cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
I Wayan Rudiarta
Contact Email
iwayanrudiarta92@gmail.com
Phone
+6282236144942
Journal Mail Official
padmasari2021@gmail.com
Editorial Address
Jln.Pancaka No. 7B Mataram, Nusa Tenggara Barat, Indonesia
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
Padma Sari: Jurnal Ilmu Pendidikan
Published by Institut Agama Hindu Negeri Gde Pudja Mataram
ISSN : 28087313     EISSN : 28087275     DOI : 10.53977
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
Padma Sari: Jurnal Ilmu Pendidikan adalah jurnal ilmiah berkala yang diterbitkan oleh Institut Agama Hindu Negeri Gde Pudja Mataram. Jurnal ini memfokuskan kajian pada bidang Ilmu Pendidikan, termasuk Pendidikan Agama dan Pendidikan Seni. Jurnal ini mengundang para ilmuwan, cendekiawan, profesional, dan peneliti dalam disiplin Ilmu Pendidikan untuk berkontribusi mengirimkan artikel yang akan diterbitkan dan disebarluaskan melalui: mekanisme pemilihan artikel, dikritik oleh reviewer, dan proses penyuntingan. Jurnal ini diterbitkan dua kali setahun pada bulan April dan Oktober. Padma Sari merupakan Jurnal Ilmu Pendidikan didedikasikan sebagai media diseminasi hasil penelitian untuk pengembangan keilmuan, menuangkan ide-ide dan gagasan di bidang ilmu pendidikan, Pendidikan Agama dan Pendidikan Seni yang berorientasi pada pengembangan kualitas pendidikan. Cakupan rinci artikel yang diterima untuk diajukan ke Padma Sari adalah: Pendidik dan Siswa Metode pembelajaran Media Pembelajaran Kurikulum Manajemen Pendidikan Pendidikan Karakter Filsafat Pendidikan Pendidikan Agama Pendidikan Seni dan Budaya
Arjuna Subject : Umum - Umum
Articles 70 Documents
 3   4   5   6   7 
IMPLEMENTASI MODEL PEMBELAJARAN DHARMAGITA DALAM MENINGKATKAN KREATIVITAS MAHASISWA Wiasti, Ni Komang; Wirata, I Wayan
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 01 (2025): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i01.2742

Abstract

This study aimed to analyze the implementation of various Dharmagita-based learning models at IAHN Gde Pudja Mataram. Dharmagita learning played a strategic role in transmitting cultural and spiritual-religious values, thus requiring a contextual, participatory, and meaningful pedagogical approach. A qualitative method was used, with data collected through observation, in-depth interviews, and documentation. Data analysis employed an interactive model consisting of four main stages: data collection, data condensation, data display, and conclusion drawing or verification. The findings revealed that the implementation of the Contextual Learning Model Based on Dharmagita, the Cooperative Learning Model Based on Dharmagita, the Project-Based Learning Model Based on Dharmagita, and the Audio-Visual Learning Model Based on Dharmagita successfully created an active, engaging, and relevant learning atmosphere for students. These models brought diverse approaches to instilling ethical and spiritual values, while encouraging students to develop their personal potential in the field of Dharmagita. The learning process led to increased student creativity, as evidenced by participation in extracurricular activities such as student organizations and competitions related to Dharmagita. The lecturer’s role as a facilitator also proved essential in ensuring quality learning, which was reflected in student achievements at both local and national levels. The findings highlight the importance of pedagogical innovation in preserving dharma values among the younger generation through the development of innovative learning models grounded in Hindu religious values
PENDEKATAN PENDIDIKAN AGAMA HINDU DALAM MENGATASI KRISIS MORAL DI KALANGAN SISWA Arsini, Ni Wayan
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 01 (2025): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i01.2746

Abstract

The issue of moral crisis among students has become a serious challenge for education in the digital era. This study was conducted to explore the role and pedagogical approaches of Hindu Religious Education in responding to moral decline among students. The research employed a qualitative content analysis method with a literature study approach. Data were collected from primary sources namely Hindu scriptures such as the Bhagavad Gita and Sarasamuccaya, and secondary sources in the form of textbooks and scientific articles. Data were analyzed thematically through open coding, categorization into descriptive themes, and synthesis of analytical themes. The findings show that the internalization of Hindu ethical values such as Tri Kaya Parisudha, Catur Paramita, Tri Parartha, and Tri Hita Karana has strong relevance in shaping students’ character. These values function not only as normative teachings but as pedagogical tools for developing moral reasoning, empathy, and spiritual consciousness. The study found that the moral crisis is not solely due to technological disruption or weak family support, but also due to a lack of reflective, affective, and contextual character education. Therefore, the study suggests that Hindu Religious Education should be reformulated into an integrative and transformative learning space that bridges cognition, affection, and spiritual practice. The goal is to produce students who are not only intellectually competent but also ethically responsible and spiritually grounded.
EKSPLORASI KONSEP ETIKA HINDU UNTUK MEMBANGUN KARAKTER POSITIF GENERASI DIGITAL NATIVE Swana, I Putu; Dewi, Ni Luh Made Larasanthi Komala
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 01 (2025): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i01.2941

Abstract

Generasi digital native merupakan seseorang yang hidupnya terintegrasi dengan teknologi, generasi ini menghadapi kerentanan seperti paparan konten negatif, cyberbullying, hoaks, dan krisis identitas akibat kuatnya need for recognition di media sosial. Tantangan ini memerlukan fondasi etika yang kuat dan relevan untuk membangun karakter positif. Penelitian ini bertujuan untuk mengeksplorasi dan merekonstruksi konsep etika Hindu yang dapat dijadikan pedoman perilaku yang konkret untuk membangun karakter positif generasi digital native. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan study literatur. Data tekstual yang ditemukan kemudian dianalisis menggunakan teknik analisis isi (content analysis) dan hermeneutika untuk menafsirkan makna, menemukan pola, tema, serta hubungan antar konsep. Adapun Hasil penelitian ini menunjukkan bahwa: terdapat tiga konsep etika Hindu yang sangat relevan bagi generasi digital native untuk membangun karakter positif yakni: (1) Satya (kebenaran), sebagai landasan integritas dan kejujuran dalam berkomunikasi dan menyebarkan informasi digital; (2) Tat Twam Asi (engkau adalah aku), yang menanamkan empati, penghormatan pada keberagaman, dan tanggung jawab sosial dengan menyadari kesatuan semua makhluk; serta (3) Tri Kaya Parisudha (penyucian pikiran, perkataan, perbuatan), yang berfungsi sebagai filter mental untuk menyucikan niat sebelum berinteraksi di dunia maya. Implementasi ketiga nilai etika Hindu ini diharapkan dapat membentuk karakter generasi digital native yang religius, jujur, toleran, bertanggung jawab, dan peduli sosial.
POTENSI DAN TANTANGAN SAṀSKṚTA-BĀLAKENDRAM DALAM PENDIDIKAN AGAMA HINDU DI PASRAMAN NONFORMAL Suparta, Ida Kade
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.2743

Abstract

The issue highlighted in this research is about the context of implementing Saṁskṛta-Bālakendram in nonformal Pasraman in Lombok, which has not yet been studied specifically to discuss the strategic potential of this program in supporting the strengthening of Hindu religious education, even though this program has been run in several nonformal pasraman. In addition, the challenges faced in the implementation of Saṁskṛta-Bālakendram in nonformal pasraman have also not been systematically and scientifically studied. This research aims to examine the potential and challenges of Saṁskṛta-Bālakendram in supporting Hindu religious education in nonformal pasraman. The research method used is descriptive qualitative with data collection techniques through non-participant observation, semi-structured interviews, and documentation study. The research results show that Saṁskṛta-Bālakendram has strong potential as a medium for mantra and śloka training, as well as a medium for learning moral virtues. However, the implementation of this program faces several challenges, including inconsistent student attendance, limited number of instructors, lack of support from the management of the pasraman, limited supporting facilities, and unclear class organization. Collaborative efforts are needed between pasraman management, teachers, parents, and Hindu community organizations and institutions to optimize the sustainability of this program. The results of this study are important in reinforcing the model of Hindu religious education and recommending the development of a more optimal curriculum and pasraman management for Sanskrit language learning in nonformal pasraman.
IMPLEMENTASI KURIKULUM MERDEKA DALAM MENINGKATKAN KEMANDIRIAN BELAJAR SISWA SEKOLAH DASAR KOTA MATARAM Getas, I Wayan; Budiartha, I Wayan
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.2877

Abstract

This study originates from the discourse in the field of education, particularly in curriculum development and elementary school learning. The Merdeka Curriculum has emerged as a new paradigm in Indonesian education, emphasizing flexibility, differentiation, and the strengthening of students’ character. One crucial issue examined in this research is how the implementation of the Merdeka Curriculum contributes to enhancing students’ learning independence, especially at the elementary level. The purpose of this article is to analyze the application of the Merdeka Curriculum in Mataram City and to assess the extent to which this curricular innovation fosters students’ autonomy in the learning process. The research employed a qualitative method with a case study approach in several elementary schools in Mataram. Data were collected through classroom observations, interviews with teachers and students, and documentation of lesson planning. The hypothesis proposed is that the implementation of the Merdeka Curriculum significantly influences the development of learning independence through project-based learning, differentiation, and providing opportunities for students to explore their interests. The findings reveal that students learning under the Merdeka Curriculum demonstrate increased initiative, decision-making skills, and self-reflection abilities. Teachers play a vital role as facilitators who guide without limiting students’ creativity. The contribution of this research lies in enriching the literature on the effectiveness of the Merdeka Curriculum while offering practical recommendations for educators and policymakers. These results highlight the importance of the Merdeka Curriculum as a relevant educational strategy to foster learning independence from an early stage, preparing future generations to be adaptive, critical, and competitive.
PENGARUH IMPLEMENTASI KURIKULUM MERDEKA TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA HINDU SISWA KELAS IX Dewi, Putu Arista Sukma; Prapnuwanti, Ni Luh Purnamasuari; Pitriani, Ni Rai Vivien
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.2974

Abstract

This study aims to determine the effect of the implementation of the Merdeka Curriculum on the learning outcomes of ninth-grade students in Hindu Religious Education at SMP Negeri 3 Singaraja. This research is motivated by the fact that the implementation of the Merdeka Curriculum in practice still faces various challenges, even though the school has fully implemented the curriculum at all grade levels. This study employs a quantitative approach. The sample consists of 47 ninth-grade students who are divided into an experimental class (24 students) and a control class (23 students). The implementation of the Merdeka Curriculum is carried out through student-centered learning, including the application of the Discovery Learning model. The focus of this study is to measure the impact of the Merdeka Curriculum on student learning outcomes, while the learning model is used as a treatment to examine how the curriculum is implemented in different contexts. Data were collected through observation, documentation, and learning outcome tests. The data were analyzed using an independent sample t-test. The results show that there is a significant effect on student learning outcomes (p < 0.05). These findings indicate that the implementation of the Merdeka Curriculum, which promotes student activeness and learning independence, contributes positively to the improvement of student learning outcomes. Furthermore, the results suggest that optimizing the implementation of the Merdeka Curriculum can be an effective strategy to improve the quality of both the learning process and learning outcomes in schools.
IMPLEMENTASI TEORI KECERDASAN GANDA DALAM PEMBELAJARAN BAHASA INGGRIS: KAJIAN PENDEKATAN MULTIDISIPLINER Risadi, Md. Yudyantara; Adnyana, Putu Budi; Ariawan, I Putu Wisna; Wesnawa, I Gede Astra
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.3249

Abstract

This study aims to analyse the implementation of Multiple Intelligences (MI) theory in English language education through a multidisciplinary approach. The investigation is motivated by the need for more inclusive instructional models amidst the prevailing dominance of educational systems that prioritize singular cognitive abilities. Employing a literature review methodology, the study examines nationally indexed (SINTA) and internationally indexed (Scopus) articles to identify patterns, relevance, and contributions of MI theory to the enhancement of English language learning quality. The analysis reveals that MI-based instruction significantly improves students’ motivation, engagement, and learning outcomes by aligning pedagogical strategies with individual intelligence profiles. Furthermore, the theory reinforces cultural, social, and humanistic values within educational contexts. Theoretically, this research affirms that MI is not merely a theoretical framework but a humanistic paradigm in language education. The implications suggest that English language instruction should be oriented toward the development of multidimensional potentials and instructional differentiation that respects learner diversity.
IMPLEMENTASI KONSEP TRI HITA KARANA DALAM PENDIDIKAN MULTIKULTURAL PADA PEMBELAJARAN IPS SD Jaya, I Ketut Manik Asta; Sanjaya, Dewa Bagus; Lasmawan, I Wayan
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.3408

Abstract

The integration of local wisdom into learning has become essential in 21st-century education. This study aims to construct a theoretical argument regarding the alignment between the Tri Hita Karana philosophy and the goals of multicultural education, as well as to formulate a conceptual model that can serve as a reference for educators in creating transformative social studies learning with a diversity perspective. This research employs a narrative review method. Its three main pillars Parahyangan, Pawongan, and Palemahan create a layered framework that builds multicultural awareness starting from a spiritual foundation, manifested in social practice, and extended to the ecological realm. The synergy of these three dimensions produces a multicultural education approach that is not only cognitive but also transformative, shaping students’ character to appreciate diversity across a complete spectrum. It is concluded that implementing the Tri Hita Karana concept in elementary school social studies learning offers a comprehensive and transformative paradigm for multicultural education.
PENGARUH PEMANFAATAN TEKNOLOGI DIGITAL TERHADAP MOTIVASI BELAJAR DAN KESEJAHTERAAN PSIKOLOGIS MAHASISWA PENDIDIKAN FISIKA UNIVERSITAS JAMBI Tarihoran, Citra Angela; Amelia, Amelia; Putri, Nayla Azzahra; Susanti, Nova
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.3882

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan teknologi digital dalam pembelajaran terhadap motivasi belajar dan kesejahteraan psikologis siswa dari perspektif psikologi digital. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Data dikumpulkan melalui kuesioner daring yang didistribusikan kepada 36 mahasiswa aktif. Instrumen tersebut mengukur intensitas penggunaan teknologi pembelajaran digital, motivasi belajar, dan kesejahteraan psikologis. Data dianalisis menggunakan analisis regresi linier sederhana. Hasil penelitian menunjukkan bahwa penggunaan teknologi digital dalam pembelajaran memiliki pengaruh positif dan signifikan terhadap motivasi belajar siswa. Lebih lanjut, terdapat hubungan yang signifikan antara penggunaan teknologi digital adaptif dan tingkat kesejahteraan psikologis yang lebih tinggi. Temuan ini menunjukkan bahwa integrasi teknologi dalam proses pembelajaran, jika digunakan secara bijak dan strategis, dapat meningkatkan pengalaman belajar siswa. Implikasinya menyoroti pentingnya peran pendidik dalam merancang lingkungan pembelajaran digital interaktif yang juga mendukung kesehatan psikologis. Diskusi lebih lanjut menekankan bahwa literasi digital dan manajemen waktu dalam penggunaan teknologi merupakan faktor penting dalam memaksimalkan manfaat teknologi dalam pendidikan.
KONTRIBUSI NILAI-NILAI HINDU TERHADAP PENGEMBANGAN SOCIAL-EMOTIONAL WELL-BEING SISWA Rudiarta, I Wayan; Suastra, I Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman; Ayu Dwi Oktaviani, Ni Made
Padma Sari: Jurnal Ilmu Pendidikan Vol 5 No 02 (2026): Ilmu Pendidikan
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ps.v5i02.3885

Abstract

The well-being and mental health of students are becoming a global issue receiving increasing attention in education, as students face greater academic, social, and emotional demands. This research aims to conduct a critical exploration and analysis of the contribution of Hindu values to students' social-emotional well-being. This study uses a qualitative approach, grounded in a literature review, analyzing primary sources such as Hindu scriptures namely the Bhagavad Gita and the Sarasamuccaya, books, scientific articles, and other references relevant to education, mental health, and social-emotional learning. The results of the study show that Hindu values, especially Tri Kaya Parisudha, Tat Tvam Asi, Tri Guna, and Tri Hita Karana, align closely with the five core competencies of SEL according to CASEL: self-awareness, emotional control, social awareness, relational skills, and responsible decision-making. Furthermore, Hindu values not only support students' psychosocial development but also enrich the SEL framework with spiritual, ethical, and cultural dimensions that play an important role in building students' emotional regulation, empathy, mental balance, and harmony in their social relations. The implementation of Hindu values in Hindu Religious Education through a reflective, contextual, and experiential approach has the potential to strengthen students' social-emotional well-being holistically and sustainably. This research emphasizes the importance of integrating local religious and cultural values in the development of mental health-oriented education and character formation of 21st-century students.

Page 7 of 7 | Total Record : 70

 3   4   5   6   7 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol 5 No 02 (2026): Ilmu Pendidikan Vol 5 No 01 (2025): Ilmu Pendidikan Vol 4 No 02 (2025): Ilmu Pendidikan Vol 4 No 01 (2024): Ilmu Pendidikan Vol 3 No 02 (2024): Ilmu Pendidikan Vol 3 No 01 (2023): Vol 03 No 01 Oktober 2023 Ilmu Pendidikan Vol 2 No 02 (2023): Vol 2 No 2 April 2023 Ilmu Pendidikan Vol 2 No 01 (2022): Vol 2 No 1 Oktober 2022 Ilmu Pendidikan Vol 1 No 02 (2022): Vol 1 No 2 April 2022 Ilmu Pendidikan Vol 1 No 01 (2021): Vol 1 No 1 Oktober 2021 Ilmu Pendidikan