Habituation of Learning the Bhagavad Gita with the Snowball Throwing Method for Students in Grade VIII of SMP Negeri 2 Adiluwih

Abstract

This article is on the cooperative pedagogical discourse of Hindu Religious Education, which demands the integration of jnana–karma–bhakti in classroom practice. The purpose of this paper is to explain how the habituation of Snowball Throwing (ST) forms a participatory classroom culture in the learning of the Bhagavad Gita of grade VIII students of SMPN 2 Adiluwih. The method was qualitative-phenomenological through continuous participant observation, in-depth interviews, and class artifacts ("question ball" sheets); the analysis was carried out thematically by triangulating sources and member checking. The hypothesis states that the habituation of Snowball Throwing gives rise to psychological security and equal dialogue, leading to the bridge of sloka-action and ownership of learning. The findings show the whole ritual—mini-questions → throws–capture → peer clarification → action connections → "anchor question" tagging resulted in equal voice distribution, increased cognitive levels of questions, and consistency of participation. The main contribution of this article is a mechanistic model of how Snowball Throwing becomes a tool of classroom culture through the rhythm of throw-catch and anchor questions, beyond mere score effect reports. This result is important because it provides replication protocols in the Daily Lesson Plan to bridge the values of the Bhagavad Gita with sustainable learning practices.