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Program Studi Pendidikan Agama Hindu, Jurusan Pendidikan Agama, Fakultas Dharma Acarya, Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar Jl. Ratna, No.51, Denpasar Jl. Nusantara, Kubu, Bangli
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Guna Widya : Jurnal Pendidikan Hindu
Published by Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
ISSN : 23555696     EISSN : 23555696     DOI : -
Core Subject : Religion, Humanities, Social,
Religion Humanities Social Sciences
Guna Widya : Jurnal Pendidikan Hindu dengan ISSN online 2655-0156 (SK no. 0005.26550156/JI.3.1/SK.ISSN/2018.12 - 5 Desember 2018 (mulai edisi Vol. 6, No. 1, Maret 2019), diterbitkan oleh Jurusan Pendidikan Agama Fakultas Dharma Acarya Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar mulai tahun 2014, didedikasikan sebagai publikasi ide, gagasan, hasil penelitian terkait pendidikan agama Hindu. Guna Widya : Jurnal Pendidikan Hindu terbit 2 kali dalam setahun, terindeks oleh Sinta 5, CrossRef, Google Scholar, dan Garuda
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 178 Documents
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PENGEMBANGAN MEDIA PEMBELAJARAN BRANCHING SCENARIO BERBASIS POWERPOINT INTERAKTIF PADA MATERI TRI PARARTHA DI SEKOLAH DASAR I Wayan Satya Narayana; Kadek Aria Prima Dewi PF; Putu Ayu Septiari Dewi
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.5148

Abstract

This study aims to Develop an interactive learning media based on the Branching Scenario model using Microsoft PowerPoint to enhance students' learning outcomes on the topic of Tri Parartha in fourth-grade Hindu Religious Education at SDN 4 Tulikup. The research employed the 4D development model (Define, Design, Develop, Disseminate), implemented systematically from needs analysis to dissemination. The media was validated by both media and content experts, receiving an “excellent” rating in terms of feasibility. The trial involved a peer tutoring strategy, where fifth-grade students guided fourth-grade students in exploring the media. The results showed a significant improvement in learning outcomes, with a gain score of 0.75 classified as high. Students also responded positively, finding the media engaging, easy to use, and effective in delivering the moral values of Asih, Punia, and Bhakti in a reflective and contextual manner. The media was disseminated via Google Drive (.ppsx format) and supported with a YouTube tutorial for wider access. The findings indicate that this media is not only effective in improving learning outcomes but also supports a more humanistic and meaningful character-based education process. Keywords: Branching Scenario, Interactive PowerPoint, Tri Parartha, Hindu Religious Education, Interactive Learning Media Keywords: Branching Scenario, Interactive PowerPoint, Tri Parartha, Hindu Religious Education, Interactive Learning Media
Integrasi Filosofi Tri Kaya Parisudha Dalam Penguatan Pendidikan Agama Hindu Dan Budi Pekerti Siswa Sekolah Dasar Di Kota Mataram: Integrasi Filosofi Tri Kaya Parisudha Dalam Penguatan Pendidikan Agama Hindu Dan Budi Pekerti Siswa Sekolah Dasar Di Kota Mataram GETAS, i wayan; Arini, Ni Made
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.5390

Abstract

This study aims to examine the integration of the Tri Kaya Parisudha philosophy in strengthening Hindu religious education and character development among elementary school students in Mataram City. Tri Kaya Parisudha, encompassing good thoughts (manacika), good speech (wacika), and good actions (kayika), is believed to be an effective foundation for character and moral education when properly integrated into learning processes. This research employed a qualitative approach using a case study method. Data were collected through observations, in-depth interviews with Hindu religious teachers, principals, and students, as well as documentation studies at several elementary schools in Mataram. The findings reveal that incorporating the values of Tri Kaya Parisudha into teaching not only enhances students' understanding of Hindu teachings but also fosters respectful, honest, and responsible behavior in their daily lives. The study concludes that the structured and contextual application of the Tri Kaya Parisudha philosophy can serve as an effective strategy for reinforcing Hindu religious education and shaping students' character from an early age within elementary school settings.
NILAI-NILAI SUSILA DALAM KITAB CANAKYA NITISASTRA DAN IMPLEMENTASINYA DALAM MEMBENTUK PEMIMPIN YANG BERKARAKTER Ni Wayan Anggi Yudiantari; I Made Krisna Mahardika; Ni Kadek Ayu Lianita
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.5461

Abstract

Canakya Nītisāstra is a classical Indian literary work that contains moral teachings and ethical values highly relevant to shaping individual character, particularly in leadership. Composed by Rsi Canakya, the text does not solely focus on intellectual intelligence but also emphasizes the importance of moral character, such as honesty, wisdom, self-control, trust, and truthfulness. This study aims to examine the ethical values embedded in Canakya Nītisāstra and their implementation in developing leaders of strong character. The analysis is conducted using a qualitative approach, with literature review as its primary method. It is found that the slokas in this text offer practical guidance for life, including ethical principles, wise decision-making, and a sense of responsibility. These values are further reinforced through the teachings of Seva Niti, which draws inspiration from the traits of animals such as lions, crows, and dogs as symbols of ideal leadership qualities. Moreover, the relevance of these teachings is also reflected in the Hindu leadership philosophy known as Asta Brata. Thus, Canakya Nītisāstra serves not only as a literary heritage but also as a valuable source of ethical and leadership education that remains applicable in contemporary educational and social contexts. This text is worthy of being a reference in shaping a generation of intelligent, ethical, and dharma-grounded leaders.
IMPLEMENTASI PENDIDIKAN MULTIKULTURAL SEBAGAI UPAYA PENGUATAN LIMA NILAI KARAKTER UTAMA WUJUD MODERASI SISWA DI SDN KUTUH KINTAMANI I Nyoman Sueca, I Nyoman Sueca; Ni Wayan Arini; Ni Wayan Satri Adnyani; Ni Made Sukerni
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.5529

Abstract

Tujuan: Penelitian ini secara umum bertujuan untuk mengungkap, memahami, mendeskripsikan, dan menganalisis fakta-fakta tentang implementasi Pendidikan multikultural sebagai penguatan lima nilai utama karakter siswa wujud moderasi di SDN Kutuh Kintamani, secara holistik dan komprehensif sesuai dengan ilmu pendidikan agama. Metode: Jenis penelitian yang digunakan adalah kualitatif deskriptif, metode yang digunakan dalam pengumpulan data yakni; wawancara, observasi, dokumentasi. Teknik penentuan infoman dilakukan dengan purposive samplingpengambilan sampel disesuaikan dengan tujuan penelitian, dan analisis data dilakukan denagn empat alur yaitu; pengumpulan data, reduksi, penyajian data dan verifikasi data Hasil dan kesimpulan: Pengimplementasian pendidikan multicultural dan penguatan lima nilai karakter utama sangat penting bagi kehidupan Siswa di masyarakat disamping memahami lima nilai karakter utama yang telah di tetapkan dari Kemendikbud sebagai acuan untuk mewujudkan moderasi beragama sehingga dapat mencegah tindakan diskriminatif terhadap golongan yang berbeda di masyarakat, dan juga mengejewantahkan ajaran-ajaran agama yang dianutnya. Implikasi penelitian: penelitian akan berdampak terhadap kehidupan social masyarakat untuk memahami Pendidikan multikultur yang dapat menguatkan lima nilai karakter utama sebagai wujud moderasi beragama yang telah ditetapka oleh Kemendikbud, sehingga mampu menumbuhkan toleransi beragama yang kuat dan andal. Originalitas: Penelitian ini berfokus pada, kajian tentang implementsi Pendidikan multicultural sebagai upaya penguatan lima nilai karakter utama wujud moderasi beragama siswa yang telah pernah dilakukan sebelumnya.
Urgensi Pengembangan Kultur Formal Sekolah Keagamaan sebagai Instrumen Pembentukan Aspek Pemahaman Kultur Liyan: Studi Kasus di Pondok Pesantren Bali Bina Insani, Tabanan-Bali Nanduq, Ferdinandus; I Made Wirahadi Kusuma; Ni Made Muliani
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.5530

Abstract

Penelitian bertujuan menganalisis urgensi pengembangan kultur formal sekolah keagamaan Islam sebagai instrumen pembentukan aspek pemahaman kultur liyan. Penelitian kualitatif deskriptif menggunakan teknik angket terbuka, observasi tidak berstruktur, wawancara tidak berstruktur, dan studi dokumen sebagai metode pengumpuan data. Data dianalisis menggunaan teknik analisis kualitatif model Miles dan Huberman. Penelitian ini menemukan beberapa yang menunjukkan urgensi pengembangan kultur formal sekolah keagamaan sebagai instrumen peengembangan aspek pemahaman kultur liyan. Pertama, konten pendidikan multilkultural sebagian besar telah tereksternalisasi melalui kultur formal sekolah keagamaan, kecuali aspek pemahaman kultur liyan. Kedua, ketidakoptimal eksternalisasi konten pendidikan multuikultural berkaitan dengan ketidakutuhan pemahaman terhadap konsep pendidikan multikultural. Ketiga, pengelola memiliki respon positif terhadap penerapan konten pendidikan multikultural sebagai basis kultur sekolah keagamaan Islam sebagai wujud pemahaman bahwa konsep pendidikan multikultural berkongruensi dengan ajarana Agama Islam. Keempat, pendidikan multikultural dipahami sebagai salah satu strategi yang relevan dan memberikan keuntungan bagi pengembangan sumber daya manusia umat Islam di Bali, di Indonesia, dan bahkan di dunia. Kesimpulannya, pengembangan kultur formal pendidikan keagamaan sebagai instrumen pengembangan aspek pemahaman kultur liyan merupakan hal yang sangat urgen untuk mendorong Pondok PBBI sebagai model pengembangan pendidikan multikultural dalam pendidikan keagamaan Islam di Bali, Indonesia, dan dunia pada umumnya.
Agama PENDIDIKAN BERBASIS MODERASI BERAGAMA: UPAYA MEMBANGUN TOLERANSI DAN HARMONI DALAM KEBERAGAMAN: Pendidikan Dan Moderasi Beragama Nasib Mardika, I Made
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.5715

Abstract

Religious moderation is a key principle in maintaining harmonious religious life in Indonesia's diverse society. In the context of education, the values ​​of religious moderation must be systematically instilled to foster a tolerant, inclusive, and peace-loving generation. This article discusses the concept of religious moderation-based education, its urgency within the national education system, and strategies for its implementation in schools and universities. The method used is a literature review with a qualitative-descriptive approach. The results of the study indicate that religious moderation education can be integrated into the curriculum, extracurricular activities, and teacher training. Instilling values ​​such as tolerance, anti-violence, patriotism, and respect for differences is the main foundation in developing citizens with moderate character.
REVITALISASI PENDIDIKAN AGAMA HINDU SEBAGAI SOLUSI KETIMPANGAN REPRESENTASI AGAMA DI PROVINSI BALI Perni, Ni Nyoman; Padma Yoni, Ayu Laksmi
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.5726

Abstract

The issue of uneven religious representation within Indonesia's education system is an important area for investigation. The dominance of Islamic (madrasah) and Christian/Catholic schools at both primary and secondary levels stands in stark contrast to the few formal educational establishments dedicated to Hinduism, which are mainly represented by pasraman, having a limited and informal scope. This disparity poses significant difficulties in preserving Hindu-Balinese cultural identity in the face of swift societal transformations and population shifts. This study explores how the lack of Hindu educational representation affects the transfer of Balinese cultural values to younger generations, while also considering the challenges to local heritage posed by migration and uneven processes of acculturation. Through a descriptive-analytical approach that includes a literature review and analysis of documentation, the results indicate that structural disparities in religious education could hasten the erosion of the centuries-old Balinese cultural identity. These findings are vital for formulating multicultural education policies aimed at safeguarding the local cultures of Indonesia.
PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PENINGKATAN HASIL BELAJAR PADA RANAH KOGNITIF, AFEKTIF DAN PSIKOMOTORIK PADA MATA PELAJARAN AGAMA HINDU SISWA KELAS XI TSM 3 SMKN 3 SINGARAJA: The Application of Contextual Teaching and Learning (CTL) Model to Improve Learning Outcomes in Cognitive, Affective, and Psychomotor Domains in Hindu Religious Education for Class XI TSM 3 Students at SMKN 3 Singaraja. Tika Indriani, Ni Luh Putu; Prapnuwanti, Ni Luh Purnamasuari; pitriani, Ni Rai Vivien
Guna Widya: Jurnal Pendidikan Hindu Vol 12 No 2 (2025): Volume XII Nomor 2 September 2025
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/gw.v12i2.6024

Abstract

AbstractThis study is a Classroom Action Research (CAR) conducted during teaching practice activities over a period of three months in the odd semester (Block 1), from July to September 2024, with the researcher acting as the teacher implementing the learning process. The study aimed to improve students’ learning outcomes in Hindu Religious Education across the cognitive, affective, and psychomotor domains through the application of the Contextual Teaching and Learning (CTL) model. The research subjects consisted of 22 students of Phase F/Grade XI TSM 3 at SMKN 3 Singaraja. The research was carried out in two cycles, each comprising the stages of planning, action implementation, observation, and reflection. Data were collected through learning outcome tests, observation, and documentation. Data analysis was conducted descriptively by examining the mean scores and the percentage of learning mastery.The results indicated an improvement in students’ learning outcomes in the cognitive domain. In the pre-cycle stage, the average score was 50 with a mastery percentage of 23%. This increased in Cycle I to an average score of 56 with 45% mastery, and further improved significantly in Cycle II to an average score of 80.6 with a mastery percentage of 91%. In the affective domain, students’ learning outcomes in the pre-cycle were categorized as low, with an average score of 1.75. In Cycle I, the score increased to 2.1 in the fair category, and in Cycle II it improved to 3.0 in the good category. This improvement indicates the development of students’ attitudes, activeness, and participation in the learning process. In the psychomotor domain, the pre-cycle results were categorized as low, with an average score of 1.58. In Cycle I, the score increased to 2.7 in the good category, and in Cycle II it reached 3.5 in the very good category. Based on these findings, it can be concluded that the application of the Contextual Teaching and Learning (CTL) model is effective in improving learning outcomes in Hindu Religious Education for Grade XI TSM 3 students of SMKN 3 Singaraja across the cognitive, affective, and psychomotor domains. Keywords: Contextual Teaching and Learning (CTL), Hindu Religious Education Learning Outcomes, Classroom Action Research (CAR)

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