IMPLEMENTASI AJARAN ASTA BRATA DALAM MENINGKATKAN DISIPLIN SISWA DI SMP NEGERI 1 BANGLI

Abstract

Teachers play an important role in shaping students’ character, particularly discipline, through the internalization of Hindu values, especially Asta Brata. This study aims to describe the values of Asta Brata implemented in schools, the strategies employed by Hindu Religious Education and Character Education teachers in their implementation, and their impact on student discipline at SMP Negeri 1 Bangli. This research uses a descriptive qualitative method with a phenomenological approach and Thomas Gordon’s discipline theory. The research subjects include Hindu Religious Education and Character Education teachers, the school principal, guidance and counseling teachers, students, and the Vice Principal for Student Affairs. Data were collected through observation, interviews, literature review, and documentation, and then analyzed using the Miles and Huberman model, which consists of data reduction, data presentation, and conclusion drawing. The findings indicate that the values of Asta Brata are implemented through exemplary behavior (Surya Brata), gentleness (Candra Brata), sensitivity (Bayu Brata), providing a sense of security (Indra Brata), fairness (Yama Brata), self-control (Varuna Brata), enthusiasm (Agni Brata), and responsibility (Kuwera Brata). The implementation strategies include Problem-Based Learning, Project-Based Learning, integrating Asta Brata values into learning materials, differentiated instruction, school programs, and the use of posters and visual media. These practices have a positive impact on student discipline, as reflected in compliance with school rules, punctuality, orderly participation in learning activities, task completion, proper care of school facilities, and behavior aligned with the values of Dharma.