JAPAM (Jurnal Pendidikan Agama)

PENDIDIKAN KARAKTER DALAM KAKAWIN PUTRA SASANA MARTI

I Putu Wahyu Pratama Yasa, I Nyoman Sueca, I Ketut Tanu — Wed, 01 Oct 2025 00:00:00 +0200

Penelitian ini bertujuan untuk mengkaji nilai-nilai pendidikan karakter dalam Kakawin Putra Sasana Marti, sebuah karya sastra klasik Jawa Kuna yang berbentuk lontar dan ditemukan di Pusat Dokumentasi Dinas Kebudayaan Provinsi Bali. Menggunakan pendekatan kualitatif dengan teori strukturalisme, hermeneutika, dan karakter, penelitian ini menelaah ajaran-ajaran moral, etika, dan spiritual yang terkandung dalam kakawin sebagai pedoman pendidikan karakter. Hasil penelitian menunjukkan bahwa Kakawin Putra Sasana Marti memuat enam nilai utama pendidikan karakter: religiusitas, disiplin, kejujuran, kemandirian, gotong royong, dan integritas. Kakawin ini tidak hanya berfungsi sebagai warisan budaya, tetapi juga sebagai sumber pembentukan kepribadian anak secara holistik sejak dini, dengan menekankan pentingnya dharma, bhakti, dan nilai-nilai luhur dalam kehidupan. Struktur naratif kakawin yang terdiri atas bait-bait berwirama memperkuat pesan moral yang disampaikan. Fungsi dan makna pendidikan karakter dalam kakawin ini sangat relevan untuk diintegrasikan ke dalam sistem pendidikan modern guna membentuk generasi muda yang cerdas secara intelektual dan spiritual. Dengan demikian, karya ini menjadi media penting dalam revitalisasi nilai-nilai budaya dan karakter bangsa di era globalisasi.

Kata Kunci: Pendidikan Karakter, Kakawin, Putra Sasana

IMPLEMENTASI AJARAN PUTRA SESANA DALAM MENANAMKAN BUDI PEKERTI PESERTA DIDIK KELAS V TAHUN PELAJARAN 2024/2025 DI SEKOLAH DASAR MARADIKA DENPASAR

I Kadek Sudiarta, I Ketut Tanu, I Ketut Gunarta — Wed, 01 Oct 2025 00:00:00 +0200

Membangun karakter anak yang budi pekerti merupakan tujuan dari Pendidikan yang
diberikan kepada peserta didik oleh orang tua sehingga mampu menjadi anak yang suputra tidak
hanya memiliki pengetahuan yang bagus tapi juga memiliki karakter yang baik. Salah satu ajaran
agama Hindu yang diyakini mampu memberikan pedoman bagi orang tua maupun pendidik dalam
mendidik anak-anak sehingga memikiki karakter yang baik yaitu ajaran Putra Sesana yang diterapkan
di SD Mahardika Denpasar, sehingga layak diteliti dengan judul “Implementasi Ajaran Putra Sesana
dalam Menanamkan Budi Pekerti Peserta Didik Kelas V di SD Mahardika Denpasar. Studi
dokumntasi, dan kepustakaan, informan dijaring dengan purposive sampling dan Teknik analisis data
dengan deskriptif kualitatif dengan prosedur reduksi, penyajian data, dan penarikan kesimpulan.
Berdasarka analisis data ditemukan (1) Bentuk implementasi ajaran Putra Sesana, seperti; a)
Implementasi ajaran Putra Sasana kepada Guru Rupaka; b) Impelementasi ajaran Putra Sasana kepada
Guru Pengajian; c) Implementasi ajaran Putra Sasan kepada Guru wisesa; d) Implementasi ajaran
Putra Sasana kepada Guru Swadyaya. (2) Hambatan yang dihadapi terbagi menjadi dua yaitu factor
internal seperti; a) Kurangnya pemahaman guru tetag ajaran Putra Sesana; b)Tantangan konsistensi
dalam pembiasaan; c) Kesadaran terhadap pentingnya Budi Pekerti. Faktor eksternal seperti; a)
Kurangnya dukungan orang tua; b)Pengaruh lingkungan dan Media social; (3) Implikasi dari
implementasi ajaran Putra Sesana memberikan implikasi kepada peserta didik, pendidik dan orang
tua.

PERAN GURU PENDIDIKAN AGAMA HINDU DALAM MENCEGAH DAN MENANGANI KASUS PERUNDUNGAN (STUDI KASUS DI SMP NEGERI SE-KECAMATAN BANGLI

I Dewa Putu Suyadnya, Ida Ayu Tary Puspa, Kadek Arya Prima Dewi PF — Wed, 01 Oct 2025 00:00:00 +0200

Bullying in the school environment remains a critical issue that threatens students’ sense of
safety and comfort in the learning process. This study aims to analyze the role of Hindu Religious
Education teachers in preventing and addressing bullying, identify the challenges they face, and
describe the efforts undertaken to create a violence-free school environment. A qualitative approach
with a case study design was used, involving five public junior high schools in Bangli District through
in-depth interviews, observations, and documentation. The findings reveal that Hindu Religious
Education teachers fulfill four key roles. First, as educators, they deliver moral teachings and Hindu
values such as ahimsa (non-violence), karuna (compassion), and tat twam asi (I am you, you are me)
to shape students' character. Second, as moral exemplars, they serve as role models through daily
behavior and attitudes. Third, as spiritual mentors, they guide students to develop inner discipline
and avoid violent behavior. Fourth, as community liaisons, they bridge communication among
schools, students, parents, and the wider community. The main challenges encountered include
students’ limited understanding of the consequences of bullying, the influence of peer social
environments, and the negative impacts of social media. In response, Hindu Religious Education
teachers undertake various strategic actions, including early intervention upon detecting bullying,
providing support for both perpetrators and victims, coordinating with school authorities, and
implementing preventive strategies by integrating religious values into learning and student activitie.

PROGRAM SANISCARA MAPRANI SEBAGAI MEDIA MENUMBUH KEMBANGKAN KARAKTER SISWADI SMP NEGERI 1 BANGLI

Putu Gede Gama — Wed, 01 Oct 2025 00:00:00 +0200

Character education is one of the important aspects of the education system in Indonesia. In
the era of globalization, where cultural and ethical values are often eroded by the unstoppable flow
of information, character education becomes very relevant to form a person of excellence and
integrity. One of the programs at SMP Negeri 1 Bangli that can be implemented as a medium for
developing student character is the Saniscara Maprani program. This study aims to obtain accurate
information and an objective picture of the Saniscara Maprani program. The data collection methods
used are: observation, interviews, literature studies and documentation studies. The data were
analyzed using qualitative descriptive analysis method. The results showed (1) The implementation
of the Saniscara Maprani program is the preparation, implementation and evaluation of the
Saniscara Maprani program (2) The function of the Saniscara Maprani program is as an expression
of gratitude to Sang Hyang Widhi Wasa, maintaining harmonious relationships among the extended
family of SMP Negeri 1 Bangli, for the formation of student character and for the formation of a
positive school culture. (3) The implications of the Saniscara Maprani program are: the growth of
students' character, increasing students' awareness to carry out their religious teachings, increasing
students' concern for the environment, creating a positive school culture and creating good character
of students in the school and community environment.

SUPERVISI AKADEMIK KEPALA SEKOLAH DALAM MEMOTIVASI KINERJA GURU AGAMA HINDU DI SMP NEGERI 1 TEMBUKU BANGLI

I Putu Eka Pradnyana, I Nyoman Temon Astawa, Marsono — Wed, 01 Oct 2025 00:00:00 +0200

Hindu religion teacher are axpacted to perform at their best in their teaching practices, in
order to produce students with good spiritual quality and character. However, entering the 5.0 era
brings many dynamics in the education space tha pose challenges to the learning process of Hindu
religion by Hindu teacher, including demanding the extence of school principals to contribute to the
performance of Hindu religion teachers. This also occurs at SMP Negeri 1 Tembuku as one of the
educational institutions in Bangli Regency, Bali. The data in this study is sourced from primary and
secondary data, which is collected by observation techniques, interviews, documentation studies and
literature. The collected data was then analyzed with leadership theory, integrative construction
theory and achievement motivation theory. The results of the study are then described descriptively.
The results of this study are as follows: first, the academic supervision of the school principal in
motivating the performance of Hindu religion teachers at SMP Negeri 1 Tembuku Bangli begins with
planning and realizing performance targets. Second, the strengthening of the academic supervision
process of the principal of SMP Negeri 1 Tembuku Bangli is achieved through collaboration
regardless of professional background or work culture, intense communication with internal and
external parties of the school, and establishing contexts to facilitate the development targets of Hindu
religion teachers. The third implications of academic supervision are the development of Hindu
cognition, emotional stability, and real actions to achieve optimal performance. The analysis is
beneficial to inspire the movement of supervision and the advancement of Hindu religious teachers'
performance in all junior high school units. It can be concluded that through academic supervision,
the principal of SMP Negeri 1 Tembuku is able to provide motivation both morally and through the
academic administration system towards improving the quality of Hindu religious teachers'
performance.

IMPLEMENTASI PROGRAM SEMARAK (SENIN- KAMIS BERKARAKTER) DALAM MENINGKATKAN KARAKTER RELIGIUS HINDU SISWA SMP NEGERI 4 BANGLI

Ni Kadek Armini, I Ketut Sudarsana, Ni Made Anggreni — Wed, 01 Oct 2025 00:00:00 +0200

The religious character of Hindu students plays a crucial role in shaping their personal
integrity, particularly in the face of negative social media influences that may erode their sradha and
devotion to God. This study, titled “Implementation of SEMARAK (Monday-Thursday Character)
Program in Improving Hindu Religious Character of Students of SMP Negeri 4 Bangli,” aims to
explore the implementation, challenges, and implications of the SEMARAK program. Guided by B.F.
Skinner’s Behaviorism Theory, Talcott Parsons’ Structural Functional Theory, and Thomas
Lickona’s Character Education Theory, this research employs qualitative descriptive methods with
data collected through observation, interviews, documentation, and literature review. Informants
were selected using purposive sampling. The study reveals that: (1) The SEMARAK program is
implemented consistently every Monday and Thursday through joint prayers, religious songs,
spiritual reflections, and discussions on Hindu teachings; (2) The main obstacles include limited
parental involvement and the influence of social media, addressed by strengthening the role of
teachers and fostering collaboration with the community; (3) The program positively impacts
students by enhancing their spiritual discipline, sense of gratitude, and social care, thereby
strengthening their overall religious character.

PENGARUH MODEL SIKLUS BELAJAR CATUR PRAMANA TERHADAP LITERASI SAINS DAN MOTIVASI BELAJAR IPA SISWA KELAS VII SMP NEGERI 1 SIDEMEN TAHUN PELAJARAN 2024/2025

Nyoman Sri Darmayanti — Wed, 01 Oct 2025 00:00:00 +0200

Model pembelajaran yang selama ini diterapkan untuk mengajarkan IPA di Indonesia
diadopsi dari Barat. Salah satu filsafat weda yang dikenal dalam kehidupan masyarakat Hindu adalah
nyaya darsana. Apabila dikaitkan dengan lingkungan belajar siswa di Bali yang mana pulau Bali
dikenal mayoritas masyarakatnya beragama Hindu, siswa dapat belajar IPA mempergunakan
Epistemologi Nyaya yang dinamakan Catur Pramana, yaitu pengamatan (pratyaksa), penalaran
(anumana), pemodelan (upamana), dan kesaksian (sabda). Penelitian ini bertujuan untuk mengetahui
pengaruh model siklus belajar catur pramana terhadap literasi sains dan motivasi belajar IPA siswa
kelas VII SMP Negeri 1 Sidemen tahun pelajaran 2024/2025. Jenis penelitian ini adalah penelitian
eksperimen semu. Hasil penelitian menunjukkan, pertama terdapat pengaruh model siklus belajar
catur pramana terhadap literasi sains dilihat dari Fhitung sebesar 17,473 dengan nilai signifikansi
0,000 (kurang dari 0,05). Kedua, terdapat pengaruh model siklus belajar catur pramana terhadap
motivasi belajar dengan Fhitung sebesar 9,210 dan nilai signifikansi 0,003 (kurang dari 0,05). Ketiga,
terdapat pengaruh secara simultan antara model siklus belajar catur pramana terhadap literasi sains
dan motivasi belajar IPA dengan Fhitung 12,894 dan nilai signifikansi 0,000 (lebih kecil dari 0,05).
Dari penelitian ini diberikan saran agar siswa meningkatkan motivasi intrinsik dalam belajar IPA,
bagi guru dan kepala sekolah agar memahami sintaks model siklus belajar catur pramana dan
menerapkannya, serta agar peneliti lain mengadakan penelitian lebih lanjut untuk menguji pengaruh
model siklus belajar catur pramana pada variabel dan mata pelajaran yang berbeda namun tetap
mempertimbangkan karakteristik materi, karakteristik siswa, dan lingkungan belajar siswa.

KONSEP KEPEMIMPINAN KRAMAN TELU LIKUR SEBAGAI MODEL PENDIDIKAN AGAMA HINDU DI DESA ADAT SUKAWANA KECAMATAN KINTAMANI KABUPATEN BANGLI

Kadek Ediyana — Wed, 01 Oct 2025 00:00:00 +0200

The Sukawana traditional village in Kintamani sub-district, Bangli Regency, Bali Province,
which still adheres to its traditional government system based on the Ulu Apad system. In running
the wheels of its traditional government, it is known as Kraman Telu Likur, whose highest leader is
Jero Kubayan Kiwa Tengen. The concept of Kraman Telu Likur in the Hindu religious education
model in the Sukawana Traditional Village can be seen through the organizational structure of
Kraman Telu Likur. Kraman Telu Likur is a traditional leadership organization based on ulu apad
which is thick with the culture of ancient Balinese village leadership. The leadership within Kraman
Telu Likur not only provides management of traditional life, but also practices educational functions
such as providing motivation to residents regarding the consistency of ancient traditions and
becoming a facilitator in the education efforts of ancient Sukawana traditions. The educational values
that can be learned from the Kraman Telu Likur Hindu religious education model are the values of
Hindu leadership education and local wisdom education. The educational model applied by Kraman
Telu Likur in carrying out education and leadership in the Sukawana Traditional Village consists of
a participation-based education model that is apparent through the openness of Kraman Telu Likur
in accepting every cognitive discussion about Ancient Bali. The impact of Kraman Telu Likur on the
younger generation in Sukawana Traditional Village is to improve character and spirituality as a
result of obedience to the ideology held by Kraman Telu Likur in terms of directing its younger
generation to make religious traditions a path of devotion and karma marga. The strength of
character and spirituality possessed by the younger generation of Sukawana strengthens the
regeneration of the formation of prospective Kraman Telu Likur administrators who will later obey
the dresta of Ancient Bali and the local Hindu leadership system typical of Sukawana. All of them are
involved as part of the preservation of local traditions and culture as admired by the public in
Sukawana Traditional Village.

PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM MENGEMBANGKAN PERILAKU RELIGIUS PADA MATA PELAJARAN PPKN DI SMP NEGERI 1 TEMBUKU

Ayu Swandewi Trikusuma, I Ketut Sudarsana, Dewa Ayu Hendrawathy Putri — Wed, 01 Oct 2025 00:00:00 +0200

PPKN learning in schools is often focused on cognitive aspects only, such as memorization
of concepts and theories, so it is less effective in shaping students' religious behavior motivations. It
is a challenge for teachers to create learning that can tailor methods, materials, and levels of
difficulty according to students' unique needs, so that it can help motivate students to behave
religiously with a more contextual and individualized approach. Therefore, the application of
differentiated learning in PPKN subjects is important to be analyzed. The data collected were then
analyzed with Vigotsky's theory of Social Constructivism, Maslow's Hierarchy of Needs Theory, and
Piaget's Theory of Cognitive Development. The results of this study show that the role of schools in
supporting differentiated learning is to provide facilities and innovations to improve teacher
competence. Teachers as educators in schools play a role in providing stimulation and adaptive
learning models in supporting differentiated PPKN learning. The maximum role of teachers and
school managers is directly a manifestation of the school's role in supporting differentiated learning.
The role of school interns in the success of differentiated learning in PPKN subjects shows success
that can be seen through students' enthusiasm in participating in learning activities. Obstacles in the
application of differentiated learning in PPKN subjects are more towards the aspect of opportunity
and the strength of conventional learning ideologies of senior teachers. Meanwhile, factors that
support the application of differentiated learning in PPKN subjects are the existence of adequate
competence from teachers, as well as psychological approaches carried out by parents in the realm
of informal education. The impact of differentiated learning on PPKN subjects at SMP Negeri 1
Tembuku is the development of students' religious behavior as shown by the emergence of internal
motivation from students to be honest, empathetic, and independent in making decisions.

IMPLEMENTASI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA DI SMP N 3 BANGLI KECAMATAN BANGLI, KABUPATEN BANGLI

Putu Elvira Pradnya Paramitha — Wed, 01 Oct 2025 00:00:00 +0200

The Independent Curriculum prioritizes the development of student character in alignment
with the values of Pancasila. Currently, Pancasila values appear to be eroding in various aspects of
students' character. Indifference toward others, the environment, school regulations, and more,
highlight the need for the implementation of the Pancasila Student Profile Strengthening Project (P5)
in education. This initiative aims to cultivate dimensions such as faith and devotion to God Almighty,
collaboration, critical thinking, and creativity. This study aims to: (1) describe the implementation of
the Pancasila Student Profile Strengthening Project at SMP Negeri 3 Bangli; (2) examine the roles
of teachers, parents, and the community in the implementation of the project at SMP Negeri 3 Bangli;
and (3) identify the implications of the project at SMP Negeri 3 Bangli. Theories used in this study
include behaviorist theory, motivation theory, and character theory. This research is a descriptive
qualitative study using a phenomenological approach. Data were collected through observation,
interviews, literature review, and documentation. The collected data were analyzed through data
reduction, data presentation, and conclusion drawing/verification. The research findings include: (1)
the implementation of the Pancasila Student Profile Strengthening Project at SMP Negeri 3 Bangli;
(2) the roles of teachers, parents, and the community in supporting the project; and (3) the
implications of the project activities, which are: (a) enhancement of students’ faith, devotion to God
Almighty, and noble character; (b) improvement in the dimension of collaboration among students;
(c) development of students’ critical thinking skills; and (d) enhancement of students’ creativity.