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All Journal Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies
I Nyoman Alit Supandi
Institut Hindu Dharma Negeri Denpasar
Religion Arts Humanities

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Sad Dharma As A Learning Method Of Hindu Religious Education And Character Of 2013 Curriculum In SMP Gurukula Bangli Ni Komang Sutriyanti; Marsono Marsono; I Nyoman Alit Supandi
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 3, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijhsrs.v3i1.650

Abstract

The success of an education is largely determined by many factors, some of the factors in supportingthese successes are the quality of human resources (HR), facilities, infrastructure, and the curriculum used. The change in curriculum requires teachers to understand and be able to implement all these changes in the learning process in the classroom, but not many teachers understand and are able to implement these changes in learning activities, especially in the use of learning methods. Therefore, this paper will attempt to examine the Sad Dharma method of learning of Hindu religious education and character entitled "Sad Dharma as a Learning Method of Hindu Religious Education and Character of 2013 Curriculum in SMPGurukula Bangli". This paper used qualitative research methods, the location of research was in SMP Gurukula Bangli, the type of data was descriptive data with primary and secondary data sources, informant determination techniques used purposive sampling technique, data collection methods used observation, interview, library study, and documentation techniques, and used data analysis techniques and presentation techniques of data analysis results. Based on the tests which were carried out, it could be stated that the Sad Dharma method was applied in its entirety starting from the dharma wacana, dharma tula, dharma santi, dharma gita, dharma sadhana, and dharma yatra. Constraints faced by its implementation were teacher, facilities, and curriculum. The implications of the implementationof Sad Dharma learning methods were the implications for spiritual attitudes, implications for social attitudes, implications for cognitive/knowledge and implications for psychomotor aspects.
Co-Authors Marsono Marsono Ni Komang Sutriyanti