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[KONTRIBUSI GAYA KEPEMIMPINAN KEPALA SEKOLAH BERBASIS CATUR NAYA SANDHI TERHADAP KINERJA GURU PADA SMA NEGERI 2 SINGARAJA ]]>
<![CDATA[Sukadi Sukadi]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.814
<![CDATA[This study was aimed at explaining the contribution of the headmaster leadership style on the basis of Catur Naya Sandhi toward the teachers’ work performance of SMA Negeri 2 Singaraja. To achieve the objective this study was conducted by expost facto survey with multiple correlation study between four independent variables of headmaster leadership style (sama, beda, dana, danda) and one dependent variable, namely teacher’s work performance. This research was conducted to all teachers of SMA Negeri 2 Singaraja. All 54 teachers were involved as samples in this study. Data in this survey were collected by distributing the questionnaires of headmaster leadership style (sama, beda, dana, danda) and teachers’ work performance. All data in this study were numerical data with interval scale and then were analyzed by multiple and partial regression. The result of this research showed that there were significant contributions of four headmaster leadership styles on the basis of Catur Naya Sandhi toward teachers’ work performance of SMA Negeri 2 Singaraja both simultaneously and partially. The implication of this study is that school headmasters need to more improve the quality of their four leadership styles implementation on the basis of Catur Naya Sandhi to enhance the quality of teachers’ work performance.]]>
<![CDATA[SISWA, GURU, DAN MORALITAS PADA LONTAR SILAKRAMANING AGURON-GURON ]]>
<![CDATA[I Made Suweta]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.804
<![CDATA[Aguron-guron is a learning process given by a teacher to his students. The aguron-guron education system is a process of learning about moral education, with the hope that it will achieve the development of noble mental attitude and character by practicing the teachings of God as applied in various religious literature. religion is contained in a lontar manuscript, containing advice about obligations, manners, student and teacher relations, and the courtesy of a student in following the learning process. Based on the background of the aforementioned background, an important issue that will be discussed in this paper is: how is the relationship between teacher and student? and how the moral teachings contained in the aguron-guron edu- cation according to the Sila Kramaning Aguron-Guron ejection? Lontar Silakramaning Aguron-Guron is a didactic text that contains important teachings namely: The relationship of teachers and students in the education process is that teachers must be able to set an example to students, besides teachers must also be able to teach science; also the moral instilled in the teachings of Lontar Silakramaning Aguron-Guron is a moral which has the essence of nobility and good behavior.]]>
<![CDATA[GLOBALISASI MEMPERKUAT KEARIFAN LOKAL ]]>
<![CDATA[Komang Trisna Mahartini]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.810
<![CDATA[Globalization must be interpreted according to the local thinking of the Indonesian people. All problems that arise from globalization, must be accessible based on the local wisdom of the local community. Global problem solving is focused on two fields in the field of education as software and culture as hardware that will form local people who can solve problems that arise globalization locally. Hope that can be made by Indonesians who are global in mind but act locally. The next step of the learning process is a comprehensive activity (physical and mental) that is carried out gradually and continuously to develop knowledge and skills. These activities emphasize human abilities, namely the ability to move, talk, and the ability to think. In addition, the more turbulent in choosing globalization, the stronger the local wisdom of the Indonesian people to be preserved. Thus, there is globalization that can be approved by local wisdom of the Indonesian people.]]>
<![CDATA[URGENSI APLIKASI PSIKOLOGI PENDIDIKAN TERHADAP PROSES BELAJAR MENGAJAR ]]>
<![CDATA[I Made Ariasa Giri]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.806
<![CDATA[The study of educational psychology in relation to the development of the education curriculum is mainly concerned with understanding aspects of behavior in the context of teaching and learning. It is undeniable that for a long time the field of educational psychology has been used as a foundation in the development of educational theory and practice and has made a major contribution to education, including the development of curriculum, learning systems and assessment systems. The role of the teacher in the teaching-learning process, the teacher not only appears again as a teacher (teacher), such as its prominent function so far, but instead switches as a coach (coach), counselor (counselor) and learning manager (learning manager). To achieve the main objectives of education, the role of educators should not only be oriented to academic values ??that are fulfilling cognitive aspects, but also oriented to how a student can learn from the environment from the experience and greatness of others, from the wealth of the vast expanse of nature, so with the establishment the duties and roles of teachers in the world of education, especially in teaching and learning activities are expected to be the teacher can know the duties and responsibilities as educators and is expected to establish a harmonious relationship with students so that the hope of achieving educational goals can be easily realized.]]>
<![CDATA[POLA PENGELOLAAN KURIKULUM PENDIDIKAN DI ERA 4.0 ]]>
<![CDATA[Made Adi Nugraha Tristaningrat]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.811
<![CDATA[The concept of management often called by management is a social process that pertains to the entire human effort with the help of humans and other resources, using efficient and effective methods to achieve a predetermined goal. The management pattern of the curriculum is a cooperative, comprehensive, systemic, and systematic curriculum management system for referring to the achievement of the curriculum objectives that has been formulated. The scope of the curriculum management is the principle of the management process itself which in the process of implementing the curriculum has a point of similarity in the management process principle. So that the experts in implementing the curriculum conducted approaches with management science. Even when viewed from its vast scope, curriculum management is one of the disciplines that branched out on the curriculum. The principle that must be considered in implementing curriculum management is productivity, democratic, cooperative, and effectiveness and efficiency, and lead to the achievement of the vision, mission, and objectives that have been established in the curriculum. The management process based on management principles consist of planning, organizing, monitoring and assessment, as well as improvement.]]>
<![CDATA[PENGEMBANGAN INSTRUMEN CRITICAL THINKING SKILLS SISWA SEKOLAH DASAR PADA PEMBELAJARAN ABAD 21 ]]>
<![CDATA[Ni Nyoman Lisna Handayani]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.807
<![CDATA[Developing critical thinking skills instruments aims to provide an overview of how the steps or ways that must be implemented by an educator in developing instruments as a measure of students' critical thinking skills, especially developing instruments in mathematics. The steps in developing a critical thinking skills measuring instrument are compiling instrument specifications, writing instruments, examining instruments, testing instruments, analyzing instrument items, improving instruments, and assembling instruments. Instrument specifications indicate the overall characteristics that an instrument must possess. Writing a problem is a step to describe indicators into questions whose characteristics are in accordance with the details in the grid that has been made. Instrument analysis activities were carried out on each item that had been scored using the dichotomy and politomy scoring model. Improving the test means making improvements to the questions that are not as expected. After all the questions that have been compiled are analyzed and corrected, the next step is to assemble the items into a single instrument.]]>
<![CDATA[NILAI - NILAI KEARIFAN LOKAL MASYARAKAT BALI DALAM MENJAGA KERUKUNAN BERAGAMA ]]>
<![CDATA[Ni Luh Gede Hadriani]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.812
<![CDATA[Indonesia is well known as a complex country which comprises wide diversity of culture such as, tribe, language, religion, and customs. This diversity should be maintained to avoid conflict, because nowadays there are some conflict which caused by religion matters. In order to solve this problem, government has done countless way. However, this religion matters still arise in several area. Yet, this condition cannot be ignored and a solution should be found. At least we still have local cultures that grow among the people of Indonesia. Beneath our local culture there are some pearls that we can find, which could give us a contribution to avoid violence in the name of religion and to develop a harmony between religion in our beloved country.]]>
<![CDATA[ANALISIS POKOK-POKOK MATERI PENDIDIKAN KARAKTER BERBASIS FOLKLOR BALI DALAM PEMBELAJARAN AGAMA HINDU ]]>
<![CDATA[I Putu Suardipa]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.808
<![CDATA[In this research article, the objective of this research is to analyze the main points of educational material based on Balinese folklore in learning Hinduism in elementary schools. This study uses a qualitative research approach, with descriptive methods. The sample consisted of elementary school teachers who taught Hinduism in grades I, II, and III which are well known in Bali Province. Data were collected using a questionnaire. Data analysis using descriptive qualitative analysis techniques with percentages. The results of the study were to: First, the indicators of the types of Balinese folklore used in learning Hinduism in grades I, II, and III of elementary schools in Bali Province. Second, the character values contained in Balinese folklore used in learning Hinduism for grade I, II, and III elementary school students in Bali Province, third, whatever is relevant the character education values contained in Balinese folklore with the competencies required by Hindu Religion Subject in Elementary School.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[I Ketut Suparya]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.813
<![CDATA[This study aims (1) to improve the activity of learning mathematics through the application of the Cooperative learning model type TAI (Team Assisted-Individualization) grade IV students of SDN 4 Abiansemal Dauh Yeh Cani and (2) to improve mathematics learning outcomes through the application of TAI type Cooperative learning models (Team Assisted- Individualization) fourth grade students of SDN 4 Abiansemal Dauh Yeh Cani. This research is a classroom action research conducted in two cycles. The subjects of this study were 14th grade students of SDN 4 Abiansemal Dauh Yeh Cani in the 2018/2019 school year as many as 14 people. Data collection in this study was done by the method of (1) observation and (2) tests. The observation method is used to measure the activity of learning mathematics. The test method is used to measure mathematics learning outcomes. Data obtained from the method of observation and tests were then analyzed by quantitative descriptive analysis method. The results showed an increase in mathematics learning activeness after the application of the TAI (Team Assisted- Individualization) cooperative learning model, with the average percentage of mathematics learning activeness in cycle I of 68.23% being in the criteria of being quite active, and in cycle II the percentage of the average learning activeness mathematics to 80.83% is in active criteria. Likewise with mathematics learning outcomes has increased with the average percentage of mathematics learning outcomes in the first cycle of 68.9% is in the criteria sufficient with classical completeness 64.28% and in the second cycle the average percentage of mathematics learning outcomes to 77.5% is at good criteria with classical completeness 85.71. In this class action research, it shows that there has been an increase in the activeness and learning outcomes of mathematics after applying the type of cooperative learning model TAI (Team Asissted- Individualization).]]>
<![CDATA[LEGALITAS SUMPAH COR “THE DECISSOIR OF THE TRUTH FOR BALINESE’S HINDUISM” DALAM SISTEM HUKUM ACARA PERDATA INDONESIA ]]>
<![CDATA[I Wayan Sudarma]]>
<![CDATA[ Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/bhuwana.v3i1.809
<![CDATA[This article contains about how efforts to resolve disputes for the Hindu’s community refers to local wisdom based on Hinduism. In addition to legal references for Hindu society over civil issues, this paper is expected to be able to open people's understanding that, not all disputes can be resolved through the trial process which will certainly have an impact on the potential for new problems in the future. As for solutions that have no potential for new legal issues but have an impact on proving the truth in the perspective of Hinduism, one of which is, ‘Sumpah Cor’ (oath of cor) as the decissoir of the truth for Balinese’s Hinduism.]]>
