Purwadita : Jurnal Agama dan Budaya
Purwadita: Jurnal Agama dan Budaya dikelola oleh Pusat Penjaminan Mutu STAHN Mpu Kuturan Singaraja yang dijadikan referensi dan kajian ilmiah dalam menganalisis serta memecahkan berbagai masalah pendidikan, Agama Hindu dan budaya yang semakin kompleks.
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<![CDATA[TEKNOHUMANISTIK-TRANSFORMATIF: PENGORGANISASIAN MATERI DAN PEMBELAJARAN BAGI SISWA KELAS AWAL SEKOLAH DASAR DALAM IMPLEMENTASI KURIKULUM 2013 ]]>
<![CDATA[Nyoman Sri Mulyani]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.157
<![CDATA[Education is the process of humanizing mankind, in terms of optimization thedevelopment human dignity in a structured and purposeful. That means, education should takeplace in the community, and allow the natural cultural transformation from one generation tothe next generation. The main issues found in this case, that educational institutions have notbeen able to create a superior human with high intellectual ability and reasoning power andalso independent, so that they are able to estimate changes and the development of the worldsociety in the future, particularly with regard to the implications of science and technology topeople's lives. Transformative education is educational process accessing the changes but stillgrounded at the basic values embodied in the nation's outlook on life that is called IdeologyPancasila and the great values of the local cultur. Through the Technohumanistic-transformativeapproach, students learn in the context of real experience, which includes the application ofthinking skills, problem solving, cultural appreciation, and accurate decision-making skills tocausal relationship of science technology and society. The material organization and presentationof technohumanistic-transformative approaches provides an optimal opportunity for teachersto develop and train the thinking skills of the learners, thus it directly impacts improvisation ofthe learning achievement attained by the students in empowering curriculum 2013implementation.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEKNIK MAKE A MATCH TERHADAP MOTIVASI BELAJAR DAN HASIL BELAJAR IPS ]]>
<![CDATA[Nyoman Tri Esa Putra]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.162
<![CDATA[This study aims to determine the effect of the cooperative learning model make a matchtechnique on learning motivation and social studies learning outcomes in Class V students ofSD Cluster VII Kubu District, Karangasem Regency. The design of this study uses the basicpattern of The Posttest Only Control Group with a type of quasi-experimental. The study sampleamounted to 56 students. Data collected are learning motivation and social studies learningoutcomes. Data was analyzed using assisted MANOVA SPSS 17.00 for windows. The results ofthe study show that: First, the learning motivation of students who learn with cooperative learningusing the make a match technique is significantly better than students who follow learning withconventional models (F = 48.923; p <0.05). Second, social studies learning outcomes of studentsstudying with cooperative learning make a match techniques were significantly better thanstudents who followed learning with conventional models (F = 47.046; p <0.05). Third,simultaneously learning motivation and social studies learning outcomes between studentsstudying with cooperative learning make a match techniques were significantly better thanstudents who followed conventional learning models.]]>
<![CDATA[STUDI EVALUATIF TENTANG KUALITAS PELAKSANAAN MANAJEMEN BERBASIS SEKOLAH DI SD KABUPATEN BULELENG ]]>
<![CDATA[I Made Ariasa Giri]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.153
<![CDATA[This study aims to measure the quality of implementation of school-based managementin Elementary School Buleleng Regency as well as knowing the obstacles faced. This researchapproach uses empirical research (post facto). The study sample was 75 people. Data collectionon the evaluation of the quality of the implementation of school-based management in ElementarySchool Buleleng Regency was carried out using the questionnaire method. The collected data isthen analyzed through editing, coding and tabulation, then a conclusion is drawn based on theT-test transformation in the form of code min (-) and plus (+) which is then inserted into theGlickman quadrant. The results showed that: (1) The quality of the implementation of schoolbasedmanagement in BulelengRegencyElementarySchoolwasseenfromthecontextvariablewithafrequencyof53.33%positivecategory,(2)Thequalityofimplementingschool-basedmanagementinSDBulelengRegencywasseenfromtheinputvariablewithapositivecategoryfrequency62.67%,(3)Thequalityoftheimplementationofschool-basedmanagementinBulelengRegencyElementarySchoolisseenfromtheprocessvariablewithapositivecategoryfrequency70.67%(4)Thequalityofimplementingschool-basedmanagementinSDBulelengRegencyisseenfromproductvariableswithapositivecategoryfrequency60%.]]>
<![CDATA[KAJIAN BHISAMA KAWITAN CATUR RSI UNTUK GENERASI MUDA PASEK ]]>
<![CDATA[Made Adi Nugraha Tristaningrat]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.158
<![CDATA[Bhisama is a set of provisions authority and wates-wates. Further it says Bhisama canbe interpreted as a message, it can be seen in Parva Parva-as in the Shalya Parva. Ida PedandaPemaron States that Bhisama is a word that contains a magical and sacred meaning, in oldJavanese called tuah. The word Bhisama can also be compared with the word pemastu that is aword that is very Holy and sacred. Bhisama is also similar to the sense of the word tantu (e.g.Tantu Performances). He further stated that the Bhisama was a dagger, pemastu and can organizeyour expected tantu, directing behavior of the Hindus. Bhisama is a command ¬-command(either in the form of pewarah-warah, and advice-advice) or prohibitions (piteket-piteket) whichis expected to be organizing, directing behavior of Hindus. For those who violate pewarah ¬warah, advice-advice or piteket-piteket would be fatal for the violators (will be subject to severesanctions and dangerous) form of the curses that are very incriminating and dangerous. Bhisamais issued by a Tribunal or pandita pandita (Paruman Pandita), people who are downright sacredgood views of knowledge, attitude and proved it everyday (running religious teachings especiallyTri Kaya Parisudha).]]>
<![CDATA[PENGAMBILAN KEPUTUSAN YANG EFEKTIF DALAM MANAJEMEN BERBASIS SEKOLAH (MBS) ]]>
<![CDATA[Ketut Bali Sastrawam]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.154
<![CDATA[School-based management is inseparable from the performance of education in a countrybased on the existing education system. School-Based Management (SBM) is the process ofintegrating, coordinating and utilizing it by involving thoroughly the elements that exist in theschool as well as the cooperation between the school, the community, and the government withtheir respective responsibilities, to achieve the objectives (quality of education) that expectedefficiently. The rational decision-making model goes through six steps, namely (1) determiningthe problem, (2) identifying decision criteria, (3) allocating bobo on criteria, (4) developingalternatives, (5) evaluating alternatives, and (6) having the best alternatives. In order for decisionstaken within the framework of the MBS to produce maximal results, decision making must berealized in the presence of as complete information as possible.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF TUTOR SEBAYA BERBANTUAN MEDIA AUDIO VISUAL TERHADAP AKTIVITAS BELAJAR DAN HASIL BELAJAR IPA SISWA KELAS V SD GUGUS V KECAMATAN KARANGASEM ]]>
<![CDATA[Ni Nyoman Lisna Handayani]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.159
<![CDATA[This study aims to determine the magnitude of the influence of cooperative learningmodel peer tutors assisted audio visual media on learning activities and learning outcomes ofscience. This research is a quasi-experimental study with the design of The Posttest-Only ControlGroupDesign.ThestudypopulationisallstudentsofclassVSDClusterVDistrictKarangasemconsistingof9classeswithapopulationof219students.Atotalof46studentswereselectedasasampledeterminedbygrouprandomsamplingtechnique.ThecollectedwerelearningactivitiesusingobservationsheetsandIPAlearningresultsusingmultiplechoicetests.DatawereanalyzedusingMANOVAwithSPSS16.00forwindows.Theresultsofthestudyshowedthat:Firstly,thelearningactivity between the students who followed the cooperative learning model of peertutor with audio visual aid was better than the students who followed the conventional learningmodel (F of 10.78 and Sig = 0,000; p <0.05). Second, the learning outcomes of science betweenstudents who followed the cooperative learning model of peer tutors with audio-visual aid werebetter than students who followed the conventional learning model (F of 13.94 and sig = 0,000;p <0.05). Thirdly, simultaneously learning activity and science learning outcomes among studentswho follow cooperative learning model of peer tutor with audio visual aid are better than studentsfollowing the conventional learning model (F value 26,98 is smaller than 0.05).]]>
<![CDATA[HARMONI SOSIAL DI TENGAH PLURALITAS BERBANGSA DAN BERNEGARA ]]>
<![CDATA[I Ketut Widnya]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.155
<![CDATA[In the history of multiculture in Indonesia, religion as the main multicultural formation,has never been the main factor that caused the conflict. Both before independence, such as theShiva Buddhist period, and after independence. From our historical perspective there are actuallymany data that reveal social harmony rather than conflicts that occur in a multicultural society.Lately, politics has always brought religion. On the one hand, politics commits violence in thename of religion. On the other hand, it is strongly criticized in the name of religion. In bothcases there is a hidden politics that sells religion at cheap prices. Finally, religion got its sap asa trigger for conflict. In fact, religion has become social cohesion among multiculturalcommunities. The emergence of radicalism and terrorism in Indonesia has become the biggestthreat to multicultural development in Indonesia. Even within the country, Indonesia is actuallya producer of radicalism and terrorism, so it does not need to infiltrate from abroad. As a result,the task of realizing social harmony will be heavier with the presence of radicalism and terrorismin the country.]]>
<![CDATA[KETERAMPILAN BELAJAR DAN BERINOVASI ABAD 21 PADA ERA REVOLUSI INDUSTRI 4.0 ]]>
<![CDATA[Putu Eka Sastrika Ayu]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.160
<![CDATA[Fundamentaly, industrial revolution 4.0 can change our way of life, work and relationamong us. One of the govermet effects in order to enhance student comprehension in facing theindustrial revolution 4.0 is to revitalize curriculum in to so called K13 national curriculumwitch adapted from 21st century’s eduction concept. The 21st century competeciens demind ofeducation word to integrated knowledge comprehension skill and attitude as well as ablity oninformation and communication technologi. Our education world was to required to bad studentin order to face global threats. There are three core subjects of the 21st centurys educationnamely: (1) life and career skills, (2) learning and innovation skills, (3) information, medias andskills. Specially in case of leaning and innovation skills there are some aspects, namely: (1)critical thingking and problems solving: students be able to use various reasons such as inductiveor deductive reasons in varians situations to use way of thingking system, to make decision andto solve problems; (2) communication and collaboration: student be able to communicationeffectively and to collaborate with ather grup member; (3) creativity and innovation: studentsbe able to conduct creative thinking and working creatively.]]>
<![CDATA[PENDIDIKAN AGAMA HINDU SEBAGAI DASAR PENANAMAN NILAI MORAL DAN ETIKA ANAK SEJAK DINI PADA KELUARGA HINDU ]]>
<![CDATA[IG Agung Jaya Suryawan]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.156
<![CDATA[Children are the successors of the family and nation generation, need to get a goodeducation so that their potentials can develop rapidly, so that they will grow into human beingswho have a strong personality and have various kinds of abilities and useful skills. Therefore itis important for families, educational institutions play a role and are responsible for providingvarious kinds of stimulation and appropriate guidance so that it will create a strong nextgeneration. Moral Education and Religious Values in Early Childhood: Not Just Routines. Lately,various negative behavioral phenomena are often seen in everyday life in children. Throughnewspapers or television found cases of early childhood who speak impolite, like to imitateviolent scenes, also imitate the behavior of adults that should not be done by children, evensuicidal behavior has begun to be imitated by children. This condition is very concerningconsidering the world of children should be a world full of pleasure to develop themselves, mostof which is filled with learning through various games in the surrounding environment.]]>
<![CDATA[KEDUDUKAN PEREMPUAN HINDU DALAM KITAB SARASAMUCCAYA (KAJIAN ETIKA HINDU) ]]>
<![CDATA[Ni Made Ayu Erna Tanu Ria Sari]]>
<![CDATA[ Purwadita : Jurnal Agama dan Budaya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/purwadita.v3i1.161
<![CDATA[Knowledge of the position of women in society is of particular concern, especially forcommunity appraisers, because in general the position of women in society can be seen asbiased to know the back and forth of society. Knowledge of the position of women especially inHindu society, provides explanations that are very interesting. In the discussions that have beencarried out, our knowledge of women and the position of women or community attitudes towardswomen is very little known to us. But considering the issue of the position of women in society, itis indeed things that provide a mirror of the position of progress in society. On the interpretationof the contextually that Sarasamuccaya text blatantly blatantly discriminates against women asobjects that must be kept away from men, but this is a discourse or advice that leaders must beexemplary as explained in the concept of the Hindu leadership trilogy which is known as sungtuladha, ing mad mangun karso lan tut wuri handayani means that leaders must be mediatorsand motivators for subordinates and their people. That if you want to be successful, then stayaway from women who are meant here that stay away from women who are not theirs because inthe bond of men and women must be a legitimate relationship because this bond will be interwovenin a marriage that is essentially sacred or sacred.]]>
