Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya
MAHA WIDYA BUWANA : Jurnal Pendidikan, Agama dan Budaya dikelola oleh Program Pascasarjana 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[RELEVANSI TEORI BELAJAR BEHAVIORISTIK TERHADAP NILAI-NILAI DALAM AJARAN YOGA ]]>
<![CDATA[Made Adi Nugraha Tristaningrat]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.385
<![CDATA[Learning theory is a theory in which there is an application of teaching and learning activities between teachers and students, the design of learning methods that will be implemented in class and outside the classroom. The theories of learning explain what learning and how to learn it happens. In this case behavioristic learning theory is a theory that learning is a change in behavior as a result of interaction between stimulus and response. This theory of learning is precisely used today considering the still relevance of the behavioristic learning theory with the innovative things though it is with spiritual related things as an example of Yoga. Behavioristic learning theory is in line with the values in the Yoga teaching of Karma Yoga, Bakti Yoga, Jnana Yoga, and the king of Yoga. The teaching of Yoga teaches people to always reach their divisions through various ways such as addressing the problem well as the teachings of Karma Yoga, through respecting God's creations such as the teaching of Bakti Yoga, through learning as a medium A change of attitude from those who do not know to know like Jnana Yoga teaching, as well as the discipline of the teachings of the king of Yoga. All these things are reflected in the understanding of the Behavioristic learning theory that is a better process or behavior change in direction.]]>
<![CDATA[TRANSFORMASI HUKUM HINDU DALAM PEMBANGUNAN HUKUM NASIONAL DI TENGAH DINAMIKA KEHIDUPAN SOSIAL BUDAYA ]]>
<![CDATA[Ni Luh Gede Hadriani]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.381
<![CDATA[The development of law in our country is still running imperfectly behind the dynamic social and community culture that is developing. The development of community life is very rapid due to the advance in science and technology coupled with a very open of digital and social media world. The development of community life should be followed by the law developments needed by the community, thus a sense of justice in the law can be felt by the whole community. This fact is one of the sources of the irregular of law in Indonesia. By looking at these conditions, the transformation of Hindu law in the development of national law needs to be conceived, reviewed and developed by the law enforcers. The law should be established in line with the socio-cultural structure and values of our nation's local wisdom, but it can still accommodate the dynamics of social and cultural life in the era of openness as it is today. Through this, the Hindu law is expected to contribute to the development of national law. With the contribution of Hindu Law to National Law, it is expected that a sense of justice can be felt by the whole community.]]>
<![CDATA[DIVERSITAS SISTEM PENDIDIKAN DI FINLANDIA DAN RELEVANSINYA DENGAN SISTEM PENDIDIKAN DI INDONESIA ]]>
<![CDATA[I Putu Suardipa]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.386
<![CDATA[Education urgency is the most profitable humanitarian investment and urgent for the nation's development. If you want to be in the field of education, Indonesia must want to have a number of countries that advanced in the field of education, as well as Finland. Finland has managed to make itself the country with the world's number one best education system. It is certainly not detached from the hard work and seriousness of the government to commit to the success of national education. There are several procedures in the education system in Finland that differ from other state education systems in the world. It should remain positioned that education is a social and humanitarian institution, not a political and business institution. The progress of a nation is more determined by the character of its inhabitants and the inhabitants are built through quality and relevant education. If a country or nation has advances in education, it can be ensured both socially, politically, and so on. But we need to know that the modern and advanced country will never be separated from education, because education is the center of the development of various aspects in a country.]]>
<![CDATA[PENGARUH PENDEKATAN SAINTIFIK TERHADAP PRESTASI BELAJAR PKN DITINJAU DARI SIKAP DEMOKRASI SISWA KELAS V GUGUS I KECAMATAN ABANG ]]>
<![CDATA[Ni Ketut Erna Muliastrini]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.382
<![CDATA[This study aims to determine the magnitude of the influence of the scientific approach to civics learning achievement in terms of students' democratic attitudes. This research is a quasiexperimental study with The Posttest-Only Control-Group Design. The study population was all students in class V of Elementary School I Class Abang District, totaling 147 students. A total of 100 students were selected as samples determined by the group random sampling technique. Data on democratic attitudes were collected by questionnaire and learning outcomes using multiple choice tests. Data were analyzed using Anava A-B analysis assisted by SPSS 17.00 for windows. The results showed that: First, there were differences in PKN learning achievement between students who took lessons with a scientific approach and students who studied with conventional learning models in class V students of Cluster I District Brother PKN learning achievement of students who take lessons with a scientific approach is better than PKN learning achievement of students who take lessons with conventional learning. Secondly, there is an interaction between the application of learning models and students' democratic attitudes towards PKN learning achievement in the fifth grade students of Cluster I of Abang District. For students who have high democratic attitudes, PKN learning achievement of students who take lessons with a scientific approach is better than conventional learning. Third, the learning outcomes of students who have high democratic attitudes who take lessons with a scientific approach are better than students who take lessons with conventional models. Kempat, for students who have low democratic attitudes, there is no difference in learning achievement between students who take lessons with a scientific approach and students who take lessons with conventional learning.]]>
<![CDATA[PENERAPAN METODE TALKING STICK YANG DILENGKAPI DENGAN REINFORCEMENT UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR ILMU PENDIDIKAN SOSIAL SISWA ]]>
<![CDATA[Anis Wahyuningsih]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.387
<![CDATA[This research was conducted at Seririt State Vocational School 1 in Class XII 4 Hospitality Accommodation where the students' ability to study social studies was quite low. The purpose of writing this class action research is to find out whether the talking stick method which is equipped with reinforcement can improve student learning achievement. The data collection method is a learning achievement test. The data analysis method is descriptive. The results obtained from this study are the talking stick method that is equipped with reinforcement can improve student motivation and learning outcomes. This is evident from the average results obtained initially 71.44 in the first cycle to 77.66 and in the second cycle to 85.17. The conclusion obtained from this study is the talking stick method that is equipped with reinforcement can improve the learning achievement of social studies class XII Hospitality Accommodation 4 Vocational High School 1 Seririt.]]>
<![CDATA[Sampul, Halaman Redaksi, Kata Pengantar, Daftar Isi ]]>
<![CDATA[. .]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.378
<![CDATA[Sampul, Halaman Redaksi, Kata Pengantar, Daftar Isi]]>
<![CDATA[METODE GAMIFIKASI BERBASIS TRI HITA KARANA SEBAGAI ALTERNATIF PEMBELAJARAN ABAD 21 ]]>
<![CDATA[Made Suarmini]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.383
<![CDATA[Gamification is the use of game metaphors, game elements and ideas in non-game contexts aimed at increasing user interaction. In the learning process, gamification can mean game elements (eg points, leaderboard, and medals) that can be used in a non-game learning context to increase student motivation and student involvement in the classroom. Using “Tri Hita Karana” as an additional element in applying gamification aims to introduce and instill existing cultural values to students. With innovations used in the learning process can help to increase students' interest and motivation in learning. Therefore, Tri Hita Karana-based Gamification is an alternative learning that can be used in the classroom.]]>
<![CDATA[STRATEGI PEMBELAJARAN AGAMA HINDU ABAD 21 ]]>
<![CDATA[Putu Eka Sastrika Ayu]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.388
<![CDATA[The primary role of teachers and schools is to equip students with new literacy, competence for the productive use of information technology, and a fairly disciplined conceptual knowledge base. This requires a change of student-centered learning. In such contexts, the teacher is a learning designer, the teacher's ability to plan learning in accordance with 21st century characteristics, one of them using a learning strategy. The material in the religious subjects is abstract, so it is necessary that the strategy can make students feel the benefits of learning in a konkrite.]]>
<![CDATA[AJARAN TOLERANSI DAN PENDIDIKAN MULTIKULTUR DALAM LONTAR BUBUKSAH ]]>
<![CDATA[I Made Suweta]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.379
<![CDATA[Based on this background, there are two issues to be discussed namely: how are the teachings of tolerance and multi-cultural education in the Bubuksah manuscript? In Bubuksah story there appears a universal value, tolerance and multicultural education, where the attitude of tolerance is seen in the Crow Crow who are accustomed to living side by side with their siblings, even though they differ in spiritual practice. Likewise, multicultural education, views that every human being should be able to co-exist together, because difference is a gift from God.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN RESOLUSI KONFLIK TERHADAP PRESTASI BELAJAR IPS DENGAN KOVARIABEL SIKAP MULTIKULTUR DAN EFIKASI DIRI PADA MAHASISWA PGSD UNDIKSHA ]]>
<![CDATA[Ni Nyoman Lisna Handyani]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v2i2.384
<![CDATA[This study aimed to assess the effect of learning model of conflict resolution on the learning achievement IPS with covariable multicultural attitude and self efficacy. Quantitative research was conducted in Ganesha Education University student PGSD using the experimental method to the design of single factor independent groups design with use of covariate and included 67 students. Data were analyzed by analysis of covariance (ANACOVA). The results showed that: 1) There are differences in social studies achievement between students who attend the learning model of conflict resolution and the students who attend conventional learning. 2) There are differences in social studies achievement between students who attend the learning model of conflict resolution and students who follow conventional teaching with multicultural attitude control. 3) There are differences in social studies achievement between students who attend the learning model of conflict resolution and students who follow conventional teaching by controlling the self-efficacy. 4) There are differences in social studies achievement between students who attend the learning model of conflict resolution and students who follow conventional teaching by controlling a multicultural attitude and self efficacy simultaneously. 5) There is a multicultural contributions attitude towards learning achievement IPS. 6) There is a self-efficacy contributes to learning achievement IPS. 7) There is contributing simultaneously, multicultural attitude and self efficacy of learning achievement IPS.]]>
