Padma Sari: Jurnal Ilmu Pendidikan

POTENSI DAN TANTANGAN SAṀSKṚTA-BĀLAKENDRAM DALAM PENDIDIKAN AGAMA HINDU DI PASRAMAN NONFORMAL

2026-04-30T21:52:41+07:00

The issue highlighted in this research is about the context of implementing Saṁskṛta-Bālakendram in nonformal Pasraman in Lombok, which has not yet been studied specifically to discuss the strategic potential of this program in supporting the strengthening of Hindu religious education, even though this program has been run in several nonformal pasraman. In addition, the challenges faced in the implementation of Saṁskṛta-Bālakendram in nonformal pasraman have also not been systematically and scientifically studied. This research aims to examine the potential and challenges of Saṁskṛta-Bālakendram in supporting Hindu religious education in nonformal pasraman. The research method used is descriptive qualitative with data collection techniques through non-participant observation, semi-structured interviews, and documentation study. The research results show that Saṁskṛta-Bālakendram has strong potential as a medium for mantra and śloka training, as well as a medium for learning moral virtues. However, the implementation of this program faces several challenges, including inconsistent student attendance, limited number of instructors, lack of support from the management of the pasraman, limited supporting facilities, and unclear class organization. Collaborative efforts are needed between pasraman management, teachers, parents, and Hindu community organizations and institutions to optimize the sustainability of this program. The results of this study are important in reinforcing the model of Hindu religious education and recommending the development of a more optimal curriculum and pasraman management for Sanskrit language learning in nonformal pasraman.

IMPLEMENTASI TEORI KECERDASAN GANDA DALAM PEMBELAJARAN BAHASA INGGRIS: KAJIAN PENDEKATAN MULTIDISIPLINER

2026-04-30T21:52:41+07:00

This study aims to analyse the implementation of Multiple Intelligences (MI) theory in English language education through a multidisciplinary approach. The investigation is motivated by the need for more inclusive instructional models amidst the prevailing dominance of educational systems that prioritize singular cognitive abilities. Employing a literature review methodology, the study examines nationally indexed (SINTA) and internationally indexed (Scopus) articles to identify patterns, relevance, and contributions of MI theory to the enhancement of English language learning quality. The analysis reveals that MI-based instruction significantly improves students’ motivation, engagement, and learning outcomes by aligning pedagogical strategies with individual intelligence profiles. Furthermore, the theory reinforces cultural, social, and humanistic values within educational contexts. Theoretically, this research affirms that MI is not merely a theoretical framework but a humanistic paradigm in language education. The implications suggest that English language instruction should be oriented toward the development of multidimensional potentials and instructional differentiation that respects learner diversity.

PENGARUH PEMANFAATAN TEKNOLOGI DIGITAL TERHADAP MOTIVASI BELAJAR DAN KESEJAHTERAAN PSIKOLOGIS MAHASISWA PENDIDIKAN FISIKA UNIVERSITAS JAMBI

2026-04-30T21:52:42+07:00

Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan teknologi digital dalam pembelajaran terhadap motivasi belajar dan kesejahteraan psikologis siswa dari perspektif psikologi digital. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Data dikumpulkan melalui kuesioner daring yang didistribusikan kepada 36 mahasiswa aktif. Instrumen tersebut mengukur intensitas penggunaan teknologi pembelajaran digital, motivasi belajar, dan kesejahteraan psikologis. Data dianalisis menggunakan analisis regresi linier sederhana. Hasil penelitian menunjukkan bahwa penggunaan teknologi digital dalam pembelajaran memiliki pengaruh positif dan signifikan terhadap motivasi belajar siswa. Lebih lanjut, terdapat hubungan yang signifikan antara penggunaan teknologi digital adaptif dan tingkat kesejahteraan psikologis yang lebih tinggi. Temuan ini menunjukkan bahwa integrasi teknologi dalam proses pembelajaran, jika digunakan secara bijak dan strategis, dapat meningkatkan pengalaman belajar siswa. Implikasinya menyoroti pentingnya peran pendidik dalam merancang lingkungan pembelajaran digital interaktif yang juga mendukung kesehatan psikologis. Diskusi lebih lanjut menekankan bahwa literasi digital dan manajemen waktu dalam penggunaan teknologi merupakan faktor penting dalam memaksimalkan manfaat teknologi dalam pendidikan.

IMPLEMENTASI KURIKULUM MERDEKA DALAM MENINGKATKAN KEMANDIRIAN BELAJAR SISWA SEKOLAH DASAR KOTA MATARAM

2026-04-30T21:52:42+07:00

This study originates from the discourse in the field of education, particularly in curriculum development and elementary school learning. The Merdeka Curriculum has emerged as a new paradigm in Indonesian education, emphasizing flexibility, differentiation, and the strengthening of students’ character. One crucial issue examined in this research is how the implementation of the Merdeka Curriculum contributes to enhancing students’ learning independence, especially at the elementary level. The purpose of this article is to analyze the application of the Merdeka Curriculum in Mataram City and to assess the extent to which this curricular innovation fosters students’ autonomy in the learning process. The research employed a qualitative method with a case study approach in several elementary schools in Mataram. Data were collected through classroom observations, interviews with teachers and students, and documentation of lesson planning. The hypothesis proposed is that the implementation of the Merdeka Curriculum significantly influences the development of learning independence through project-based learning, differentiation, and providing opportunities for students to explore their interests. The findings reveal that students learning under the Merdeka Curriculum demonstrate increased initiative, decision-making skills, and self-reflection abilities. Teachers play a vital role as facilitators who guide without limiting students’ creativity. The contribution of this research lies in enriching the literature on the effectiveness of the Merdeka Curriculum while offering practical recommendations for educators and policymakers. These results highlight the importance of the Merdeka Curriculum as a relevant educational strategy to foster learning independence from an early stage, preparing future generations to be adaptive, critical, and competitive.

IMPLEMENTASI KONSEP TRI HITA KARANA DALAM PENDIDIKAN MULTIKULTURAL PADA PEMBELAJARAN IPS SD

2026-04-30T21:52:42+07:00

The integration of local wisdom into learning has become essential in 21st-century education. This study aims to construct a theoretical argument regarding the alignment between the Tri Hita Karana philosophy and the goals of multicultural education, as well as to formulate a conceptual model that can serve as a reference for educators in creating transformative social studies learning with a diversity perspective. This research employs a narrative review method. Its three main pillars Parahyangan, Pawongan, and Palemahan create a layered framework that builds multicultural awareness starting from a spiritual foundation, manifested in social practice, and extended to the ecological realm. The synergy of these three dimensions produces a multicultural education approach that is not only cognitive but also transformative, shaping students’ character to appreciate diversity across a complete spectrum. It is concluded that implementing the Tri Hita Karana concept in elementary school social studies learning offers a comprehensive and transformative paradigm for multicultural education.

KONTRIBUSI NILAI-NILAI HINDU TERHADAP PENGEMBANGAN SOCIAL-EMOTIONAL WELL-BEING SISWA

2026-04-30T21:52:42+07:00

The well-being and mental health of students are becoming a global issue receiving increasing attention in education, as students face greater academic, social, and emotional demands. This research aims to conduct a critical exploration and analysis of the contribution of Hindu values to students' social-emotional well-being. This study uses a qualitative approach, grounded in a literature review, analyzing primary sources such as Hindu scriptures namely the Bhagavad Gita and the Sarasamuccaya, books, scientific articles, and other references relevant to education, mental health, and social-emotional learning. The results of the study show that Hindu values, especially Tri Kaya Parisudha, Tat Tvam Asi, Tri Guna, and Tri Hita Karana, align closely with the five core competencies of SEL according to CASEL: self-awareness, emotional control, social awareness, relational skills, and responsible decision-making. Furthermore, Hindu values not only support students' psychosocial development but also enrich the SEL framework with spiritual, ethical, and cultural dimensions that play an important role in building students' emotional regulation, empathy, mental balance, and harmony in their social relations. The implementation of Hindu values in Hindu Religious Education through a reflective, contextual, and experiential approach has the potential to strengthen students' social-emotional well-being holistically and sustainably. This research emphasizes the importance of integrating local religious and cultural values in the development of mental health-oriented education and character formation of 21st-century students.

PENGARUH IMPLEMENTASI KURIKULUM MERDEKA TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA HINDU SISWA KELAS IX

2026-04-30T21:52:42+07:00

This study aims to determine the effect of the implementation of the Merdeka Curriculum on the learning outcomes of ninth-grade students in Hindu Religious Education at SMP Negeri 3 Singaraja. This research is motivated by the fact that the implementation of the Merdeka Curriculum in practice still faces various challenges, even though the school has fully implemented the curriculum at all grade levels. This study employs a quantitative approach. The sample consists of 47 ninth-grade students who are divided into an experimental class (24 students) and a control class (23 students). The implementation of the Merdeka Curriculum is carried out through student-centered learning, including the application of the Discovery Learning model. The focus of this study is to measure the impact of the Merdeka Curriculum on student learning outcomes, while the learning model is used as a treatment to examine how the curriculum is implemented in different contexts. Data were collected through observation, documentation, and learning outcome tests. The data were analyzed using an independent sample t-test. The results show that there is a significant effect on student learning outcomes (p < 0.05). These findings indicate that the implementation of the Merdeka Curriculum, which promotes student activeness and learning independence, contributes positively to the improvement of student learning outcomes. Furthermore, the results suggest that optimizing the implementation of the Merdeka Curriculum can be an effective strategy to improve the quality of both the learning process and learning outcomes in schools.