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Widya Sundaram : Jurnal Pendidikan Seni Dan Budaya
Published by Institut Agama Hindu Negeri Gde Pudja Mataram
ISSN : -     EISSN : 29881501     DOI : https://doi.org/10.53977/jws
Core Subject : Education, Art, Social,
Arts Education Social Sciences
Widya Sundaram : Jurnal Pendidikan Seni Dan Budaya Widya Sundaram : Jurnal Pendidikan Seni dan Budaya adalah jurnal ilmiah yang diterbitkan oleh Program Studi Pendidikan Seni dan Budaya Keagamaan Hindu IAHN Gde Pudja Mataram. Widya Sundaram : Jurnal Pendidikan Seni dan Budaya mulai edisi pertama terbit pada Vol. 1, No. 1, Maret 2023. Jurnal ini terbit dua kali dalam satu tahun yaitu pada bulan Maret dan September yang bertujuan untuk mewadahi artikel-artikel hasil penelitian maupun non penelitian dibidang pendidikan dan pembelajaran pendidikan seni dan budaya. Fokus dan ruang lingkup jurnal ini meliputi kajian tentang seni, pendidikan, pembelajaran seni, dan budaya yang dihasilkan melalui penelitian, hasil kajian kepustakaan, maupun hasil teoritis yang dilakukan pada jenjang pendidikan dasar sampai dengan pendidikan tinggi.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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Ethnopedagogy in Shaping the Moderate Character of Sisya Brahmacari: A Case Study in Pasraman Saraswati Tri Parartha Wiguna, Ida Bagus Alit Arta
Widya Sundaram : Jurnal Pendidikan Seni Dan Budaya Vol 3 No 2 (2025): September 2025
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/jws.v3i2.3128

Abstract

This research examines how ethnopedagogy and culturally shaped religious moderation differ from formal education’s normative and textual approaches to religious character. Specifically, it analyzes how pasraman ethnopedagogy develops moderate character in sisya brahmacari through daily cultural practices rather than doctrinal teaching. Using a qualitative-descriptive method incorporating participatory observation, interviews, ritual documentation, and thematic analysis connected to Bourdieu's habitus theory and Geertzian cultural interpretation, the study hypothesizes that repeated cultural practice in pasraman forms moderates habitus without explicit moderation lessons. Results demonstrate that religious moderation is embodied in body ethics, emotional control, empathy, and collective rites that foster spiritual togetherness (madya), rather than delivered through direct instruction. These insights suggest that Pasraman operates as a silent but effective cultural curriculum, advancing moderate character more effectively than formal education. The article provides a model of ethnopedagogy based on cultural habits as an alternative to current moderation education, arguing for a shift from abstract principles to value internalization through lived culture.
Origami Learning Stimulation as an Effort to Develop Early Childhood Creativity Dwipadmini, Ade Lestari
Widya Sundaram : Jurnal Pendidikan Seni Dan Budaya Vol 3 No 2 (2025): September 2025
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/jws.v3i2.3129

Abstract

This study begins with a discourse in early childhood education, emphasizing the need to shift from reproductive to creative learning. Such learning should provide opportunities for exploration, reflection, and independent thinking. This article analyzes how origami can serve as both a motor skills medium and an epistemic stimulus for reflective creativity in children. The research applies a qualitative descriptive case study. Data was collected through non-participant observation, structured interviews with teachers and principals, and documentation at Kindergarten Budi Luhur Mataram. Data analysis followed an interactive process: reducing, presenting, and verifying data using source and method triangulation. Findings show that origami, combined with reflective mentoring, meaningful repetition, and non-directive teacher intervention, can shift children's creativity from imitation to self-driven. This is marked by self-correction, flexibility in motor skills, and social creativity through mutual assistance. The main contribution is the creation of a stimulus–response–reflection–actualization framework for early childhood creativity. These results highlight that creativity grows not just from the media, but from learning interactions that view children as creative subjects, not just instruction followers.

Page 5 of 5 | Total Record : 42

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