Information Technology, Computer Application, Civil Engineering, Machanical Engineering, Chemical Engineering, Electrical Engineering, Physics 5. Medical Science: Medicine, Health, Nursing, Clinical Research, Pharmacy, Pharmaceutical, Pharmacognosy, Pharmacology, Phytochemistry 6. Biology: Botany, Bioscience, Microbiology, Biotechnology, Clinical Biology, Molecular Biology, Biochemistry, Agriculture, Chemistry, Environment and Ecology, Food Science, Nutrition, Plant Science, Entomology, Zoology, Fisheries 7. Physical Education: Sports, Yoga, Physiotherapy, Physiology, Exercise, Health
Articles
198 Documents
<![CDATA[Pendidikan Karakter Dalam Cerita Panca Tantra ]]>
<![CDATA[Pratama Yasa, I Putu Wahyu]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 1 No. 4 (2021) ]]>
Publisher : <![CDATA[Jayapangus Press ]]>
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DOI: 10.37329/metta.v1i4.2879
<![CDATA[Panca Tantra is a popular story favored by the Hindu community in Bali called Tantri. Panca Tantra has a religious dimension, namely carrying out purification and self-emptying based on the saturation of routines that allow recreation of the inner world. The Five Tantras in the Vedic codification are included in the Nibandha class. The problems to be discussed in this study include; 1) What is the structure of the text in the Panca Tantra story?, 2) What Hindu religious teachings are contained in the Panca Tantra story? 3) How is character education in Five Tantra? In general, this research aims to preserve the nation's cultural heritage, especially Balinese culture. It is hoped that this research, in the Stories of Panca Tantra, will be understood and internalized to be carried out in everyday life both among academics and the general public. The theory used is structuralism theory and character theory. The research method uses (1) Interview, (2) Observation, (3) Literature Study, and (4) Documents. Data analysis methods and techniques use (1) data reduction (2) data presentation (3) inference or verification. In the method and presentation of results using formal and informal methods. The results of the study show that the general description of the research object includes a synopsis of the text of the five tantra stories, the prose of the text of the five tantra stories, the structure of the text of the five tantra stories, and contains teachings 1) the teachings of sraddha bhakti 2) the teachings of Tri Hita Karana 3) the teachings of Tri Kaya Parisudha; 4) Subha Karma teachings; 5) Asubha Karma) and character education contained in the five tantra stories which include; a) religious character education; b) honesty character education; c) disciplinary character education; d) character education with leadership spirit e) social care character education and character education of the Panca Tantra.]]>
<![CDATA[Penyusunan Perangkat Pembelajaran Pendidikan Agama Hindu Di Sekolah Dasar Dengan Integrasi Penguatan Pendidikan Karakter ]]>
<![CDATA[Rikayana, I Kadek]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 1 No. 4 (2021) ]]>
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DOI: 10.37329/metta.v1i4.2880
<![CDATA[Character education is an educational approach that aims to shape good values, ethics and morals in students. Values such as honesty, caring, discipline, and responsibility are considered important to form a strong and ethical character in society. This study aims to find out how the preparation of learning tools for Hinduism education in elementary schools with the integration of strengthening character education. This study adopts a qualitative approach, utilizing literature study or desk study as the main technique in collecting information. The integration of character education in Hindu Religious Education in Primary Schools is important to shape students' character. Teachers play a key role in implementing this approach. The development of learning tools that include planning, materials, teaching methods, and evaluation of student character is a complex step. Evaluation that includes control of other factors helps understand the effectiveness of this approach. Values-based approaches, stories, active participation, art, and reflection are useful strategies. Teachers have an important role as examples and leaders in shaping student character. Hindu Religious Education in elementary schools can be an effective tool to shape noble and responsible character in students.]]>
<![CDATA[Pendidikan Susila Sebagai Upaya Pembentukan Karakter Pancasila Perspektif Sarasamuscaya ]]>
<![CDATA[Santha, I Made Surya]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 4 No. 1 (2024) ]]>
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DOI: 10.37329/metta.v4i1.2887
<![CDATA[The ongoing development of the times has made many changes not only positive but also negative. This negative change is due to the lack of a strong foundation as a barrier between existing cultural understandings and new cultures that continue to develop. The foundation that is not strong makes the moral values and moral order of the nation's philosophy eroded. Strengthening morals and character is necessary to maintain the values of Pancasila as a view of life. The role of moral education is one of the efforts that can be used in reinstilling the character of pancasila. Sarasamuscaya is one of the guidelines that can be referred to to understand morality in the formation of a characterful personality. The purpose of this study is to analyze how moral education as an effort to build the character of pancasila view sarasamuscaya. The research method used is a descriptive qualitative method with a literature study approach that focuses on sarasamuscaya by adhering to strengthening the character of Pancasila. Overall, this study found that there is a close relationship with how moral education in sarasamuscaya there is a principle that can be used as a guideline, namely tri kaya parisudha, which is three actions based on dharma to be done. The conclusion that can be drawn is that morals are a form of personality that transmits character, the character of Pancasila in education is currently the focus of the formation of quality students, and in its efforts inner moral education with the principle of Tri Kaya Parisudha in sarsamuscaya can be used as a basis for strengthening the character of Pancasila.]]>
<![CDATA[Peran Dan Tantangan Guru Pendidikan Agama Hindu Dalam Menerapkan Sikap Pluralisme Siswa ]]>
<![CDATA[Surya, Ida Ayu Melanie]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 2 No. 4 (2022) ]]>
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DOI: 10.37329/metta.v2i4.2890
<![CDATA[Indonesia is a dominant country with a diverse population which has the potential to cause horizontal conflict. So, a country will be great if its people have awareness, as well as an attitude of tolerance and mutual respect in the world of education. The experience of pluralism in schools can minimize various problems that arise both at the national and global levels. The task of a Hindu religious education teacher is that of a functionary who has great duties and responsibilities and serves as the spearhead of educating students. The aim of this research is to determine the role and challenges of Hindu religious education teachers in implementing students' attitudes of pluralism. The use of descriptive qualitative research methods with data collection using observation techniques and documentation studies. The results of carrying out this research are as follows: 1) Teacher as facilitator, in the teacher's role as facilitator the teacher helps students by dedicating teaching materials and providing learning facilities. 2) Teacher as Motivator, the role of the teacher as a motivator is to increase students' interest in learning, creating an interesting learning environment. So, students will have higher motivation to participate in the learning process. 3) The teacher as a guide, with the presence of a teacher is expected to be able to cover the morals conveyed to students, in the form of tools, individuals and materials used. 4) Teachers as educators, the teacher's job is not only to provide information to students to understand the lesson, but also to guide and train students is a teacher's job besides educating. Apart from these roles, there are also several challenges faced by teachers, such as the challenge of facing the influence of globalization and facing ethnocentrism.]]>
<![CDATA[Problematika Kurikulum Merdeka Di Kabupaten Nabire ]]>
<![CDATA[Ismawati, Ika]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 2 No. 4 (2022) ]]>
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DOI: 10.37329/metta.v2i4.2895
<![CDATA[This research trying to reveal some problems faced by teachers in the Nabire District - Central Papua. A remote area far from the city center of Indonesia. Sometimes we forget that Nabire district also need encouragement and equality. The presence of the independent curriculum seems to have shaken the teachers at Nabire because the remaining problems from the previous curriculum have not been resolved and are now given a new burden with the new curriculum too. The data for this paper comes from the opinions of teachers in Nabire district who really understand the conditions at Nabire. This research reviews the concept of learning in the independent curriculum and also the complementation of the independent curriculum in Central Papua. This research was conducted using observation, interviews and document study method. Data was obtained through informants selected using purposive sampling. All data was then analyzed descriptively qualitatively using Rodan and Nurkse’s Bersa Nudge Theory. The results of the analysis show that the independent curriculum is very good curriculum and is able to provide optimal development for students. However, the independent curriculum is still far from ready to be implemented in Nabire district, which is still underdeveloped. Underdeveloped means the number of teacher is unequal, there is a lack of infrastructure and there are still many students who are isolated and trapped by extreme geographical conditions. In fact, there are still students who are hampered by long distances to school. Therefore, the implementation of the independent curriculum can be implemented well for students and teachers will not face difficulties in implementing the independent curriculum.]]>
<![CDATA[Pendidikan Susila Dalam Cerita Udyoga, Bhisma, Dan Drona Parwa Mahābhārata Sebagai Landasan Pembentuk Siswa Suputra ]]>
<![CDATA[Ardika, Kadek]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 3 No. 4 (2023) ]]>
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DOI: 10.37329/metta.v3i4.2901
<![CDATA[The stories of Mahābhārata is a pary of Veda scriptures called Itihās. There are two types of Itihāsa, namely the Ramāyāna and the Mahābhārata. Both of these epic stories are undeniably popular, legendary stories and have been able tpo captivate the creative thingking of Indonesian people from the past until now. They are also called Arsakavya, which implies slokas or songs from Mahārşi are very beautiful and melodious. The creator or the Ramayana story is Mahārşi Walmiki and Mahārşi Krisnadwipayana or Bhagawan Wyasa the author of the Mahābhārata epic. In the Mahābhārata story there are 18 parvas that tell event after incident that happened. The 18 parvas are: Ādiparva, Sabhāparva, Vānaparva, Virātaparva, Udyogaparva, Bhismaparva, Droņaparva, Kamaparva, Šalyaparva, Sauptikaparva, Striparva, Sāntiparva, Anusāsanaparva, Aśvamedhikaparva, Aśramaväsikaparva, Mausalaparva, Mahäprasthänikaparva, Svargārohanaparva. Udyoga, Bhisma, and Drona Parwa are parts of the Mahābhārata that contain noble stories. In the Mahābhārata, the core of the story arises when the Bharata family, namely the Pandavas and Kuravas, are involved in a dispute. Indirectly, the dispute is a reflection of deviations from moral education, and has a correlation if it is associated with several cases of juvenile delinquency involving students in the current era. On this basis, this research is interested in examining the story of Udyoga, Bhisma, and Drona Parwa to obtain more ethical and moral values in the perspective of Hinduism. It also formulates several problem formulations related to the study, including the nature of moral education, the essence of the Udyoga, Bhisma, and Drona Parwa stories and reflects on moral education that can be used as an educational foundation in forming Suputra students. Through a qualitative research method and a descriptive approach using literature studies, the results of this study show that the stories of Udyoga, Bhisma, and Drona Parwa contain various learning reflections that are useful for students in forming Suputra personalities, such as the values of loyalty, compromise, sincerity, humility, and consistent defense of the truth.thus giving birth to a young generation full of veluees that can be implemented in life.]]>
<![CDATA[Pola Pelatihan UKM Dharmagita Jawa Dalam Penguatan Pendidikan Karakter Mahasiswa di Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
<![CDATA[Adi Prasetya, I Putu]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 1 No. 3 (2021) ]]>
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DOI: 10.37329/metta.v1i3.2904
<![CDATA[Universities facing the era of globalization and competitive competition, especially in the field of education, require capabilities in the form of hard skills and soft skills. Soft skills in the world of education, especially higher education, can be obtained from participation in activities that train non-academic capabilities such as Student Activity Units or what is interpreted as UKM. The I Gusti Bagus Sugriwa State Hindu University campus in Denpasar has 26 Student Activity Units (UKM), one of which is the Dharmagita Jawa UKM. In the Javanese Dharmagita Training, the supervisors or administrators of the student activity units have a pattern or method for developing the Javanese Dharmagita through a series of activities that not only focus on Dharmagita training but also carry out activities that foster the strengthening of behavioral education in students. Based on Lickona's opinion, it is explained that behavior consists of three correlated components, namely moral knowing, moral feeling, and moral behavior. The Moral Knowing that students get during the Training stage and the activities carried out include: 1). Member training, 2) Javanese ballad training, 3). Javanese dance training, 4). Provision of Dharmawacama and Dharmatula, 5). Ambal Warsa, 6). Devotion, 7). Annual deliberation, along with 8). Evaluation/assessment. There are obstacles and efforts made during the training, whether from trainers or students. The implications obtained from the Dharmagita Java UKM training are the implications for moral feelings along with the implications for moral behavior. Moral Feeling is an emotional aspect that can be felt and applied directly by students through behavioral norms, namely: Religious, nationalist, independent, mutual cooperation, integrity. In moral behavior in this research, students can implement behavioral norms in their daily routines in the form of behavior, movements or actions. Therefore, the Dharmagita Java UKM training pattern in the strengthening stage of behavioral education is crucial to be implemented so that students have soft skills that will be useful later both for the students themselves and also the community when they finish college.]]>
<![CDATA[Implementasi Digitalisasi Administrasi Pendidikan di SMP Negeri 3 Bangli ]]>
<![CDATA[Suyadnya, I Dewa Putu]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 4 No. 1 (2024) ]]>
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DOI: 10.37329/metta.v4i1.2915
<![CDATA[The implementation of technology in educational administration is a crucial step. Educational administration can experience increased efficiency through the application of technology. By using technology, administrative processes can be carried out more effectively and efficiently. Considering the importance of the role of technology or digitization in daily life, it is essential to conduct research related to the implementation of digitalization in educational administration within the educational institution. This research is a qualitative study aimed at understanding the implementation of digitalization in education at SMP Negeri 3 Bangli. Additionally, the research aims to identify the platforms used in the implementation of educational administration at SMP Negeri 3 Bangli. The data collection methods used in this research are literature review, observation, and interviews. The results of this research indicate that the digitalization implementation at SMP Negeri 3 Bangli is evident in (1) school head programs, (2) the learning process, (3) assessment implementation, (4) data management, (5) school innovation programs, and (6) school publications. The platforms used to support school digitization include Google Classroom, Kahoot, Quizziz, and Melajah.id for digitalizing learning, Google Form and CBT for digitalizing assessment implementation, Google Drive for digitalizing management and data, Google Form and QR Code for innovation programs, and social media platforms such as Facebook, Instagram, YouTube, and the school website for school publications. Additionally, PMM is used for digital teacher training. With this digitalization process, educational administration activities at SMP Negeri 3 Bangli can be conducted more effectively and efficiently. ]]>
<![CDATA[Struktur Ajaran Dan Fungsi Pendidikan Karakter Dalam Geguritan Budi Pekerti ]]>
<![CDATA[Wahyu Dyatmika , I Kadek]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 4 No. 1 (2024) ]]>
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DOI: 10.37329/metta.v4i1.2919
<![CDATA[Character education, when viewed from an educational perspective in Indonesia, refers to 18 noble values originating from national culture to develop the personality of the next generation (young generation). It is essential to carry out character education early to prevent the degradation of students' character and mentality due to current technological developments. The teachings of character education can be seen through learning at school and geguritan literary works. Geguritan Budi Pekerti is one of Bali Purwa's literary works containing Hindu ethical and religious values. This research aims to give the public an understanding of the teaching structure and function of character education in Geguritan Budi Pekerti. This qualitative research uses data collection methods through interviews, documentation, and literature study. The data that has been collected is analyzed using the hermeneutic data analysis method and presented using inductive deductive techniques. The results of this research are the structure of character education teachings in Geguritan Budi Pekerti (religious teachings, tolerance, honesty, social care) and the function of character education in Geguritan Budi Pekerti (religious function, ethical function, social function). By dissecting and studying directly the Geguritan Budi Pekerti text, it can be used as a reflection and guide for attitudes towards virtue and understanding of character education in Geguritan Budi Pekerti.]]>
<![CDATA[Implementasi Media Pembelajaran Audio Visual Pada Pembelajaran Pendidikan Agama Hindu Dan Budi Pekerti Di Kelas VII SMP Widya Sakti Denpasar ]]>
<![CDATA[Utama, I Putu Shandy Palguna]]>
<![CDATA[ Metta : Jurnal Ilmu Multidisiplin Vol. 1 No. 4 (2021) ]]>
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DOI: 10.37329/metta.v1i4.2922
<![CDATA[Audio visual learning media is a medium that acts as an intermediary in the learning process in the form of sight and hearing which can activate the atmosphere of students so that they are able to gain knowledge, skills or shape students' attitudes in helping to achieve learning goals. The purpose of the study was to analyze the implementation of audio-visual learning media in learning Hindu religious education and Budi Pekerti in class VII SMP Widya Sakti Denpasar. The data collection methods used are interviews, observations, literature studies, document studies. The research results show: (1) In developing audio visual media, syllabus analysis and analysis of facility and infrastructure needs are needed. (2) The application of audio visual media is found in the learning process in the classroom with the teacher and students in the classroom. In the process of using audio-visual media, there are obstacles experienced by teachers and students. To overcome these obstacles, teachers and students have made efforts to optimize the learning process using audio-visual media. (3) In implementing audio visual media there are implications for teachers and students.]]>
