Padma Sari: Jurnal Ilmu Pendidikan

OPTIMALISASI KULTUR SEKOLAH BERBASIS PROGRAM SEBAGAI UPAYA PREVENTIF UNTUK MENCEGAH TINDAKAN PEMBULIAN DI SEKOLAH

Thu, 30 Apr 2026 22:17:25 +0700

Bullying frequently occurs in school settings and not only affects students’ psychosocial well-being but also reflects weaknesses in character education systems within schools. This study aims to analyze strategies for optimizing school culture through a programmatic approach as a preventive effort to address bullying. Using a descriptive qualitative approach, data were collected through literature review, interviews, and documentation. The analysis resulted in several programmatic recommendations to foster an inclusive school culture, including: (1) the integration of local wisdom values, (2) a point-based quota system, (3) character camps, (4) the “PeKa” (Peduli Kawan) program, (5) “SAHABAT” (a transformation of the 5S principles), (6) “AKRAB” (Ajang Kreasi Anak Bangsa), and (7) the daily playing of anti-bullying songs. To ensure sustainability, these programs require capacity building for teachers, students, and staff, as well as continuous monitoring and evaluation. The findings indicate that bullying should be addressed through a combination of strategies, ranging from the enforcement of rules and sanctions to strengthening the role of schools in shaping students’ daily habits and perspectives as part of school culture. Local wisdom values serve as an approach closely connected to students’ experiences, making them more meaningful and easier to internalize. The recommended programs function not merely as supplementary activities but as spaces for habituation that cultivate empathy, self-awareness, and healthier patterns of interaction. These practices are expected to create safe and inclusive school environments that foster a sense of belonging, where the school community is experienced as a shared family.

PHILOSOPHY OF EDUCATION AND LEARNING IN THE DIGITAL AGE: ACHIEVING THE GOALS OF PEDAGOGICAL EDUCATION WITH EXCELLENT CHARACTER

Mon, 19 Oct 2026 12:43:15 +0700

Education in the digital era has undergone a significant transformation, especially in terms of the use of technology to facilitate learning. However, the application of technology that focuses on academic efficiency often overlooks the development of student character, which is an important aspect of educational philosophy. This article aims to investigate the relationship between the use of technology in digital education and student character building, as well as how the two can be combined to achieve well-rounded educational goals. This research adopts a content analysis approach by examining education policy documents and curricula that integrate technology. The results show that although technology accelerates learning, student characteristics, such as empathy, cooperation, and leadership, are often overlooked. This article contributes to the development of science by emphasizing the importance of a balance between the use of technology and character development in education policy in the digital age. The results of this study indicate that there must be a more holistic approach in designing educational curricula that focus not only on technical knowledge but also on the formation of students' character to create intelligent and integral individuals in an ever-evolving digital world.

INTERNALISASI FUNGSI PANCA AKSARA DALAM PENDIDIKAN AGAMA HINDU

Kadek Dwi Sentana Putra, I Gde Suryawan — Mon, 19 Oct 2026 12:44:03 +0700

Internalizing the Five Letters (Sa, Ba, Ta, A, I) in Hindu Religious Education is a profound process of internalizing and bringing to life the philosophical meaning of these sacred letters within students, transcending mere symbolic understanding. This paper aims to analyze the process, supporting factors, and multidimensional impacts of the internalization of the functions of the Five Letters. This research is a qualitative study based on Lontar literature sources and the philosophical approach of Hinduism in Bali.The internalization process is implemented through the Three Centers of Education: the family environment (guided by the Guru Rupaka/parents), the school (guided by the Guru Pengajian), and the community (guided by the Guru Wisesa). Supporting factors include internal factors (the physical, mental, and spiritual readiness of students) and external factors (learning through Nama Smaranam, the pasraman system, and the care of body organs as a symbol of the Five Letters).The results of the study indicate that the internalization of the Five Letters has broad and multidimensional impacts, namely: (1) Theological, strengthening faith (sradha) in the Five Gods; (2) Social, enhancing the harmony of communication between parhyangan, pawongan, and palemahan; (3) Spiritual, raising spiritual awareness; (4) Cultural, encouraging creativity through creation, feeling, and work; and (5) Educational, relevant to the application of pedagogy and andragogy. Thus, it is concluded that the internalization of Panca Aksara not only plays a crucial role in strengthening religious and cultural identity, but also serves as a foundation for character formation and the development of holistic and harmonious knowledge within the framework of Hindu Religious Education.

PENGARUH KOMUNIKASI KELUARGA DAN MOTIVASI DIRI TERHADAP PRESTASI BELAJAR SISWA HINDU KELAS XI DI SMK N 3 SINGARAJA

Kadek Rama Diyani, L. Eka M. Julianingsih P, Putu Wulandari Tristananda — Mon, 19 Oct 2026 12:44:38 +0700

Education plays a crucial role in optimally developing students' potential, with academic achievement as the primary indicator of success. However, observations at SMK N 3 Singaraja show that eleventh-grade Hindu students lack focus, are frequently distracted by gadgets, and are bored, influenced by suboptimal family communication and low self-motivation. This study examines the influence of family communication and self-motivation on student academic achievement. The study used an ex-post facto study through a quantitative approach, using 127 Hindu students as the population and 96 Hindu students as the sample of eleventh-grade TSM students at SMK N 3 Singaraja. Data collection was conducted through observation, documentation studies, and questionnaires. The results of the study explain that family communication has a significant partial effect (sig. 0.037 < 0.05 with t count 2.121 > t table 1.661; Ha1 is accepted), self-motivation is also significant (sig. 0.001 < 0.05 with t count 3.770 > 1.661 Ha2 is accepted), and simultaneously (F count 21.098 > F count 3.09 with a sig. 0.001 < 0.05 Ha3 is accepted). The findings of this study indicate that family communication and self-motivation have a significant effect on student learning achievement, both partially and simultaneously. This means that increasing the quality of family communication and student self-motivation is in line with increasing learning achievement. The implications of this study include theoretical and practical aspects. Theoretically, the results of this study strengthen the study of the role of family factors and internal motivation in learning achievement.

PEMBELAJARAN AGAMA HINDU BERBASIS PENGALAMAN DALAM PEMBENTUKAN KESADARAN EKOLOGIS MAHASISWA DI PURA MELASE LOMBOK

Joko Prayitno, Dwi Harianti, I Made Sugita Darmateja — Mon, 19 Oct 2026 12:46:23 +0700

Hindu religious studies in universities often focus on mastering concepts and performing formal rituals, while developing spiritual, social, and ecological character requires hands-on experiences. This study aims to analyze the formation of ecological awareness in Hindu students through community service and joint worship experiences at Pura Melase, West Lombok Regency. The study used a descriptive qualitative approach with a case study strategy. Data were gathered from 24 reflective narratives from students across different study programs, collected through open-ended forms after the field activities. The data were analyzed thematically through steps of organizing data, initial coding, grouping categories, interpreting inter-theme relationships, and cross-checking with participants' narratives. Research results show that the activities expand students' understanding of temples as sacred, social, cultural, and ecological spaces; shape the meaning of cleanliness as an act of devotion; foster cooperation, togetherness, and shared responsibility; and create calm and focused prayer experiences through a clean and orderly environment. The sustainability of these activities still faces challenges such as academic schedules, location distance, limited cleaning facilities, and inconsistent waste management. This article offers the concept of reflective service ('ngayah reflektif') as a model of Hindu religious learning that integrates service at sacred places, religious experiences, academic reflection, and ecological action. These findings are important for strengthening Hindu religious learning that goes beyond understanding rituals to promote ethical practice and environmental sustainability.

PENGEMBANGAN MEDIA PEMBELAJARAN DIGITAL KOMIK MYSTERY SOLVERS PADA PELAJARAN PENDIDIKAN AGAMA HINDU KELAS VIII SMP NEGERI SATU ATAP 2 SUKASADA

Putu Sri Ardani, L Eka M Julianingsih P, I Wayan Wira Darma — Mon, 19 Oct 2026 12:45:11 +0700

The rapid development of digital technology has brought major changes in various areas of life, including Hindu Religious Education. This study aims to develop digital learning media in the form of Mystery Solvers comic for Hindu Religious Education lessons in Grade VIII at SMP Negeri Satu Atap 2 Sukasada.This research uses the DDR (Design and Development Research) method with four stages of development, including analysis, design, development, and evaluation. Based on the results of the research, validity was determined by experts, namely three subject matter experts, three media experts, and three language experts. The developed product obtained a content validity score of 0.85, which falls into the “very high” category, a language validity score of 0.84, which also falls into the “very high” category, and a media or design validity score of 0.83, which also falls into the “very high” category. The results of the practicality assessment by teachers obtained a questionnaire result with a percentage of 96%, which falls into the “very nice” category. Furthermore, the results of the practicality questionnaire by students obtained a percentage of 93%, which also falls into the “very nice” category. The mystery solvers comic is expected to provide a more interesting, interactive, and practical learning experience for students at SMP Negeri Satu Atap 2 Sukasada.

PERAN ELEMEN GAMIFIKASI DALAM PENGUATAN MOTIVASI BELAJAR PESERTA DIDIK: STUDI PUSTAKA

I Made Pustikayasa — Mon, 19 Oct 2026 12:45:44 +0700

Gamification is increasingly used in education, but differences in elements, implementation contexts, and outcome indicators complicate interpretation of its contribution to learning motivation. This study examines the role of gamification elements in supporting students’ learning motivation while considering contextual differences and evidence limitations. A literature review using descriptive qualitative content analysis and narrative synthesis was conducted. Publications from 2016 to 2025 were identified through Lens.org, Google Scholar, and Garuda. Following title, abstract, and full-text screening, 24 articles were analysed according to gamification elements, educational contexts, research designs, measurement indicators, and reported findings. The identified elements included points, badges, leaderboards, feedback, challenges, levels, rewards, and progress tracking. Several studies reported positive relationships between gamification and learning motivation, although findings varied according to implementation designs and research characteristics. Evidence concerning intrinsic and extrinsic motivation must be distinguished from interest, engagement, participation, and learning outcomes. The combined use of multiple elements limits the identification of their individual contributions. Differences in designs and measurements, alongside potential overlap among sources included in review articles, further constrain comparisons. Consequently, the available evidence is insufficient to establish any element or combination as universally most effective. This review maps relationships among elements, contexts, and motivational findings while clarifying interpretive limits. Element selection should reflect learning objectives and learner characteristics, accompanied by direct motivation measurement and evaluation of sustained benefits.