Implementation of Icebreaking in the Internalization of Tri Hita Karana in Hindu Religious Learning

Abstract

This research falls within the discourse of religious education, particularly Hindu religious education, with a focus on value-based pedagogical innovation. The lack of a learning strategy that effectively internalizes the value of Tri Hita Karana (THK) is a common challenge encountered in school learning practices. This study aims to analyze the implementation of icebreakers as a strategy to strengthen the internalization of THK values, including Parahyangan, Pawongan, and Palemahan, among students in Hindu learning. The research employs a descriptive qualitative approach, focusing on teachers and students at the junior high school level. Data collection techniques include observation, in-depth interviews, and documentation, which are analyzed through reduction, categorization, and thematic verification techniques. The results showed that icebreaking contributed positively to the strengthening of the internalization of THK, with the most significant increase in the Pawongan aspect reflected through positive interactions, mutual respect, and active involvement in learning. The Parahyangan aspect also increased through strengthening the spiritual readiness of students, while the Palemahan aspect increased in the sufficient category, indicating the need for environment-based contextual interventions. The main contribution of this research lies in the development of a new perspective that icebreaking can function as a value-based pedagogical instrument, not just a learning atmosphere refreshment activity, thereby encouraging the internalization of Hindu values in a more meaningful way. These findings suggest that the icebreaking learning model has strategic potential in enhancing students’ spiritual, social, and ecological awareness, in line with the Tri Hita Karana principle, and is crucial for future Hindu pedagogical innovation.