Pedagogical Practices of Hindu Religious Education Based on Tri Parartha to Strengthen Students' Character in the Era of Globalisation

Abstract

This study examines the pedagogical practice of Tri-Parartha-based Hindu religious education as a strategy to strengthen students' character in the era of globalisation, a context marked by the weakening of empathy, discipline, and integrity in student behaviour. The purpose of this study is to describe how the values of love, punia, and satya are implemented in the learning process and how their application affects the formation of students' character. The research method uses a qualitative approach through classroom observation, in-depth interviews, and analysis of learning documents. This research departs from the hypothesis that the internalisation of Tri Parartha through reflective and participatory pedagogical practices can strengthen the character of students more effectively than the lecture model. The findings of the study show that teachers who systematically apply Tri Parartha can create a collaborative learning atmosphere, foster empathy, honesty, internalisation, and responsibility, and improve order and harmony in classroom interactions. The main contribution of this research is to offer the operational model of Tri Parartha as an applicable and measurable character pedagogical framework in basic education. The results of this research are important as the basis for the development of a character education model based on local wisdom that is relevant to facing the challenges of globalisation. honesty, and globalisation.