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Jurnal Widya Sastra Pendidikan Agama Hindu
Published by Sekolah tinggi keguruan dan ilmu pendidikan Agama Hindu Singaraja
ISSN : 19079559     EISSN : 26567466     DOI : https://doi.org/10.36663/
Core Subject : Religion, Humanities, Education, Art,
Religion Arts Humanities Education Other
Fokus dari Jurnal Widya Sastra Pendidikan Agama Hindu adalah penelitian dalam lingkup 1. Pendidikan Agama Hindu 2. Pendidikan Kebudayaan berbasis Agama Hindu 3. Pendidikan Agama Hindu berbasis Teknologi
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 65 Documents
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NILAI-NILAI PENDIDIKAN AGAMA HINDU DALAM RITUAL MUNGKAH SARI DI DESA ADAT SANGBURNI, KECAMATAN KUBUTAMBAHAN, KABUPATEN BULELENG, BALI Suwendra, I Wayan
Jurnal Widya Sastra Pendidikan Agama Hindu Vol 7 No 2 (2024): Agustus
Publisher : STKIP AGAMA HINDU SINGARAJA

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Abstract

Ritual mungkah sari adalah unik, langka, dan sarat akan nilai-nilai Pendidikan. Apa saja nilai-nilai Pendidikan yang terkandung di dalamnya, diteliti secara ilmiah dengan menggunakan pendekatan penelitian kualitatif. Penentuan informannya melalui purposive snow ball sampling. Data dikumpulkan dengan interview mendalam, observasi terlibat dan pencatatan dokumen. Setelah data terkumpul dianalisis dengan teknik analisis: kategorisasi, domain, taxonomic dan tema budaya. Dari hasil analisis diperoleh nilai-nilai Pendidikan agama Hindu yang terkandung dalam ritual Mungkah Sari adalah sebagai berikut: (1). Tubuh manusia (bhuana alit) dan alam semesta (bhuana agung) harus terus diharmonikan dan dilestarikan. (2) Manusia hendaknya selalu bersyukur atas rakhmat Tuhan karena sudah dikaruniai alam semesta beserta isinya sebagai wahana hidup seluruh mahluk hidup. (3) Umat Hindu diwajibkan untuk belajar filsafat, Etika dan Ritual Agama Hindu karena adu telor dipakai sebagai inti ritual Mungkah Sari. Makna terdalam dari ritual ini adalah adu filsafat/tattwa, adu etika/Susila yang berhubungan dengan moral, dan adu ritual yang mengarah pada etika dan filsafat. Disarankan ritual Mungkah Sari ini terus dilestarikan, dimaknai secara filosofis, etika dan makna ritual yang sesuai dengan perkembangan jaman.
NILAI-NILAI PENDIDIKAN KARAKTER DALAM RITUAL TIGA BULANAN BAYI, DI DESA ADAT BANYUNING, KABUPATEN BULELENG, BALI Suwendra, I Wayan
Jurnal Widya Sastra Pendidikan Agama Hindu Vol 8 No 1 (2025): Februari
Publisher : STKIP AGAMA HINDU SINGARAJA

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Abstract

The Tiga Bulanan Bayi ritual is unique, rare, and rich in character educational values. What character educational values are contained within it, have been scientifically researched using a qualitative research approach. The determination of informants was done through purposive snowball sampling. Data were collected through in-depth interviews, participant observation, and document recording. After the data was collected, it was analyzed using analysis techniques: categorization, domain, taxonomic, and cultural themes. From the analysis results, the values of Hindu religious education contained in the Tiga Bulanan Bayi ritual are as follows: (1). The human body (bhuana alit) and the universe (bhuana agung) must continuously be harmonized and preserved. (2) Humans should always be grateful for God's grace because they have been granted the universe and its contents as a means of life for all living beings. (3) Hindus are required to study philosophy, ethics, and Hindu religious rituals because the egg duel is used as the core of the Tiga Bulanan Bayi ritual. The deepest meaning of this ritual is the contest of philosophy/tattwa, the contest of ethics/Susila related to morality, and the contest of rituals thatlead to ethics and philosophy. It is recommended that the Tiga Bulanan Bayi ritual be continuously preserved.
Games Based Learning Berlandaskan Ajaran Tri Kaya Parisudha Untuk Meningkatkan Aktivitas Dan Prestasi Belajar Pendidikan Agama Hindu Dan Budi Pekerti: Games Based Learning Berlandaskan Ajaran Tri Kaya Parisudha Untuk Meningkatkan Aktivitas Dan Prestasi Belajar Pendidikan Agama Hindu Dan Budi Pekerti Sri Susani , Ketut; Suastini, Nyoman; Tari Karismayanti, Komang
Jurnal Widya Sastra Pendidikan Agama Hindu Vol 8 No 1 (2025): Februari
Publisher : STKIP AGAMA HINDU SINGARAJA

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Abstract

Penelitian ini bertujuan untuk mengetahui hasil penerapan metode Game Based Learning yang berdasarkan ajaran Tri Kaya Parisuda dalam peningkatan aktivitas dan prestasi belajar Pendidikan Agama Hindu dan Budi Pekerti siswa kelas VIII SMP Mutiara Singaraja. Desain penelitian ini adalah kaulitatifdata didapatkan melalui teknik pengambilan data test dan observasi. Hasil penelitian menunjukkan bahwa pada prestasi belajar siswa diperoleh nilai rata-rata kelas pada saat pretes adalah 42,22, nilai siklus I 72,22 dan nilai pada siklus II meningkat menjadi 82,58. Sedangkan untuk aktivitas belajar siswa menunjukkan bahwa nilai siklus I sebesar 58,67 % dengan katagori rendah dan menunjukkan nilai 87,11 % dengan katagori baik pada siklus II. Hasil dari penelitian ini dapat digunakan sebagai referensi. Maka dari itu, hasil penelitian ini menunjukkan bahwa Game Based Learning yang berdasarkan Ajaran Tri Kaya Parisudha dapat meningkatkan aktivitas dan prestasi belajar pendidikan Agama Hindu dan Budi Pekerti siswa kelas VIII SMP Mutiara Singaraja tahun pelajaran 2023/2024. Hasil penelitian ini dapat digunakan sebagai referensi untuk meingkatkan aktivitas dan prestasi belajar pendidikan Agama Hindu dan Budi Pekerti siswa. Kata kunci: aktivitas belajar, prestasi belajar, Hindu, Game Based Learning, Tri Kaya Parisudha
SISTEM PENDIDIKAN GURUKULA Suwendra, I Wayan
Jurnal Widya Sastra Pendidikan Agama Hindu Vol 8 No 2 (2025)
Publisher : STKIP AGAMA HINDU SINGARAJA

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Abstract

Many Hindu Education experts in Bali and even in Indonesia do not know about the Gurukula Education system, therefore this literature study research was carried out. The problems of the Gurukula Education system that want to be expressed are: understanding, philosophical foundation, learning model and curriculum used. The research methods used are: Systematic literature study to identify, select, and analyze relevant literature with pre-established criteria. Meanwhile, the data analysis is through: meta-analysis, narrative synthesis, content analysis, framework synthesis, and realistic synthesis. The results of the research and discussion are: (1) the gurukula education system is a dormitory/ pasraman/pesantren education model, between teachers and students living together in a situation such as in a family with complete teachers, there is a school building, there are learning facilities and infrastructure, the curriculum follows modern schools, there is an educational level, and has a clear educational purpose, has a clear vision and mission, only the curriculum is dominated by Hindu religious material. (2) the philosophical foundations of the Gurukula education system are: Vedanta and Upanishads, the main goal of education is to attain spiritual wisdom and self-liberation (moksha), The education is holistic and focuses not only on the academic aspect but also on the formation of character, morality, and understanding of life as a whole, Integration with daily life, Students in the Gurukula system learn through direct experience, including daily tasks that help them understand responsibility and discipline, Simplicity and proximity to nature. (3) In the Gurukula education system, there are several learning models, namely: Observation-based learning and imitation, Personal learning and mentorship, Contextual learning, Spiritual learning and meditation, Discussion-based learning and dialogue. (4) Curriculum in the Gurukula education system: (a) Multi-disciplinary learning, (b) Character education, in addition to science, students are also taught moral values such as honesty, discipline, and respect for teachers and others, (c) Observation and imitation methods, students learn by observing and imitating the behavior of teachers and more experienced individuals, (d) Physical and mental integration, curriculum includes yoga practice, meditation, and physical activity for balance of body and mind, (e) Life-based learning, students not only learn theory but also engage in daily tasks, such as helping in community life.
METODE TALKING STICK PENERAPAN METODE TALKING STICK DENGAN MEDIA VIDEO PEMBELAJARAN UNTUK MENINGKATKAN KREATIVITAS DAN PRESTASI BELAJAR PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI KELAS VIII SMP MUTIARA SINGARAJA: Talking Stick Method, Learning Creativity, Academic Achievement, Hindu Religious and Character Education Putu Chandra Caka Narayani; I Wayan Suwendra; Komang Tari Karismayanti
Jurnal Widya Sastra Pendidikan Agama Hindu Vol 8 No 2 (2025)
Publisher : STKIP AGAMA HINDU SINGARAJA

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Abstract

This study aims to determine the effectiveness of the application of the Talking Stick method with learning video media to increase the creativity and learning achievement of grade VIII students of Mutiara Singaraja Junior High School in the subject of Hindu Religious Education and Ethics for the 2024/2025 Academic Year. The Talking Stick method provides space for students to participate in the learning process by taking turns using a stick when expressing opinions or answering questions. This technique fosters confidence, as well as the ability to work between students. The use of learning video media as a tool to display material audio-visually that can help students understand thoroughly and is fun. The combination of the Talking Stick method and learning videos is able to create a learning environment that encourages more comprehensive student engagement, which has an impact on increased creativity and learning achievement. This research uses a Classroom Action Research (PTK) approach which is carried out in two cycles. Each cycle consists of the stages of planning, implementation of actions, observation, and reflection. The subjects of this study were 31 grade VIII students. The results of the study showed a significant improvement. Students' creativity increased from 65.87% in the pre-action, then increased in the first cycle to 71.6% but it was not achieved in the first cycle, so the research continued to the second cycle and obtained a creativity result of 84.8%. The average learning achievement score increased from 61.7 with 61.7% absorption and classical completeness of 29% in pre-action, to 76.4 with 76.4% absorption and 41.93% learning completeness in the first cycle, and in the second cycle there was an increase where the average score was 84.81 with 84.81% absorption and learning completeness was 90.3%. Thus, this method has been proven to be effective in increasing student participation, creativity, and learning achievement.

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