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IMPLEMENTATION OF HINDU RELIGION EDUCATION AT ELEMENTARY SCHOOL IN THE PERSPECTIVE OF CULTURAL STUDIES Tanu, I Ketut; Suastika, I Made; Parimartha, I Gde; Subagia, I Wayan
E-Journal of Cultural Studies Vol. 3, No. 2 Juli 2009
Publisher : Cultural Studies Doctorate Program, Postgraduate Program of Udayana University

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Abstract

Religious education was firstly implemented based on the Act of Number 4 year1950, concerning education and teaching. In one of its articles, it is stated that Indonesia is areligion-based country. The govern ment has the right and is obliged to arrange religiouseducation starting from Kindergarten to University and the time allocated for this is 2 (two)hours per week. However, an imbalance has occurred as far as Hindu Religion education isconcerned, that is, the students at particular educational institutions are not provided withHindu Religion education as intended by the Act.In Article 30 of the Act of Number 20 year 2003 concerning national educationsystem, on the other hand, it is stated that: any religious education can be carried out by thegovernment and or a community?s group belonging to a particular religion in accordancewith the applicable regulations. It is also stated that religious education is functioned toprepare the students to be able to comprehend and apply their religious teaching values and orto be experts in religions. In addition, it is also stated that religious education can be formallyand informally conducted in the forms of diniyah, pesantren, pesraman, phabaja, smnera,and the like.How Hindu Religion educa tion is implemented at Elementary School Number 17Dauh Puri and Dwijendra Elementary School Depasar cannot be separated from theinfrastructure, facilities, curri culum and teachers available, and the government?s policy.Therefore, this study is focused on 1) the existence of the components needed forimplementing Hindu Religion education, 2) the factors influencing the implementation ofHindu religion education, and 3) the meaningfulness and attempts done to implement HinduReligion education if related to the inventory of Balinese culture.This study is conducted to explain, describe, criticize, and analyze theimplementation of Hindu Religion education at Elementary School Number 17 Dauh Puri andDwijendra Elementary School Denpasar. The benefit that is intended to be achieved in thisstudy is to contribute to the inventory of Hinduism and to serve as something to be taken intoaccount when any decision related to Hindu Religion education is made.Researches on Hinduism have been conducted by some researchers. However, onlya few have been carried out related to Hindu Religion education. Further matters related toHindu Religion education provided at elementary school need to be done. The concepts madeavailable in this study are very essential. The reason is that such concepts serve as theguidelines in this study. The concepts employed are those related to the implementation ofeducation, general education, Hindu Religion education, Elementary School, and culturalstudies.The theories employed to answer the matters related to the implementation of HinduReligion education at Elementary School Number 17 Dauh Puri and Dwijendra Elementary School Depasar are: 1) the Derida?s theory of deconstruction, 2) Gramsci?s theory ofHegemony, and 3) Piaget?s constructivistic theory. In addition, a research model is alsoemployed in this study. The reason is that it serves as the researcher?s thinking flow indescribing and reporting the research.The methods employed in this study include the research planning, the researchlocation, the types and sources of data, the informant determination, the researchinstruments, the data collecting technique, the data analysis, and how the results arepresented. The purpose is to obtain objective data concerning the implementation of HinduReligion education at elementary school. The objective research method is able to describetotally and objectively how Hindu Religion education is implemented at Elementary SchoolNumber 17 Dauh Puri and Dwijendara Elementary School Denpasar.The novelty in this study is that the learning infrastructure and facilities needed tocarry out Hindu Religion education both at Elementary School Number 17 Dauh Puri andDwijendra Elementary School Depasar have not been in accordance with the minimumstandard of service , that the curriculum has not been totally oriented towards the schools?potentials and students, that the teachers have not been innovated in the learning process, andthat the government?s policy has not been made for multicultural education. In the process oflearning Hindu Religion, the schools have attempted to increase the quality of Hindu Religioneducation, to develop school-based management, and to apply multidisciplinary approach.
PENTINGNYA PENDIDIKAN ANAK USIA DINI AGAR DAPAT TUMBUH DAN BERKEMBANG SEBAGAI GENERASI BANGSA HARAPAN DI MASA DEPAN TANU, I KETUT
Adi Widya: Jurnal Pendidikan Dasar Vol 2, No 2 (2017)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

Early childhood education for children of pre-school age (3-6 years) is important, because at this age is a period of forming the foundations of the human personality, the ability to think, intelligence, skills and self-reliance and social skills in accordance with the mandate education law.               Basically the child's world is a world of fundamental human progress toward a more perfect human adult. It has been realized that the generation is the next generation that needs to be nurtured from an early age, thus fostering early is the responsibility of families, neighborhoods and communities. Thus fostering pre-school age children, especially the role of the family is crucial development.               Early childhood is the golden period (golden age) for the development of the child to the educational process. This period is the years of valuable for a child to recognize different kinds of facts on the environment as a stimulus to the development of personality, psychomotor, cognitive and sosialnya.Untuk it for early childhood education in the form of stimuli (stimulation) from the immediate environment is indispensable for optimizing the child's ability.
PENGAJARAN BAHASA DAERAH DI SEKOLAH KAITANNYA DENGAN KURIKULUM 2013 Tanu, I Ketut
Kalangwan: Jurnal Pendidikan Agama, Bahasa dan Sastra Vol 8, No 2 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

Bahasa daerah merupakan bahasa pendukung bahasa Indonesia yang keberadaannya diakui oleh negara. Berdasarkan Undang - Undang Nomor 22 Tahun 1999 tentang Pemerintahan Daerah yang intinya memberi keleluasaan daerah untuk lebih memperhatikan potensi daerahnya masing - masing, maka gubernur mengeluarkan SK yang mengatur tentang Penetapan Kurikulum Mata Pelajaran Bahasa daerah pada satuan pendidikan. Dengan adanya kebijakan baru tersebut, maka permintaan akan guru Bahasa daerah yang kompeten di bidangnya sangat mutlak diperlukan sehingga menyebabkan banyak perguruan tinggi yang membuka Jurusan Pendidikan Bahasa Daerah.Banyaknya out put lulusan dari jurusan Pendidikan Bahasa Daerah mengindikasikan bahwa kebutuhan akan guru bahasa daerah akan segera terpenuhi. Dengan memiliki guru yang berasal dari back ground pendidikan yang sesuai akan mempengaruhi proses pembelajaran. Materi akan tersampaikan dengan penuh dan tepat sasaran karena guru memiliki penguasaan materi yang baik, bagi materi kebahasaannya maupun budayanya. Dengan menggunakan metode dan media pembelajaran yang tepat menjadikan pembelajaran bahasadaerah itu semakin menarik dan hidup. Guru akan menghidupkan gairah siswa untuk mengikuti pelajaran bahasa daerah. Singkat kata, pembelajaran bahasa Daerah di masa yang akan datang, akan menjadi lebih baik. Baik dari segi materi yang meliputi kebahasaan, budaya, dan adat istiadat. Pembelajaran bahasa yang semakin baik akan membatu merevitalisasi di kalangan para penuturnya
PENGGUNAAN METODE MENGAJAR DI PAUD DALAM RANGKA MENUMBUHKAN MINAT BELAJAR ANAK Tanu, I Ketut
PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI Vol 3, No 2 (2018): PRATAMA WIDYA JURNAL PENDIDIKAN ANAK USIA DINI
Publisher : PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI

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Abstract

ABSTRAKTidak ada metode mengajar yang tepat diterapkan pada setiap pembelajaran akibatnya, metode pembelajaran anak PAUD sebagai metode pembelajaran PAUD adalah yang Efektif dan Menyenangkan. Sebab semua bisa mengajar namun belum tentu bisa mengajar di TK atau PAUD. Mengajar PAUD berarti mengajar anak yang sedang ada di masa usia keemasannya (golden age).Sebuah masa dimana potensi anak sedang berkembang dan saat yang tepat untuk membuatnya menjadi seorang pembelajar yang mandiri dan haus pengetahuan. Bagi anak, bermain merupakan suatu kegiatan yang sifatnya melekat langsung pada kodrat dan kebutuhan perkembangan anak. Pemahaman tentang pembelajaran anak usia dini dengan bermain, saat ini diharapkan sudah lebih dipahami para pengelola, pendidik atau pemerhati. Disamping itu lingkungan kondusif juga diperlukan bagi anak dengan pengertian lingkungan kondusif adalah lingkungan yg menstimulasi agar anak bisa dan mampu menjadi pembelajar yg mandiri. Selain melalui bermain, memperhatikan cara anak berpikir, cara anak bermain, dan cara anak berbicara adalah keseharian guru PAUD. Oleh karena itu penguasaan metode-metode pembelajaran anak usia dini merupakan salah satu kompetensi yang harus dimiliki guru/tutor agar proses pembelajaran tersebut dapat mendorong perkembangan anak, baik perkembangan intelektual, fisik maupun emosionalnya. Dengan menguasai metode pembelajaran, selain tentunya kemampuan lainnya, seorang guru/ tutor dapat mengelola proses pembelajaran sesuai dengan tujuan yang hendap dicapainya, yaitu kemampuan-kemampuan yang diharapkan dimiliki oleh anakKata kunci; Penggunaan, Metode pembelajaran, PAUD.