JAPAM (Jurnal Pendidikan Agama)

PEMBELAJARAN PENDIDIKAN AGAMA HINDU DALAM BINGKAI KURIKULUM MERDEKA

2024-05-08T10:25:49+08:00

Abstract

Learning Hindu Religious Education is a process of knowledge transfer carried out in two ways, namely methodical and logical. Methodical means that Hindu Religious Education learning is carried out using learning methods that are adjusted based on classroom situations and student characteristics; while logical means that learning Hindu Religious Education does not only refer to lectures that are dogmatic, but can also be explained based on logic in accordance with the reality of everyday life. In line with this description, the Merdeka Curriculum plays a role in improving the quality of contemporary Hindu students. The Merdeka Curriculum in principle emphasizes the six dimensions of the Pancasila Student Profile which include: (1) Faith, Fear of God Almighty, and Noble Morals, (2) Global Diversity, (3) Gotong Royong, (4) Independent, (5) Critical Reasoning, and (6) Creative. The role of the Independent Curriculum for Hindu Education is to realize students' śraddhā to be more optimal, have love for others (tat twam asi), and create a directed rationality of students' 'jñāna' so as to create Hindu students who are spiritually and materially intelligent, have a high sense of humanity, are able to solve problems responsibly, and have a creative spirit to be able to compete in the upheaval of the increasingly digital world flower.

ANALISIS SURVEI TERHADAP GURU AGAMA HINDU TENTANG HUBUNGAN POLA ASUH ORANG TUA, INTERAKSI TEMAN SEBAYA, KOMPETENSI GURU DAN KECERDASAN SPIRITUAL DENGAN MINAT BELAJAR AGAMA HINDU SISWA SEKOLAH MENENGAH ATAS DI KOTA DENPASAR

2024-05-08T05:43:01+08:00

Abstrak

Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Pembelajaran pendidikan agama Hindu yang dilaksanakan baik secara formal, informal dan nonformal diharapkan mampu membentuk manusia yang menguasai ilmu pengetahuan, memiliki keterampilan dan karakter yang baik. Di sekolah, guru merupakan pendidik yang utama sedangkan orang tua merupakan pendidik utama di rumah. Sebagai seorang pendidik, baik guru ataupun orang tua bukan hanya sekedar mengajarkan siswa/anak dari tidak tahu menjadi tahu, tetapi juga berkewajiban menanamkan nilai-nilai karakter yang baik, memberi teladan serta memastikan tindakan siswa/anak sesuai kaidah-kaidah aturan yang berlaku. Permasalahannya antara lain: Bagaimanakah hubungan antara pola asuh orang tua dan minat belajar agama Hindu pada siswa Sekolah Menengah Atas di Kota Denpasar?;Bagaimanakah hubungan antara interaksi teman sebaya dan minat belajar agama Hindu pada siswa Sekolah Menengah Atas di Kota Denpasar?;Bagaimanakah hubungan antara kompetensi guru dan minat belajar agama Hindu pada siswa Sekolah Menengah Atas di Kota Denpasar?;Bagaimanakah hubungan antara kecerdasan spiritual dan minat belajar agama Hindu pada siswa Sekolah Menengah Atas di Kota Denpasar?. Jenis penelitian ini adalah penelitian survei. Survei dilaksanakan pada 19 guru agama Hindu dan Budi Pekerti yang bertugas di SMA Negeri maupun Swasta di Kota Denpasar dengan hasil sebagai berikut ini. Pertanyaan tentang ada atau tidaknya hubungan pola asuh orang tua dengan minat belajar agama Hindu siswa SMA di kota Denpasar menunjukkan hasil semua guru menjawab ada hubungan, pertanyaan tentang ada atau tidaknya hubungan interaksi teman sebaya dengan minat belajar agama Hindu siswa SMA di kota Denpasar menunjukkan hasil semua guru menjawab ada hubungan, pertanyaan tentang ada atau tidaknya hubungan kompetensi guru dengan minat belajar agama Hindu siswa SMA di kota Denpasar menunjukkan hasil semua guru menjawab ada hubungan, dan pertanyaan tentang ada atau tidaknya hubungan antara kecerdasan spiritual dengan minat belajar agama Hindu siswa SMA di kota Denpasar menunjukkan bahwa semua guru menjawab ada hubungan.

KONTROVERSI KONTEN SEJARAH PADA BUKU NON TEKS PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI SD KELAS 1 SEMESTER 2 KURIKULUM 2013

2024-05-08T05:57:27+08:00

The content of the history of Hinduism has recently appeared in textbooks and non-text books on Hindu Religious Education and Morals. The purpose of bringing up the historical content of Hinduism in Hindu Religious Education and Moral Education textbooks and non-text books is for students to know various events in the past based on empirical chronological facts. However, in reality the historical content of Hinduism described in this book is not in accordance with historical studies. Even historical content that is hoax is included in Hindu Religious Education and Moral Education textbooks and non-text books. This is what causes controversy / debate. The purpose of this study is to provide an explanation of historical content that is hoaxes, especially in non-text books on Hindu Religious Education and Characteristics in Elementary School Class I Semester 2. The method used in this research is descriptive qualitative. The type of research used is library research with data collection methods in the form of observation, interviews and documentation. The approach used is a historical approach which includes four stages, namely heuristics, source criticism, interpretation and historiography. The results of this study indicate that the content of the history of Hinduism and the content of the images presented in the non-text book Hindu Religious Education and Characteristics Class I Elementary School Semester 2 are not in accordance with historical facts and sparked controversy in society. This is a mistake by presenting fictitious historical content, especially about the Salakanagara kingdom.

RASIONALITAS PROGRAM TARIA (TABUNGAN HARI RAYA) DALAM MEMBANGUN PENDIDIKAN KARAKTER MASYARAKAT BANJAR ANYAR KAJA KABUPATEN BADUNG

2024-05-08T05:56:49+08:00

The phenomenon that appears in Hindu society is that the implementation of Hindu religious ceremonies, on the one hand, tends to be expensive and time-consuming. Every time a ritual is performed, ritual consumption is required both in quantity and quality. Religious activities and rituals, according to Max Weber (1930) and Bourdieu (1977), have an impact on economic and other activities. As a result of this phenomenon, many financial institutions such as banks, LPDs and cooperatives are competing to create holiday savings programs, especially in Bali. The system of practicing holiday savings has been running for quite a long time in Banjar Anyar Kaja, Kerobokan Village. By saving, people can use it for the needs before the holiday. The purpose of this study is to provide character education to the Hindu community regarding the implementation of the Hari Raya Savings program at Banjar Anyar Kaja, Badung Regency. This research is included in qualitative research with a phenomenological approach. The selection of participants in the study was determined using a purposive technique. The data analysis technique used in this study is descriptive, while the data analysis technique is presented in an analytic descriptive form. Implementation of the Hari Raya Savings program in the Banjar Anyar Kaja community, it includes acts of instrumental rationality. The character education values contained in the TARIA program include religious values, self-control, passion, wisdom, not greed, discipline and independence. The implication of community participation in the Hari Raya Savings Program is to provide convenience for the community in preparing finances for welcoming religious holidays. For the community to try to increase enthusiasm in participating in the TARIA program and try to invite family or relatives who have not participated in the program.

Keywords: Character Building, Rationality, Saving

PENDIDIKAN MULTIKULTURAL BAGI MAHASISWA DI PERGURUAN TINGGI HINDU MENUJU SIKAP MODERASI BERAGAMA

2024-05-08T05:32:44+08:00

Universities has an important role in shaping the character of the younger generation in developing and guiding them towards a better direction, especially Hindu universitie which is role models for other universities. It is hoped that multicultural education for students at Hindu Universities will lead to an attitude of religious moderation. Multicultural education can be developed in universities, especially Hindu universities so that the teachings of sarve sukhinah bhavantu can be understood comprehensively by Hindus. The development of multicultural education in higher education for students can be done through education, research and community service. Apart from that, multicultural education can also be carried out through supporting activities. Multicultural education in universities must be able to create a multicultural climate that can be taught through strategies that can accommodate diversity so that later universities can become multicultural laboratories which will lead to an attitude of religious moderation. This will also have an influence on the attitudes of Hindu students who have an understanding of multicultural education so that later they can provide solutions to multicultural problems that exist in the surrounding environment.

GURU DALAM PENDIDIKAN KARAKTER

2024-05-08T05:51:34+08:00

In terms of providing reinforcement for character education, a strong foundation must be found to build aspects of character-strengthening. That’s why character education is crucial to develop at school. The aim is to form a nation that is strong, competitive, has a noble character, moral, tolerant, works together, has a patriotic spirit, develops dynamically, has science and technology-oriented, imbued with faith and devotion to God Almighty based on Pancasila. A tough national character is a reflection of a strong nation. Its implementation involves all educational centers, from the family environment, school environment and community environment. Globalization, progress in the world of education and advances in digital technology make the challenges of character education increasingly complex. Therefore, formal education at school should be outlined in the curriculum, carried out in all fields of study and implemented through appropriate learning methods that can provide space for character development every day so that it becomes a habit and becomes a culture. On the other hand, can not be avoided the important roles of the teachers in these circumstances. How the teachers take part in it, can be the point of the successful of the character education.

REFLEKSI PENDIDIKAN MULTIKULTURAL PADA PEMUJAAN HINDU-ISLAM DI PURA KRAMAT DESA ADAT SESEH KECAMATAN MENGWI KABUPATEN BADUNG

2024-05-08T05:26:42+08:00

Kramat Temple has beliefs that have multicultural nuances as seen from the worship carried out by two different religions, namely Hinduism and Islam. However, the positive construct of multicultural trust is not yet fully understood. Evidently, multicultural beliefs are only understood as unique things that occur in the area of Hindu religious life. Narratively, this research tries to provide an exploration of positive reflection in a socio-religious frame that was born from the multicultural education frame at Kramat Temple. Data in this case was collected through observation techniques, interviews, document study, literature study, and discussed using the theory of multiculturalism. The results of this research show that the reflection of multicultural theology at Kramat Temple is as follows: first, multiculturalism education stimulates an increase in the quality of tolerance. Second, multicultural education has succeeded in strengthening universal brotherhood. Third, educational multiculturalism encourages valued attitudes. Fourth, multicultural education intensifies religious dialogue. True multicultural education cannot be done only by relying on theory and learning in formal schools. However, on the one hand, we need a real example, in this case the multicultural phenomenon at Kramat Temple

STRATEGI PENDIDIKAN AGAMA HINDU DALAM MEMBANGUN KARAKTER DAN MORALITAS PADA SISWA MELALUI SUSATRA HINDU

2024-05-08T05:34:35+08:00

The young generation as agents of change in nation building needs basic guidelines in overcoming the negative effects of globalization. Technological developments which are growing very rapidly are able to show very significant changes in all aspects of life. Therefore, teachings are needed as a guide to behavior in an effort to build morality and good character, namely moral teachings. According to the Hindu religious view, morality is a reciprocal and harmonious behavior between human beings and the universe (environment) which is based on compassion, sincerity and compassion. Through Character and Morality Education at school is education that strives for good ethics, mutual respect and respect for differences between students and teachers at school. This research describes how Hindu literature strategies in building students' character and morals through Hindu religious education. The young generation or what is known as generation Z as agents of change in nation building need basic guidelines in overcoming the negative influences of globalization. Technological developments are able to show very significant changes in everything. aspect of life. Therefore, teachings are needed as a guide to behavior in an effort to build morality and good character, namely moral teachings. According to the Hindu religious view, morality is a reciprocal and harmonious behavior between human beings and the universe (environment) which is based on compassion, sincerity and affection between God's creatures.

PENERAPAN METODE BLENDED LEARNING DALAM PEMBELAJARAN PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI PADA SISWA KELAS V DI SD NEGERI 3 SANUR

2024-05-08T05:58:09+08:00

The general objective of this research is to provide accurate and clear information to find out the application of the blended learning method, especially in Hindu religious and ethical education in learning at SD Negeri 3 Sanur and to gain clarity about the application of the blended learning method carried out during the Covid-19 period. This study specifically aims to explain the blended learning method in learning Hindu religious education and morals for fifth grade students at SD Negeri 3 Sanur, to explain the process of the blended learning method in learning Hindu religious education and morals for fifth grade students at SD Negeri 3 Sanur, to explain the implications of the blended learning method in learning Hindu religious education and ethics towards knowledge, attitudes, skills in fifth grade students at SD Negeri 3 Sanur. This research is classified as descriptive qualitative research. In collecting data, researchers used non-participant observation techniques, unstructured interview techniques, and document study techniques to obtain appropriate data at the research location. The results of the application of the blended learning method in learning Hindu religious education and morals in class V students at SD Negeri 3 Sanur can be viewed from aspects such as characteristic shape, study space, components of the blended learning method, then the process of the blended learning method consists of planning the blended learning method, the process of implementing the blended learning method,