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Japam
Published by Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
ISSN : -     EISSN : 28093534     DOI : https://doi.org/10.25078/japam
Core Subject : Religion, Humanities, Education,
Religion Humanities Other
JAPAM (Jurnal Pendidikan Agama) merupakan jurnal ilmiah yang memiliki misi memperluas kajian bidang pendidikan agama sebagai referensi dalam mewujudkan pendidikan agama yang moderat. Penguatan pendidikan agama penting untuk dioptimalkan, tidak hanya di lingkungan keluarga maupun pendidikan formal saja, tetapi juga melalui kajian-kajian ilmiah hasil penelitian maupun hasil pemikiran yang mengacu pada kaidah-kaidah ilmiah. Tujuannya adalah untuk menjadikan pendidikan agama sebagai landasan dalam mewujudkan masyarakat religius, bermartabat, cerdas, humanis dan berwawasan multukultural.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Search results for , issue "Vol 5 No 2 (2025)" : 10 Documents clear
PENDIDIKAN KARAKTER DALAM KAKAWIN PUTRA SASANA MARTI Yasa, I Putu Wahyu Pratama; I Nyoman Sueca; I Ketut Tanu
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5056

Abstract

Penelitian ini bertujuan untuk mengkaji nilai-nilai pendidikan karakter dalam Kakawin Putra Sasana Marti, sebuah karya sastra klasik Jawa Kuna yang berbentuk lontar dan ditemukan di Pusat Dokumentasi Dinas Kebudayaan Provinsi Bali. Menggunakan pendekatan kualitatif dengan teori strukturalisme, hermeneutika, dan karakter, penelitian ini menelaah ajaran-ajaran moral, etika, dan spiritual yang terkandung dalam kakawin sebagai pedoman pendidikan karakter. Hasil penelitian menunjukkan bahwa Kakawin Putra Sasana Marti memuat enam nilai utama pendidikan karakter: religiusitas, disiplin, kejujuran, kemandirian, gotong royong, dan integritas. Kakawin ini tidak hanya berfungsi sebagai warisan budaya, tetapi juga sebagai sumber pembentukan kepribadian anak secara holistik sejak dini, dengan menekankan pentingnya dharma, bhakti, dan nilai-nilai luhur dalam kehidupan. Struktur naratif kakawin yang terdiri atas bait-bait berwirama memperkuat pesan moral yang disampaikan. Fungsi dan makna pendidikan karakter dalam kakawin ini sangat relevan untuk diintegrasikan ke dalam sistem pendidikan modern guna membentuk generasi muda yang cerdas secara intelektual dan spiritual. Dengan demikian, karya ini menjadi media penting dalam revitalisasi nilai-nilai budaya dan karakter bangsa di era globalisasi. Kata Kunci: Pendidikan Karakter, Kakawin, Putra Sasana
IMPLEMENTASI AJARAN PUTRA SESANA DALAM MENANAMKAN BUDI PEKERTI PESERTA DIDIK KELAS V TAHUN PELAJARAN 2024/2025 DI SEKOLAH DASAR MARADIKA DENPASAR Sudiarta, I Kadek; I Ketut Tanu; I Ketut Gunarta
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5067

Abstract

Membangun karakter anak yang budi pekerti merupakan tujuan dari Pendidikan yangdiberikan kepada peserta didik oleh orang tua sehingga mampu menjadi anak yang suputra tidakhanya memiliki pengetahuan yang bagus tapi juga memiliki karakter yang baik. Salah satu ajaranagama Hindu yang diyakini mampu memberikan pedoman bagi orang tua maupun pendidik dalammendidik anak-anak sehingga memikiki karakter yang baik yaitu ajaran Putra Sesana yang diterapkandi SD Mahardika Denpasar, sehingga layak diteliti dengan judul “Implementasi Ajaran Putra Sesanadalam Menanamkan Budi Pekerti Peserta Didik Kelas V di SD Mahardika Denpasar. Studidokumntasi, dan kepustakaan, informan dijaring dengan purposive sampling dan Teknik analisis datadengan deskriptif kualitatif dengan prosedur reduksi, penyajian data, dan penarikan kesimpulan.Berdasarka analisis data ditemukan (1) Bentuk implementasi ajaran Putra Sesana, seperti; a)Implementasi ajaran Putra Sasana kepada Guru Rupaka; b) Impelementasi ajaran Putra Sasana kepadaGuru Pengajian; c) Implementasi ajaran Putra Sasan kepada Guru wisesa; d) Implementasi ajaranPutra Sasana kepada Guru Swadyaya. (2) Hambatan yang dihadapi terbagi menjadi dua yaitu factorinternal seperti; a) Kurangnya pemahaman guru tetag ajaran Putra Sesana; b)Tantangan konsistensidalam pembiasaan; c) Kesadaran terhadap pentingnya Budi Pekerti. Faktor eksternal seperti; a)Kurangnya dukungan orang tua; b)Pengaruh lingkungan dan Media social; (3) Implikasi dariimplementasi ajaran Putra Sesana memberikan implikasi kepada peserta didik, pendidik dan orangtua.
PERAN GURU PENDIDIKAN AGAMA HINDU DALAM MENCEGAH DAN MENANGANI KASUS PERUNDUNGAN (STUDI KASUS DI SMP NEGERI SE-KECAMATAN BANGLI I Dewa Putu Suyadnya; Ida Ayu Tary Puspa; Kadek Arya Prima Dewi PF
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5070

Abstract

Bullying in the school environment remains a critical issue that threatens students’ sense ofsafety and comfort in the learning process. This study aims to analyze the role of Hindu ReligiousEducation teachers in preventing and addressing bullying, identify the challenges they face, anddescribe the efforts undertaken to create a violence-free school environment. A qualitative approachwith a case study design was used, involving five public junior high schools in Bangli District throughin-depth interviews, observations, and documentation. The findings reveal that Hindu ReligiousEducation teachers fulfill four key roles. First, as educators, they deliver moral teachings and Hinduvalues such as ahimsa (non-violence), karuna (compassion), and tat twam asi (I am you, you are me)to shape students' character. Second, as moral exemplars, they serve as role models through dailybehavior and attitudes. Third, as spiritual mentors, they guide students to develop inner disciplineand avoid violent behavior. Fourth, as community liaisons, they bridge communication amongschools, students, parents, and the wider community. The main challenges encountered includestudents’ limited understanding of the consequences of bullying, the influence of peer socialenvironments, and the negative impacts of social media. In response, Hindu Religious Educationteachers undertake various strategic actions, including early intervention upon detecting bullying,providing support for both perpetrators and victims, coordinating with school authorities, andimplementing preventive strategies by integrating religious values into learning and student activitie.
PROGRAM SANISCARA MAPRANI SEBAGAI MEDIA MENUMBUH KEMBANGKAN KARAKTER SISWADI SMP NEGERI 1 BANGLI Gama, Putu Gede
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5133

Abstract

Character education is one of the important aspects of the education system in Indonesia. Inthe era of globalization, where cultural and ethical values are often eroded by the unstoppable flowof information, character education becomes very relevant to form a person of excellence andintegrity. One of the programs at SMP Negeri 1 Bangli that can be implemented as a medium fordeveloping student character is the Saniscara Maprani program. This study aims to obtain accurateinformation and an objective picture of the Saniscara Maprani program. The data collection methodsused are: observation, interviews, literature studies and documentation studies. The data wereanalyzed using qualitative descriptive analysis method. The results showed (1) The implementationof the Saniscara Maprani program is the preparation, implementation and evaluation of theSaniscara Maprani program (2) The function of the Saniscara Maprani program is as an expressionof gratitude to Sang Hyang Widhi Wasa, maintaining harmonious relationships among the extendedfamily of SMP Negeri 1 Bangli, for the formation of student character and for the formation of apositive school culture. (3) The implications of the Saniscara Maprani program are: the growth ofstudents' character, increasing students' awareness to carry out their religious teachings, increasingstudents' concern for the environment, creating a positive school culture and creating good characterof students in the school and community environment.
SUPERVISI AKADEMIK KEPALA SEKOLAH DALAM MEMOTIVASI KINERJA GURU AGAMA HINDU DI SMP NEGERI 1 TEMBUKU BANGLI I Putu Eka Pradnyana; I Nyoman Temon Astawa; Marsono
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5143

Abstract

Hindu religion teacher are axpacted to perform at their best in their teaching practices, inorder to produce students with good spiritual quality and character. However, entering the 5.0 erabrings many dynamics in the education space tha pose challenges to the learning process of Hindureligion by Hindu teacher, including demanding the extence of school principals to contribute to theperformance of Hindu religion teachers. This also occurs at SMP Negeri 1 Tembuku as one of theeducational institutions in Bangli Regency, Bali. The data in this study is sourced from primary andsecondary data, which is collected by observation techniques, interviews, documentation studies andliterature. The collected data was then analyzed with leadership theory, integrative constructiontheory and achievement motivation theory. The results of the study are then described descriptively.The results of this study are as follows: first, the academic supervision of the school principal inmotivating the performance of Hindu religion teachers at SMP Negeri 1 Tembuku Bangli begins withplanning and realizing performance targets. Second, the strengthening of the academic supervisionprocess of the principal of SMP Negeri 1 Tembuku Bangli is achieved through collaborationregardless of professional background or work culture, intense communication with internal andexternal parties of the school, and establishing contexts to facilitate the development targets of Hindureligion teachers. The third implications of academic supervision are the development of Hinducognition, emotional stability, and real actions to achieve optimal performance. The analysis isbeneficial to inspire the movement of supervision and the advancement of Hindu religious teachers'performance in all junior high school units. It can be concluded that through academic supervision,the principal of SMP Negeri 1 Tembuku is able to provide motivation both morally and through theacademic administration system towards improving the quality of Hindu religious teachers'performance.
IMPLEMENTASI PROGRAM SEMARAK (SENIN- KAMIS BERKARAKTER) DALAM MENINGKATKAN KARAKTER RELIGIUS HINDU SISWA SMP NEGERI 4 BANGLI:   Ni Kadek Armini; I Ketut Sudarsana; Ni Made Anggreni
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5144

Abstract

The religious character of Hindu students plays a crucial role in shaping their personalintegrity, particularly in the face of negative social media influences that may erode their sradha anddevotion to God. This study, titled “Implementation of SEMARAK (Monday-Thursday Character)Program in Improving Hindu Religious Character of Students of SMP Negeri 4 Bangli,” aims toexplore the implementation, challenges, and implications of the SEMARAK program. Guided by B.F.Skinner’s Behaviorism Theory, Talcott Parsons’ Structural Functional Theory, and ThomasLickona’s Character Education Theory, this research employs qualitative descriptive methods withdata collected through observation, interviews, documentation, and literature review. Informantswere selected using purposive sampling. The study reveals that: (1) The SEMARAK program isimplemented consistently every Monday and Thursday through joint prayers, religious songs,spiritual reflections, and discussions on Hindu teachings; (2) The main obstacles include limitedparental involvement and the influence of social media, addressed by strengthening the role ofteachers and fostering collaboration with the community; (3) The program positively impactsstudents by enhancing their spiritual discipline, sense of gratitude, and social care, therebystrengthening their overall religious character.
PENGARUH MODEL SIKLUS BELAJAR CATUR PRAMANA TERHADAP LITERASI SAINS DAN MOTIVASI BELAJAR IPA SISWA KELAS VII SMP NEGERI 1 SIDEMEN TAHUN PELAJARAN 2024/2025 Nyoman Sri Darmayanti
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5145

Abstract

Model pembelajaran yang selama ini diterapkan untuk mengajarkan IPA di Indonesiadiadopsi dari Barat. Salah satu filsafat weda yang dikenal dalam kehidupan masyarakat Hindu adalahnyaya darsana. Apabila dikaitkan dengan lingkungan belajar siswa di Bali yang mana pulau Balidikenal mayoritas masyarakatnya beragama Hindu, siswa dapat belajar IPA mempergunakanEpistemologi Nyaya yang dinamakan Catur Pramana, yaitu pengamatan (pratyaksa), penalaran(anumana), pemodelan (upamana), dan kesaksian (sabda). Penelitian ini bertujuan untuk mengetahuipengaruh model siklus belajar catur pramana terhadap literasi sains dan motivasi belajar IPA siswakelas VII SMP Negeri 1 Sidemen tahun pelajaran 2024/2025. Jenis penelitian ini adalah penelitianeksperimen semu. Hasil penelitian menunjukkan, pertama terdapat pengaruh model siklus belajarcatur pramana terhadap literasi sains dilihat dari Fhitung sebesar 17,473 dengan nilai signifikansi0,000 (kurang dari 0,05). Kedua, terdapat pengaruh model siklus belajar catur pramana terhadapmotivasi belajar dengan Fhitung sebesar 9,210 dan nilai signifikansi 0,003 (kurang dari 0,05). Ketiga,terdapat pengaruh secara simultan antara model siklus belajar catur pramana terhadap literasi sainsdan motivasi belajar IPA dengan Fhitung 12,894 dan nilai signifikansi 0,000 (lebih kecil dari 0,05).Dari penelitian ini diberikan saran agar siswa meningkatkan motivasi intrinsik dalam belajar IPA,bagi guru dan kepala sekolah agar memahami sintaks model siklus belajar catur pramana danmenerapkannya, serta agar peneliti lain mengadakan penelitian lebih lanjut untuk menguji pengaruhmodel siklus belajar catur pramana pada variabel dan mata pelajaran yang berbeda namun tetapmempertimbangkan karakteristik materi, karakteristik siswa, dan lingkungan belajar siswa.
KONSEP KEPEMIMPINAN KRAMAN TELU LIKUR SEBAGAI MODEL PENDIDIKAN AGAMA HINDU DI DESA ADAT SUKAWANA KECAMATAN KINTAMANI KABUPATEN BANGLI Kadek Ediyana
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5166

Abstract

The Sukawana traditional village in Kintamani sub district, Bangli Regency, Bali Province, which still adheres to its traditional government system based on the Ulu Apad system. In running the wheels of its traditional government, it is known as Kraman Telu Likur, whose highest leader is Jero Kubayan Kiwa Tengen. The concept of Kraman Telu Likur in the Hindu religious education model in the Sukawana Traditional Village can be seen through the organizational structure of Kraman Telu Likur. Kraman Telu Likur is a traditional leadership organization based on ulu apad which is thick with the culture of ancient Balinese village leadership. The leadership within Kraman Telu Likur not only provides management of traditional life, but also practices educational functions such as providing motivation to residents regarding the consistency of ancient traditions and becoming a facilitator in the education efforts of ancient Sukawana traditions. The educational values that can be learned from the Kraman Telu Likur Hindu religious education model are the values of Hindu leadership education and local wisdom education. The educational model applied by KramanTelu Likur in carrying out education and leadership in the Sukawana Traditional Village consists of a participation-based education model that is apparent through the openness of Kraman Telu Likurin accepting every cognitive discussion about Ancient Bali. The impact of Kraman Telu Likur on theyounger generation in Sukawana Traditional Village is to improve character and spirituality as a result of obedience to the ideology held by Kraman Telu Likur in terms of directing its younger generation to make religious traditions a path of devotion and karma marga. The strength of character and spirituality possessed by the younger generation of Sukawana strengthens the regeneration of the formation of prospective Kraman Telu Likur administrators who will later obey the dresta of Ancient Bali and the local Hindu leadership system typical of Sukawana. All of them areinvolved as part of the preservation of local traditions and culture as admired by the public in Sukawana Traditional Village.
PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM MENGEMBANGKAN PERILAKU RELIGIUS PADA MATA PELAJARAN PPKN DI SMP NEGERI 1 TEMBUKU Ayu Swandewi Trikusuma; I Ketut Sudarsana; Dewa Ayu Hendrawathy Putri
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5169

Abstract

PPKN learning in schools is often focused on cognitive aspects only, such as memorization of concepts and theories, so it is less effective in shaping students' religious behavior motivations. It is a challenge for teachers to create learning that can tailor methods, materials, and levels of difficulty according to students' unique needs, so that it can help motivate students to behave religiously with a more contextual and individualized approach. Therefore, the application of differentiated learning in PPKN subjects is important to be analyzed. The data collected were then analyzed with Vigotsky's theory of Social Constructivism, Maslow's Hierarchy of Needs Theory, and Piaget's Theory of Cognitive Development. The results of this study show that the role of schools in supporting differentiated learning is to provide facilities and innovations to improve teachercompetence. Teachers as educators in schools play a role in providing stimulation and adaptive learning models in supporting differentiated PPKN learning. The maximum role of teachers and school managers is directly a manifestation of the school's role in supporting differentiated learning. The role of school interns in the success of differentiated learning in PPKN subjects shows success that can be seen through students' enthusiasm in participating in learning activities. Obstacles in the application of differentiated learning in PPKN subjects are more towards the aspect of opportunity and the strength of conventional learning ideologies of senior teachers. Meanwhile, factors that support the application of differentiated learning in PPKN subjects are the existence of adequate competence from teachers, as well as psychological approaches carried out by parents in the realm of informal education. The impact of differentiated learning on PPKN subjects at SMP Negeri 1 Tembuku is the development of students' religious behavior as shown by the emergence of internal motivation from students to be honest, empathetic, and independent in making decisions.
IMPLEMENTASI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA DI SMP N 3 BANGLI KECAMATAN BANGLI, KABUPATEN BANGLI Putu Elvira Pradnya Paramitha
JAPAM (Jurnal Pendidikan Agama) Vol 5 No 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/japam.v5i2.5176

Abstract

The Independent Curriculum prioritizes the development of student character in alignmentwith the values of Pancasila. Currently, Pancasila values appear to be eroding in various aspects ofstudents' character. Indifference toward others, the environment, school regulations, and more,highlight the need for the implementation of the Pancasila Student Profile Strengthening Project (P5)in education. This initiative aims to cultivate dimensions such as faith and devotion to God Almighty,collaboration, critical thinking, and creativity. This study aims to: (1) describe the implementation ofthe Pancasila Student Profile Strengthening Project at SMP Negeri 3 Bangli; (2) examine the rolesof teachers, parents, and the community in the implementation of the project at SMP Negeri 3 Bangli;and (3) identify the implications of the project at SMP Negeri 3 Bangli. Theories used in this studyinclude behaviorist theory, motivation theory, and character theory. This research is a descriptivequalitative study using a phenomenological approach. Data were collected through observation,interviews, literature review, and documentation. The collected data were analyzed through datareduction, data presentation, and conclusion drawing/verification. The research findings include: (1)the implementation of the Pancasila Student Profile Strengthening Project at SMP Negeri 3 Bangli;(2) the roles of teachers, parents, and the community in supporting the project; and (3) theimplications of the project activities, which are: (a) enhancement of students’ faith, devotion to GodAlmighty, and noble character; (b) improvement in the dimension of collaboration among students;(c) development of students’ critical thinking skills; and (d) enhancement of students’ creativity.

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