Padma Sari: Jurnal Ilmu Pendidikan

IDEOLOGISASI NILAI DHARMA AGAMA DAN DHARMA NEGARA MELALUI PENDIDIKAN NONFORMAL DI PC KMHDI DENPASAR

I Dewa Gede Darma Permana — Thu, 30 Oct 2025 17:45:10 +0700

Radicalism is one of the challenges that needs to be faced by the Indonesian state. Through a pluralistic nation in terms of religion and culture, Indonesia is prone to being infiltrated by individuals who divide the nation. Therefore, a balance in carrying out obligations as citizens and religious believers needs to be sought from an early age. This is what is done by one of the youth organizations called Pimpinan Cabang Kesatuan Mahasiswa Hindu Dharma (PC KMHDI) Denpasar, by ideologizing the value of Dharma Agama and Dharma Negara through non-formal education. On this basis, this research is present with the aim of describing in depth the ideologization of the values of Dharma Agama and Dharma Negara through Nonformal Education in PC KMHDI Denpasar. Based on the topic, three problems were formulated, namely the value of Dharma Agama in the KMHDI perspective, the value of Dharma Negara in the KMHDI perspective, and the ideologization of these two values through Nonfromal Education in KMHDI. Relying on the type of qualitative research that uses a naturalistic approach, this research shows the results and discussion, that: 1) Ideologization of Dharma Agama is based on Vedic values with the aim of realizing Hindu intellectuals who are Moksartham Jagadhita Ya Ca Iti Dharma. 2) The ideologization of Dharma Negara relies on Pancasila to realize the goal of an Independent Indonesia. 3) The ideologization of both values is carried out through Non-formal Education called “Kaderisasi Tahap 1”, which makes an important contribution to religion and the state.

PENGUATAN INTEGRASI NASIONAL MELALUI PENERAPAN NILAI-NILAI PANCASILA DALAM KEHIDUPAN BERBANGSA

Giezka Khaleda Anindita, Nurul Hidayati — Thu, 30 Oct 2025 18:00:40 +0700

As an archipelago, Indonesia has a diversity of cultures, religions, and ethnicities that are both an advantage and a challenge in strengthening national integration. In the midst of increasingly rapid globalization, the implementation of Pancasila values is the main foundation for maintaining national unity. This research aims to analyze how the values of Pancasila can be applied to strengthen national integration in Indonesia. This article uses a literature study method where researchers review several articles on the Google Scholar page that are relevant to the topic. This research explains that the values contained in Pancasila need to be instilled early on by the community to face challenges and maintain national integration in diversity. The results show that the value of Belief in One God can foster tolerance between religious communities, the value of Fair and Civilized Humanity encourages empathy and respect for human rights, while Indonesian Unity is the basis for strengthening national identity. The values of Democracy and Social Justice encourage active community participation in the life of the nation and state in an inclusive manner. Several empirical studies have shown that strengthening these values through Pancasila education in schools, diversity training, and social media can increase collective awareness of the importance of national integration. The main contribution of this research is to provide conceptual and practical understanding of the implementation strategy of Pancasila values in the contemporary socio-political context of Indonesia, so that it can be used as a reference in education policy and sustainable national character building.

IMPLEMENTATION OF THINK, TALK, WRITE LEARNING MODEL TO IMPROVE STUDENTS SELF-CONFIDENCE AND LEARNING OUTCOMES

Elisa Br Ginting, Aladin F Tinus Ginting, Ermina Waruwu — Thu, 30 Oct 2025 18:45:53 +0700

Self-confidence is one of the most important things for students to have so they can participate in learning actively. Through the implementation of the Think, Talk, Write (TTW) model, it has great potential to improve self-confidence and student learning outcomes. Through critical thinking, collaborative discussions, and reflective writing, students can develop a deeper understanding of religious teachings and feel more confident in applying them in everyday life. However, despite its great potential, the application of the TTW model in the context of religious learning has not been widely researched, especially at the junior high school level and in the context of Catholic education. This study aims to improve self-confidence and student learning outcomes by using the Think, Talk, Write learning model for students of SMP Budi Murni 3 Medan. This study is a Classroom Action Research (CAR) involving 26 students of Phase D Grades VII-2 Academic Year 2024/2025. The methods used include: planning, implementation, observation, and reflection. Data collection uses observation, documentation, and assessment of test results that have been made in the form of multiple choices. The results show a significant increase in student self-confidence and learning outcomes by using the Think, Talk, Write model. Student self-confidence increased by 16.66%, and student learning outcomes improved by 22.7%. The Think, Talk, Write model has been proven to encourage student active learning, increase self-confidence, and improve student learning outcomes.

KAJIAN PSIKOANALISIS TERHADAP GARIS BESAR CERITA AYODHYĀ KĀṆḌA (PERSPEKTIF PENDIDIKAN AGAMA HINDU)

Thu, 30 Oct 2025 18:46:20 +0700

This study examines the moral order of Hindus through psychological analysis proposed by Sigmund Freud with the aim of exemplifying moral considerations for Hindus and strengthening the implementation of moral teachings embodied in the literature of the Itihāsa Rāmāyaṇa, especially in Ayodhyā Kāṇḍa through the role of psychology. These teachings are part of the Tri Kerangka Dasar Agama Hindu, one of which is suśīla. Examined through the lens of modern science, suśīla can be considered a form of psychology because these teachings examine the attitudes and behaviors of followers based on religious morality. Suśīla teachings can be systematically studied through itihāsa texts, such as the Rāmāyaṇa, particularly the Ayodhyā Kāṇḍa chapter. This chapter represents the root of the problems in the story of Śrī Rāma's journey so followers can learn moral values from the characters' behavior. This qualitative study uses descriptive methods to describe and analyze the characters from the Ayodhyā Kāṇḍa story, including Mahārāja Daśaratha, Manthara, Dewi Keikeyi, Śrī Rāma, Sītā, Lakṣmana, and Bharata, through psychoanalytic theory. Specifically, it examines the three levels of human consciousness proposed by Sigmund Freud: The id, ego, and superego. The results of study is reveal the personality traits and dynamics of each character, setting an example for the humanity through their moral attitudes and considerations. This is particularly evident in characters who set aside their personal ego, such as Śrī Rāma, who was devoted to his father and willing to exile himself. Additionally, Bharata's humility in refusing to replace Śrī Rāma as king is driven by his superego's awareness of not taking what is not his. This psychoanalytic study imparts moral values to the community, such as resisting negative influences, remaining loyal, being devoted, and avoiding greed.

IMPLEMENTASI MODEL PEMBELAJARAN DHARMAGITA DALAM MENINGKATKAN KREATIVITAS MAHASISWA

Ni Komang Wiasti, I Wayan Wirata — Thu, 30 Oct 2025 18:57:41 +0700

This study aimed to analyze the implementation of various Dharmagita-based learning models at IAHN Gde Pudja Mataram. Dharmagita learning played a strategic role in transmitting cultural and spiritual-religious values, thus requiring a contextual, participatory, and meaningful pedagogical approach. A qualitative method was used, with data collected through observation, in-depth interviews, and documentation. Data analysis employed an interactive model consisting of four main stages: data collection, data condensation, data display, and conclusion drawing or verification. The findings revealed that the implementation of the Contextual Learning Model Based on Dharmagita, the Cooperative Learning Model Based on Dharmagita, the Project-Based Learning Model Based on Dharmagita, and the Audio-Visual Learning Model Based on Dharmagita successfully created an active, engaging, and relevant learning atmosphere for students. These models brought diverse approaches to instilling ethical and spiritual values, while encouraging students to develop their personal potential in the field of Dharmagita. The learning process led to increased student creativity, as evidenced by participation in extracurricular activities such as student organizations and competitions related to Dharmagita. The lecturer’s role as a facilitator also proved essential in ensuring quality learning, which was reflected in student achievements at both local and national levels. The findings highlight the importance of pedagogical innovation in preserving dharma values among the younger generation through the development of innovative learning models grounded in Hindu religious values

PENDEKATAN PENDIDIKAN AGAMA HINDU DALAM MENGATASI KRISIS MORAL DI KALANGAN SISWA

Ni Wayan Arsini — Thu, 30 Oct 2025 20:01:01 +0700

The issue of moral crisis among students has become a serious challenge for education in the digital era. This study was conducted to explore the role and pedagogical approaches of Hindu Religious Education in responding to moral decline among students. The research employed a qualitative content analysis method with a literature study approach. Data were collected from primary sources namely Hindu scriptures such as the Bhagavad Gita and Sarasamuccaya, and secondary sources in the form of textbooks and scientific articles. Data were analyzed thematically through open coding, categorization into descriptive themes, and synthesis of analytical themes. The findings show that the internalization of Hindu ethical values such as Tri Kaya Parisudha, Catur Paramita, Tri Parartha, and Tri Hita Karana has strong relevance in shaping students’ character. These values function not only as normative teachings but as pedagogical tools for developing moral reasoning, empathy, and spiritual consciousness. The study found that the moral crisis is not solely due to technological disruption or weak family support, but also due to a lack of reflective, affective, and contextual character education. Therefore, the study suggests that Hindu Religious Education should be reformulated into an integrative and transformative learning space that bridges cognition, affection, and spiritual practice. The goal is to produce students who are not only intellectually competent but also ethically responsible and spiritually grounded.

EXPLORATION OF THE CONCEPT OF HINDU ETHICS TO BUILD POSITIVE CHARACTER OF THE DIGITAL NATIVE GENERATION

I Putu Swana, Ni Luh Made Larasanthi Komala Dewi — Thu, 30 Oct 2025 20:22:55 +0700

Generasi digital native merupakan seseorang yang hidupnya terintegrasi dengan teknologi, generasi ini menghadapi kerentanan seperti paparan konten negatif, cyberbullying, hoaks, dan krisis identitas akibat kuatnya need for recognition di media sosial. Tantangan ini memerlukan fondasi etika yang kuat dan relevan untuk membangun karakter positif. Penelitian ini bertujuan untuk mengeksplorasi dan merekonstruksi konsep etika Hindu yang dapat dijadikan pedoman perilaku yang konkret untuk membangun karakter positif generasi digital native. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan study literatur. Data tekstual yang ditemukan kemudian dianalisis menggunakan teknik analisis isi (content analysis) dan hermeneutika untuk menafsirkan makna, menemukan pola, tema, serta hubungan antar konsep. Adapun Hasil penelitian ini menunjukkan bahwa: terdapat tiga konsep etika Hindu yang sangat relevan bagi generasi digital native untuk membangun karakter positif yakni: (1) Satya (kebenaran), sebagai landasan integritas dan kejujuran dalam berkomunikasi dan menyebarkan informasi digital; (2) Tat Twam Asi (engkau adalah aku), yang menanamkan empati, penghormatan pada keberagaman, dan tanggung jawab sosial dengan menyadari kesatuan semua makhluk; serta (3) Tri Kaya Parisudha (penyucian pikiran, perkataan, perbuatan), yang berfungsi sebagai filter mental untuk menyucikan niat sebelum berinteraksi di dunia maya. Implementasi ketiga nilai etika Hindu ini diharapkan dapat membentuk karakter generasi digital native yang religius, jujur, toleran, bertanggung jawab, dan peduli sosial.