Widya : Jurnal Ilmu Pendidikan is an scientific journal published by Windari Cendekia, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learners and teachers development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
Dinamika Motivasi Belajar Siswa melalui Program Goes to Pasraman di Pasraman Mustika Dharma Mataram
Learning burnout is a serious obstacle to the effectiveness of non-formal Hindu religious education for children in urban areas. This study aims to analyze the motivational dynamics of students in Pasraman Mustika Dharma Mataram through the "Goes to Pasraman" program. The research method uses a descriptive qualitative approach, where data is collected intensively for 6 weeks (12 meetings) through observation, in-depth interviews, and analysis of the daily teaching logbooks of students in the Student Activity Unit. The results of the study indicate a consistent psychological transformation of students from extrinsic motivation (forced due to parental pressure) to intrinsic (independent) motivation that progresses through three chronological phases, namely awkward orientation, turning point transition, and peak actualization. The discussion of these findings proves that fulfilling the basic needs of autonomy, competence, and social relationships successfully internalizes the theological values of Guru Susrusa in students. The scientific contribution of this research provides a paradigm renewal that the humanitarian factors, fun learning, and emotional closeness of peer mentors are more decisive in restoring the enthusiasm for learning in urban children than simply renovating the physical facilities of the pasraman. This research is important because it provides theoretical and practical references for a humanistic and adaptive urban pasraman development model.
Copyright (c) 2026 Ni Wayan Wida Sasmining Prastiwi (Author) https://creativecommons.org/licenses/by-sa/4.0
Peningkatan Kemampuan Bercerita Anak melalui Media Boneka Jari di TK Aisyiyah Bustanul Athfal 01 Kabupaten Kepahiang
This study aims to improve children's speaking skills through storytelling activities using finger puppets at Aisyiyah Bustanul Athfal 01 Kindergarten in Kepahiang Regency, Bengkulu. The study employed a Classroom Action Research method conducted over two cycles. Each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 16 children from the B2 group. Data were collected through observation and documentation, then analyzed using quantitative descriptive techniques (percentages). The results indicate that the children's speaking skills improved following the implementation of storytelling activities using finger puppets. In Cycle I, 7 children (43.75%) reached the "Developing as Expected" category. In Cycle II, the mastery rate rose to 100%, comprising 6 children (37.5%) in the "Developing as Expected" category and 10 children (62.5%) in the "Developing Very Well" category. Improvements were observed in the children's ability to understand story content, retell stories, use simple vocabulary, communicate verbally, and demonstrate confidence while speaking. Thus, the use of finger puppets can enhance children's speaking skills at Aisyiyah Bustanul Athfal 01 Kindergarten in Kepahiang Regency, Bengkulu.
Copyright (c) 2026 Elva Susanti, Elise Muryanti (Author) https://creativecommons.org/licenses/by-sa/4.0
Resistensi dan Adaptasi terhadap Perubahan Sosioedukasi Keagamaan pada Masyarakat Hindu Kota Mataram
This study aims to analyze resistance and adaptation to changes in religious socio-education among the Hindu community in Mataram City in the context of modernization and social mobility. The approach used is a qualitative interpretative approach with a descriptive case study design. Data were collected through observation, in-depth interviews, and documentation, then analyzed through reduction, presentation, and drawing conclusions using triangulation of sources and methods. The results of the study indicate that changes in social structure marked by vertical mobility of society, especially the Jaba Wangsa group, encourage the transformation of the stratification system from descent-based to achievement-based. This process gives rise to resistance in the form of differing views regarding religious authority, leadership, and socio-religious representation. On the other hand, adaptation is seen through the strengthening of traditional social systems such as Sidhikara, Krama Pura, Banjar, and Pengamanan Swakarsa, which continue to function as integrative institutions. These systems also serve as ethnopedagogical media in transmitting moral, social, and religious values. Hindu values ​​such as Tat Twam Asi, Tri Hita Karana, Vasudhaiva Kutumbakam, and Dharma are important foundations in maintaining social harmony, despite the gap between internalization and social practice. In conclusion, the dynamics of religious socio-education show the dialectic between resistance and adaptation that determines the sustainability of social cohesion of the Hindu community in Mataram City and provides implications for strengthening local wisdom-based education in the modern era in a sustainable manner in contemporary Hindu society.
Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
Peran Sistem Sidhikara, Kebendesaan, dan Krama Pura dalam Memperkuat Keharmonisan Umat Hindu di Lombok Perspektif Etnopedagogi
This research, within the sociology of religion and ethnopedagogy, examines the role of the traditional social system of the Balinese Hindu community in Lombok in strengthening harmony among Hindus and maintaining the sustainability of cultural values ​​amidst modernization. The purpose of this research is to analyze the function of the sidhikara, krama pura, banjar, and swakarsa security systems in the socio-religious life of the Hindu community in Lombok, and to examine their implications from an ethnopedagogical perspective as a space for education based on local wisdom. This research uses a qualitative, interpretive approach with a descriptive case study design. Data were collected through observation, in-depth interviews, and documentation. Then, they were analyzed through data reduction, data presentation, and conclusion drawing using triangulation of sources and methods to ensure data validity. The results indicate that the sidhikara, krama pura, and banjar systems serve as effective social institutions in strengthening solidarity, mutual cooperation, and integration of the religious life of Hindus in Lombok. While swakarsa security reflects the community's adaptive capacity to respond to modern social dynamics without abandoning traditional values. From an ethnopedagogical perspective, these systems also function as informal educational media that transmit moral, social, and religious values ​​through daily life practices, thereby shaping the character and cultural identity of the community in a sustainable manner. This research contributes to strengthening the study of the sociology of religion and ethnopedagogy by emphasizing that traditional social systems not only function structurally but also have an important pedagogical dimension in shaping the values ​​and character of generations. In conclusion, the traditional social system of the Hindu community in Lombok is a strategic social and cultural capital in maintaining harmony, strengthening cultural identity, and supporting local wisdom-based education amidst the challenges of modernization.
Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
Peran Kepala Sekolah sebagai Komunikator Utama dalam Manajemen Berbasis Sekolah di SD Negeri 1 Banjar Bali
Manajemen Berbasis Sekolah (MBS) menempatkan kepala sekolah sebagai tokoh utama dalam membangun komunikasi yang efektif di lingkungan sekolah. Komunikasi yang baik diperlukan untuk menciptakan kerja sama anatara guru, staf, orang tua, dan masyarakat dalam mendukung keberhasilan program Pendidikan. Penelitian ini bertujuan untuk menggambarkan peran kepala sekolah sebagai pusat komunikasi dalam penerapan Manajemen Berbasis Sekolah di SD Negeri 1 Banjar Bali. Penelitian ini menerapkan metode kualitatif dengan rancangan studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara secara mendalam, serta dokumentasi yang selanjutnya dianalisis menggunakan model Miles, Huberman, dan Saldaña. Temuan penelitian mengungkapkan bahwa kepala sekolah melaksanakan komunikasi vertikal, horizontal, dan eksternal secara terbuka dan partisipatif. Komunikasi tersebut berdampak pada meningkatnya partisipasi orang tua, kedisiplinan guru, serta terciptanya hubungan kerja yang harmonis di sekolah. Temuan ini menunjukkan bahwa kemampuan komunikasi kepala sekolah memiliki peran penting dalam mendukung keberhasilan penerapan Manajemen Berbasis Sekolah.
Copyright (c) 2026 I Made Libon Mahardika, Ni Kadek Mita Yuniastari, Dewa Ayu Ratih, Komang Diah Rahayuni, I Gusti Bagus Restu Dyatmika, Basilius Redan Werang, Dewa Ayu Novi Kusumawardani (Author) https://creativecommons.org/licenses/by-sa/4.0
Kompetensi Digital Dosen Dalam Mendukung Kualitas Pembelajaran Di Perguruan Tinggi Pada Era Transformasi Digital
In the midst of the digital transformation era, technological proficiency among educators has become a fundamental requirement for enhancing the quality of instruction at the higher education level. This study was conducted to examine the extent to which lecturers' digital competence influences the quality of the learning process in the age of digitalization. A quantitative approach employing an explanatory survey design was adopted as the research method, with 26 permanent lecturers at the College of Social and Political Sciences Wira Bhakti serving as research subjects. Data were gathered through a Likert-scale questionnaire and subsequently analyzed using Partial Least Square–Structural Equation Modeling (PLS-SEM). The findings reveal that three dimensions of digital competence namely professional engagement, digital resources, and empowering learners demonstrated a positive and significant effect on learning quality. In contrast, the teaching & learning and digital assessment dimensions did not exhibit a meaningful influence on learning quality. An R-Square value of 0.787 indicates that the constructed model possesses strong explanatory power. Based on these findings, it can be concluded that lecturers' digital competence plays a strategic role in improving the quality of higher education learning in the era of digital transformation
Copyright (c) 2026 I Made Sudiksa, I Wayan Sugiartana (Author) https://creativecommons.org/licenses/by-sa/4.0
Hubungan Penerapan Pendekatan Pembelajaran Deep Learning dengan Motivasi Belajar Siswa pada Mata Pelajaran Pendidikan Agama Hindu dan Budi Pekerti di SMA Negeri 6 Mataram
Monotonous learning conditions often hinder the optimization of students’ learning motivation. This study aims to examine the contribution of implementing a deep learning approach to students’ learning motivation levels in the subjects of Hindu Religious Education and Character Education at State Senior High School 6 Mataram. This study employs a quantitative associative approach using an ex-post facto method. Data collection was conducted through questionnaires, observations, and documentation. Data analysis was performed using SPSS 25.0, encompassing descriptive and inferential analyses, including prerequisite tests such as normality and linearity tests, as well as hypothesis testing. The study population comprised all Hindu students in grade XII, with a sample drawn from classes XII1 to XII11 totaling 113 students. The analysis results showed that the mean score for the application of deep learning was 116.11, which falls into the “good” category within the score range of 92.5–120.25. Meanwhile, the average student learning motivation of 79.55 also falls within the “good” category in the range of 62.5–81.25. Based on the Spearman Rank test, a significance value (Sig. 2-tailed) of 0.000 (< 0.05) was obtained, indicating a significant relationship between deep learning and learning motivation. A correlation coefficient of 0.575 indicates a strong, positive (direct) relationship. Therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted, the contribution of deep learning (X) is able to influence the learning motivation variable (Y) by 33.06%, while the remaining 66.94% is influenced by other variables.
Copyright (c) 2026 I ketut Dirga Wiratma, Ni Wayan Rasmini, Ida Bagus Kade Yoga Pramana (Author) https://creativecommons.org/licenses/by-sa/4.0
Penerapan Pembelajaran Berdiferensiasi pada Materi Cadhu Sakti dalam Pendidikan Agama Hindu di Sekolah Dasar
Hindu Religious Education in Elementary Schools plays a crucial role in instilling spiritual values ​​in students. However, many students struggle to understand abstract material, such as the concept of Cadhu Sakti, within the religious education curriculum. Differentiated learning emerges as a solution to adapt the material to students' different learning styles. This study aims to analyze the application of differentiated learning to the Cadhu Sakti material in improving students' understanding of Hindu religious concepts. This study used a qualitative approach with a case study design, involving interviews, participant observation, and document analysis at SD Negeri 1 Keru. The data obtained were analyzed descriptively using triangulation techniques to ensure the validity of the results. The results showed that the implementation of differentiated learning significantly improved students' understanding of the Cadhu Sakti material, with students being better able to relate religious concepts to their daily experiences. In addition, students also showed increased motivation and active engagement in learning. In conclusion, differentiated learning has proven effective in improving students' understanding and motivation to learn and can be used as a more relevant learning model in the context of religious education in Elementary Schools.
Akselerasi Mutu Pendidikan Melalui Optimalisasi Kepemimpinan Kepala Sekolah Dalam Konsep Manajemen Berbasis Sekolah
Penelitian ini dilaksanakan untuk mengkaji secara mendalam peran dan cara kepala sekolah dalam melaksanakan kewajibannya dan strategi menerapkan manajemen berbasis sekolah untuk akselerasi mutu pendidikan. Lokasi penelitian yang dipilih yakni SD Negeri 5 Kampung Baru, dengan mengambil data melalui triangulasi sumber dan triangulasi teknik. Triangulasi sumber dilakukan dengan membandingkan informasi yang diperoleh dari kepala sekolah, guru maupun tenaga kependidikan. Sementara triangulasi teknik dilaksanakan melalui tiga tahapan yaitu observasi, wawancara dan dokumentasi. Hasil data diolah dengan tahap reduksi data, dilanjutkan penyajian data yang kemudian diverifikasi atau penarikan kesimpulan. Hasil penelitian menunjukkan bahwa akselerasi mutu pendidikan tercapai dengan kepemimpinan yang partisipatif, mencakup optimalisasi sumber daya manusia, transparansi keuangan serta fasilitas. Strategi ini efektif meningkatkan kinerja sekolah.
Copyright (c) 2026 Kadek Desi Darmiani, Ni Putu Nova Suandewi Putri, Ni Ketut Ayu Suciasih, Ni Made Pegi Dwi Guna Pertiwi, Basilius Redan Werang, Dewa Ayu Novi Kusumawardani (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi Nilai Tri Hita Karana dalam Pembelajaran Kontekstual Agama Hindu melalui Pendekatan Holistik untuk Pengembangan Spiritual, Sosial, dan Ekologis di Sekolah Dasar
Tri Kaya Parisudha is a moral teaching in Hinduism that emphasizes purity of thought (manacika), speech (wacika), and action (kayika). In education, this teaching plays a strategic role in shaping students' behavior so that they have noble character and are grounded in dharma. This study aims to analyze the application of Tri Kaya Parisudha teachings in schools and their impact on shaping student behavior. The application of Tri Kaya Parisudha teachings in learning activities and school life can increase ethical awareness, moral responsibility, and harmonious social relationships among students. With this, students are able to control their thoughts, guard their speech, and regulate their actions in accordance with the values of truth and purity.
Copyright (c) 2025 Widya : Jurnal Ilmu Pendidikan https://creativecommons.org/licenses/by-sa/4.0
Hindu religious education at the elementary school level plays a crucial role in shaping students' character through the instillation of local values. One relevant philosophical concept is Tri Hita Karana (THK), which emphasizes the balanced relationship between humans and God (Parahyangan), humans and fellow humans (Pawongan), and humans and the natural environment (Palemahan). This study explores how THK values ​​can be integrated into contextual Hindu education using a holistic approach that promotes the spiritual, social, and ecological growth of elementary school students. The methods used include a literature review and a qualitative analysis of best practices implemented in elementary schools. The findings indicate that: (1) the integration of THK values ​​through contextual learning enhances students' understanding of spiritual, social, and ecological relationships; (2) a holistic approach that connects THK values ​​with practical activities in schools and the surrounding environment strengthens students' character formation; (3) identified barriers include a lack of understanding among teachers and limited learning resources. Recommendations are provided to schools, teachers, and other stakeholders to develop a structured learning model based on THK to achieve comprehensive character education.
Metode Resitasi Pada Pelajaran Agama Hindu Dan Budi Pekerti Kelas Vi SD Negeri 27 Pemecutan Denpasar
This research aims to analyze the form of the recitation learning method, analyze the process of its implementation, and evaluate its impact on the learning outcomes of the Hindu Religious Education subject among sixth-grade students at SD Negeri 27 Pemecutan Denpasar. The theories used to address the research problems are constructivist theory, humanistic theory, and behavioristic theory. The study employed a qualitative design with a phenomenological approach. Data was collected using observation techniques, interview techniques, documentation techniques, and literature study techniques. After the data were collected, it was analyzed using qualitative descriptive analysis. Based on this analysis, the conclusion obtained is that the form of the recitation method in Hindu Religious Education learning is carried out through the assignment of technology-based religious practice tasks; the implementation process takes place in a planned, interactive, and collaborative manner; and this method has a positive impact on increasing students' conceptual understanding, religious attitudes, and practical skills.
Integration of Tri Hita Karana in Contextual Learning Models for Strengthening Ecopedagogy of Elementary School Students
The study focuses on strengthening ecopedagogy at the elementary school level in response to the weakening of students' environmental awareness as seen through energy-efficient behavior, low concern for school cleanliness, and lack of spiritual meaning for nature. This article aims to develop a contextual learning model that is integrated with the values of Tri Hita Karana to improve students' ecological understanding, environmental care attitudes, and sustainable behaviors. The research uses descriptive qualitative methods through in-depth observation, teacher and student interviews, and learning document analysis to formulate effective integration patterns. The working hypothesis of this study states that the integration of Parahyangan, Pawongan, and Palemahan values in contextual learning can significantly increase the internalization of ecopedagogy. The findings of the study show that this integrative model results in increased ecological awareness, strengthening of social empathy, and consistent eco-friendly behaviors. The main contribution of this article lies in strengthening the theory of ecopedagogy based on local wisdom and providing an implementable model that can be replicated. The results of this research are important as the basis for the development of an ecopedagogical curriculum in elementary schools to face the challenges of the global ecological crisis.
Tri Hita Karana as an Ecopedagogy Model in Hindu Religious Education at the Elementary School Level
This research departs from the ecopedagogical discourse and the importance of integrating local wisdom in religious education to build environmental ethics at the elementary school level. The purpose of this research is to develop and test the effectiveness of Tri Hita Karana as an ecopedagogical model in Hindu Religious Education learning. The method used is qualitative-descriptive research through observation, interviews, documentation, and reflection of students to uncover the process of internalizing the values of Parahyangan, Pawongan, and Palemahan in learning activities. This study does not establish a statistical hypothesis but departs from the theoretical assumption that Tri Hita Karana is able to increase students' ecological awareness and behavior. The results of the study showed a significant increase in spiritual awareness of nature and social cooperation in environmental projects, as well as real ecological actions taken by students after the model was implemented. The contribution of this article lies in the development of an ecopedagogical framework based on Hindu local wisdom that can be replicated in the context of basic education. These findings underscore the importance of spirituality as a foundation for more meaningful and sustainable environmental learning.
Eco-Spiritual Learning Through Tri Hita Karana: Developing Environmental Ethics in Secondary Education
This article is in the discourse of environmental education and ecospirituality based on Hindu local wisdom, with a focus on ecospiritual learning through Tri Hita Karana for the development of environmental ethics in secondary education. This research aims to examine how the values of Parahyangan, Pawongan, and Palemahan are integrated in the learning process and how these integrations shape students' awareness, empathy, and ecological behavior. The research uses a qualitative approach with participatory observation, in-depth interviews, students' written reflections, and activity documentation as the main data sources. The research departs from the hypothesis that Tri Hita Karana-based ecospiritual learning is more effective in fostering environmental ethics than the cognitive-conventional approach. The findings suggest that spiritual experiences contextualized with environmental activities are able to change students' perceptions of nature as sacred spaces, strengthen collective ecological concerns, and encourage the emergence of voluntary ecological actions. This article contributes by operationalizing Tri Hita Karana as a systematic and replicative ecospiritual pedagogical model in environmental education. Substantially, the results of the study confirm the importance of integrating local spirituality in learning design to shape the ecological character of adolescents more profoundly and sustainably.
Integration of Tri Kaya Parisudha in Contextual Learning to Strengthen the Character of Elementary School Students
This article is in the discourse of character education based on Hindu local wisdom, with a focus on the integration of Tri Kaya Parisudha in contextual learning for the strengthening of the character of elementary school students. This study aims to describe how the values of Manacika, Wacika, and Kayika are internalized through learning practices that are close to students' life experiences, as well as analyzing their impact on behavioral changes in the classroom. The research uses a qualitative-descriptive approach with the subjects of high-class students and Hindu Religious Education teachers, through observation techniques, in-depth interviews, and documentation. The research departs from the pre-hypothesis that Tri Kaya Parisudha-based contextual learning can strengthen students' character more deeply than verbal delivery of grades. The findings show that there is a real strengthening in students' way of thinking, speaking, and acting, which is reflected in increased self-reflection, language politeness, and discipline and responsibility for actions. This article contributes by offering an operational pedagogical model that bridges the teachings of Hindu ethics with modern learning strategies. Substantively, the results of the study affirm the importance of integrating local religious wisdom in learning design as an effective alternative to strengthening character in elementary schools.
Implementation of the Problem-Based Learning (PBL) Model in Asta Aiswarya Learning at SMP Negeri 2 Nuhon
This study focuses on the implementation of the Problem-Based Learning (PBL) model in Asta Aiswarya's learning as an effort to improve the quality of students' theological processes and understanding in Hindu Religious Education at SMP Negeri 2 Nuhon. The purpose of this study is to describe the dynamics of PBL implementation, analyze the responses of students and teachers, and identify the contribution of PBL to improving the understanding of Asta Aiswarya concepts. The research uses a qualitative approach with a case study design through learning observation, in-depth interviews, and document analysis. The findings show that PBL transforms learning from lecture patterns into collaborative inquiry processes that encourage students to actively discuss, connect theological concepts with personal experiences, and reflect on the spiritual significance of Asta Aiswarya's eight aspects. Teachers play an effective role as facilitators of theological dialogue so that students' understanding develops not only on a cognitive level, but also on the affective and reflective dimensions. This research contributes to the expansion of the study of Hindu pedagogy by showing that PBL can be a spiritually valuable learning framework that facilitates meaning-making and religious awareness. The results of the study emphasized the importance of using problem-based learning models in religious education to build a deeper and more relevant understanding of students' lives.
Hindu Religious Education Teachers' Innovations in Increasing Interest in Learning the Bhagavad Gita in Junior High School Students in the Digital Era
This article is in the field of Hindu religious education and digital pedagogy, focusing on teaching the Bhagavad Gita to junior high school students. This study aims to describe and analyze the innovations of Hindu Religious Education teachers in increasing interest in learning the Bhagavad Gita in the digital age, as well as explain how these innovations work in classroom practice. The research uses a qualitative case study approach, with two Hindu Religious Education teachers and thirty junior high school students as subjects, through classroom observation, in-depth interviews, pre- and post-learning interest questionnaires, and learning document analysis. The working hypothesis of this study is that teacher innovations that combine cooperative strategies, interactive digital media, and contextual approaches can increase students' interest in learning the Bhagavad Gita. The results of the study show a significant increase in learning interest, a shift towards a more dialogical classroom, and a growing tendency for students to relate the slokas to their moral experiences. The contribution of this article lies in the formulation of an “ecological innovation” framework for teaching the Bhagavad Gita in junior high schools. These findings are important as a reference for the development of Hindu pedagogy that is relevant to the character of the digital generation.
Creates Strengthening Students' Attitude of Gratitude and Religion through Model Group Investigation on the Topic Cadu Sakti
This research is in the discourse of religious and character education, especially Hindu Religious Education at the elementary school level. This article aims to analyze the effectiveness of the Group Investigation model in strengthening students' attitude of gratitude and religion on Cadu Sakti material. The research uses a qualitative approach with a case study design in grade IV, through participatory observation, in-depth interviews with teachers and students, document analysis (learning implementation plans, student worksheets, work results, reflections), and triangulation of techniques and sources. The working hypothesis of this study states that the application of Group Investigation is able to shift learning from the memorization of theological concepts to spiritual meaning reflected in real behavior. The results of the research show increased student involvement, the emergence of more authentic expressions of gratitude, consistent prosocial behavior, and the ability to connect the concept of Cadu Sakti with daily experiences. These findings contribute to the development of Hindu Religious Education pedagogy by showing that abstract theological concepts can be operationalized pedagogically through an investigative-collaborative model to form character. Overall, the results of the study emphasized the importance of group inquiry-based learning design as an effective strategy to strengthen students' gratitude and religiosity.
Implementation of Local Wisdom in the Sanghyang Jaran Dance at Mpu Aji Temple, Lunyuk District, Sumbawa Regency
Artikel ini mengkaji implementasi kearifan lokal dalam Tari Sanghyang Jaran di Pura Mpu Aji, Kecamatan Lunyuk, Kabupaten Sumbawa, dalam diskursus antropologi budaya dan studi ritual. Penelitian bertujuan menjelaskan bagaimana nilai spiritual, sosial, ekologis, edukatif, dan simbolik diaktualisasikan dalam praktik Sanghyang Jaran di komunitas Hindu minoritas. Pendekatan yang digunakan adalah kualitatif etnografis melalui observasi partisipatif, wawancara mendalam dengan delapan informan kunci, dan dokumentasi, yang dianalisis secara tematik dengan triangulasi sumber, metode, dan teori. Hipotesis kerja penelitian ini adalah bahwa kearifan lokal terimplementasi kuat dalam praktik, tetapi pemahaman konseptualnya belum merata antargenerasi. Temuan menunjukkan bahwa Sanghyang Jaran berfungsi sebagai media komunikasi sakral, penguat identitas dan solidaritas komunal, wahana pendidikan karakter, serta arsip hidup etika lingkungan, sekaligus berada dalam tekanan modernisasi dan perubahan gaya hidup. Artikel ini berkontribusi memperluas kajian Sanghyang di luar Bali dan menawarkan kerangka pembacaan kearifan lokal sebagai praxis dinamis dalam konteks minoritas. Hasil penelitian menegaskan pentingnya strategi pelestarian yang tidak hanya menjaga bentuk ritual, tetapi juga menguatkan transmisi makna lintas generasi.
Pedagogical Practices of Hindu Religious Education Based on Tri Parartha to Strengthen Students' Character in the Era of Globalisation
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.
Integrasi Nilai-Nilai Agama Hindu Dalam Pendidikan Karakter di SDN 2 Suranadi
Penelitian ini berangkat dari urgensi penguatan pendidikan karakter di sekolah dasar melalui integrasi nilai-nilai agama Hindu sebagai dasar moral dan spiritual siswa. Tujuan penelitian ini adalah untuk mendeskripsikan implementasi, strategi guru, serta dampak integrasi nilai-nilai Hindu (Dharma, Satya, Ahimsa, dan Tri Hita Karana) dalam pendidikan karakter di SDN 2 Suranadi. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa nilai-nilai Hindu telah diintegrasikan secara sistematis melalui pembelajaran, pembiasaan, dan keteladanan guru. Strategi yang digunakan meliputi pendekatan kontekstual, refleksi nilai, dan keteladanan moral yang menumbuhkan kesadaran spiritual serta sosial siswa. Dampaknya terlihat pada terbentuknya karakter siswa yang religius, jujur, disiplin, bertanggung jawab, dan peduli terhadap lingkungan. Penelitian ini berkontribusi pada pengembangan teori pendidikan karakter berbasis nilai religius Hindu dan menunjukkan bahwa integrasi nilai spiritual dalam pendidikan dasar efektif dalam membentuk kepribadian yang utuh. Hasil penelitian ini menegaskan pentingnya penerapan pendidikan karakter yang berakar pada kearifan lokal dan spiritualitas agama.
Copyright (c) 2025 Ni Nengah Kertisari, Ni Made Leni Supartini , Ni Komang Sulastri, Ni Nyoman Tantri, Ni Kadek Widiastuti (Author) https://creativecommons.org/licenses/by-sa/4.0
Harmonious Class Culture: A Micro Ethnography of the Application of Tri Hita Karana in Differentiated Learning
This article is part of the discourse on cooperative pedagogy and local wisdom-based education, focusing on translating Tri Hita Karana (THK) into differentiated learning to build a harmonious classroom culture in junior high schools. The purpose of this paper is to explain the operational mechanisms of applying THK through differentiation and to formulate a replication protocol in the classroom. The research used a classroom-based qualitative approach (process observation, teacher-student interviews, artifacts/student worksheets, and rubrics) with thematic-triangulatory analysis. The working hypothesis proposed that differentiation supported by THK would promote a harmonious culture through the following sequence: asking questions, engaging in equal dialogue, bridging with sloka-action, maintaining a focused work rhythm, and fostering learning ownership. The findings show an increase in the equity of participation and the quality of value arguments when the sequence of rituals is maintained, peer clarification is consistent, and anchor questions are raised across meetings.
Cooperative Learning Model Type Jigsaw as An Effort to Internalize the Value of Tri Hita Karana in Character Building of Grade IX Students at SMP Negeri 2 Belitang II
This article is in the discourse of character education and cooperative learning that seeks to integrate the local wisdom of Tri Hita Karana into learning practices in junior high schools. This study aims to analyze how the jigsaw-type cooperative learning model can be used as an effort to internalize the value of Tri Hita Karana in the character formation of grade IX students at SMP Negeri 2 Belitang II. The research uses a qualitative method with a case study approach through observation, interviews, and documentation over several jigsaw learning cycles. The working hypothesis of this study states that the more consistent the application of the jigsaw model is framed by the values of Parahyangan, Pawongan, and Palemahan, the stronger the internalization of students' religious, social, and environmental concerns. The findings show a real shift from passive to collaborative learning patterns, strengthening mutual respect and responsibility, and the emergence of the habit of maintaining the classroom environment. The main contribution of this article is the integration of the jigsaw model with Tri Hita Karana as a "jigsaw–THK" model that offers a new framework of cooperative learning based on local wisdom. The results of this study confirm the importance of learning design that not only teaches knowledge but also, at the same time, brings cultural values to life in classroom practice.
Habituation of Tri Hita Karana Teachings as a Preventive Measure of Bullying in Realizing a Harmonious School Environment at SMPN 2 Tiworo Selatan
This article is in the discourse of character education and the sociology of education that focuses attention on bullying as a relational problem in schools. This study aims to examine how the teachings of Tri Hita Karana (THK) can function as a preventive measure for bullying in realizing a harmonious school environment in SMPN 2 South Tiworo. The research used a qualitative method with a case study approach through observation, interviews, and documentation of 15 Hindu students, Hindu teachers, BK teachers, and school principals. The working hypothesis of this study states that the more consistent the habituation of the values of Parahyangan, Pawongan, and Palemahan, the lower the intensity of bullying and the stronger the harmonious social relationship. The findings showed a significant decrease in verbal bullying and increased emotional control, empathy, solidarity, and a sense of belonging to the school environment after the THK habituation program was implemented regularly. The main contribution of this article is the meaning of THK not only as a character education framework, but also as a model of bullying prevention based on local wisdom that is operational and replicable. These results confirm the importance of integrating cultural values in anti-bullying policies in education units.
Internalization of Brahmacari Values in Hindu Religious Education in Elementary Schools: A Case Study of SDN 2 Tamansari Gunungsari
This article is in the discourse of Hindu Religious Education and character education, with a focus on the internalization of Brahmacari values in elementary school students. This study aims to analyze the form, depth, and supporting and inhibiting factors of internalizing brahmacari values in Hindu Religious Education learning at SDN 2 Tamansari Gunungsari. The methods used were qualitative with a case study design, involving limited participant observation, in-depth interviews with teachers, students, and parents, questionnaires to students, and documentation studies that were thematically analyzed through triangulation of sources and techniques. The working hypothesis of this study states that the systematic integration of brahmacari values in school learning and culture will strengthen the religious character and learning discipline of students. The results show that the internalization of brahmacari values is already underway but is still dominant at the cognitive (declarative) level, only partially reaching the procedural and existential levels, strongly influenced by the ecology of values that includes pedagogical design, school culture, parenting patterns, and digital exposure. The main contribution of this article is the submission of the framework of the internalized ecology of brahmacari and the typology of the three levels of internalization as a new analytical lens. These findings confirm the need for an integrative school–family–community approach to optimize the brahmacari period as a character-building phase.
Habituation of Learning the Bhagavad Gita with the Snowball Throwing Method for Students in Grade VIII of SMP Negeri 2 Adiluwih
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.
Strengthening The Profile of Pancasila Students as A Form of Character Education for Students Through the Role of Catur Guru
This study addresses Indonesia's character crisis and the erosion of Pancasila values by examining how strengthening the Pancasila Student Profile, anchored in the integrated roles of Catur Guru (Swadhyaya, Rupaka, Pengajian, Wisesa), can restore character formation. Using a practice-led conceptual design, it synthesizes spiritual habituation (Nitya Yajña Tri Sandhya; Naimitika Yajña), project-based learning, differentiated instruction, and social–emotional competence. The intervention positions Swadhyaya to cultivate daily spiritual discipline, Rupaka (parents) to enforce consistent home study with firm guidance, Guru Pengajian to model discipline, Tri Kaya Parisudha, and Wisesa to secure facilities and policy support. Implementation is supported by five key components: project planning and assessment, facilitation aligned with student interests, mentoring on issue selection and sustainable action, resource provision, and supervision/consultation. Schools adopting this model report clearer routines, higher discipline, improved prosocial behavior, and greater engagement in value-driven projects. The synergy of spiritual practice, family firmness, teacher exemplarity, and institutional enablement operationalizes Pancasila in daily schooling. The model effectively cultivates faith, self-control, mutual respect, and unity, laying the foundations for future citizens.
Integrasi Game Interaktif Baamboozle Dalam Pembelajaran Pendidikan Agama Hindu Di Era Digital
The digital transformation in education requires pedagogical innovation that integrates technology with religious values. This study explores the effectiveness of the interactive game Baamboozle in Hindu Religious Education (HRE) at the elementary level to enhance students’ motivation and conceptual understanding through gamification. Using a descriptive qualitative method, data were collected through observation, interviews, and documentation involving five teachers and 150 students in Cakranegara. The findings show a significant increase in student participation (from 37% to 82%) and an improvement in average learning scores (from 72 to 83) after implementing Baamboozle. Teachers played a key role in contextualizing the game content with Hindu values such as Tri Kaya Parisudha and Catur Paramitha, making learning both engaging and reflective. The results align with the Self-Determination Theory and Actionable Gamification Framework, showing that gamification fosters intrinsic motivation and moral awareness. The study contributes to the development of the “Hindu Spiritual Gamification” model, a technology-based learning approach rooted in ethical and spiritual reflection. The findings affirm that gamification can serve as a meaningful pedagogical strategy to enhance motivation and internalize moral values in the digital era.
Hindu Religious Education, Gamification, Baamboozle
Copyright (c) 2025 Ida Ayu Ananda Gayatri, Desak Made Anggreni , Desak Putu Juniati , Ni Nengah Winny Pramesti Carmayani , Ni Putu Munita Sari (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Guru Agama Hindu Dalam Mengembangkan Literasi Keagamaan Pada Siswa Kelas VII Di SMP Negeri 4 Singaraja
This research aims to explain the contribution of Hindu religious education teachers in cultivating religious literacy among eighth-grade students at SMP Negeri 4 Singaraja. Religious literacy functions as a crucial foundation for students’ moral, intellectual, and spiritual growth. This study employed a descriptive qualitative method with data collection techniques consisting of interviews, observations, and documentation. The findings reveal that Hindu religion teachers play a vital role in developing students’ understanding of religious values through classroom learning, devotional practices, and real-life contextual activities. Supporting aspects include the availability of facilities, teaching materials, and the enthusiasm of both teachers and students, while inhibiting factors consist of the limited number of Hindu religious references and external environmental influences. The implementation of religious literacy contributes positively to students’ behavioral changes, such as becoming more disciplined, responsible, confident, and religious. In conclusion, Hindu religion teachers hold a key role in nurturing religious literacy, serving as a moral compass that guides students in their everyday lives.