Internalisasi Nilai-Nilai Etika Hindu di Komunitas Ekspresi Desa Sibang Kaja Kabupaten Badung

Authors

  • I Komang Ramadi Putra Sekolah Dasar Lentera Hati
  • Ni Putu Prawani Uma Lestari Sekolah Tinggi Agama Hindu Bhatara Guru Kendari
  • I Made Ariasa Giri Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja
  • Ni Wayan Sariani Binawati Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
  • I Wayan Suyanta Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

DOI:

https://doi.org/10.37329/metta.v3i2.1764

Keywords:

Internalization, Hindu Ethical Values, Komunitas Ekspresi

Abstract

Dharma is a principle of life that every human being must own. Dharma in the form of behavior is called Susila (ethics). Komunitas Ekspresi in every activity always emphasizes and instills ethical values in children. From a conceptual point of view, the internalization of ethical values in the Komunitas Ekspresi is similar to Hindu ethical values. This study aimed to describe the internalization of Hindu ethical values in the Komunitas Ekspresi of Sibang Kaja Village, Badung Regency. The research method used is qualitative with an ethnographic approach a la James Spradley. The technique for determining informants is purposive sampling following the ethnographic method. Types and sources of data are qualitative data types, while data sources are primary and secondary data. Data collection techniques are observation, interviews, and documentation studies. Ethnographic data analysis techniques, namely domain analysis, taxonomic analysis, componential analysis, and analysis of cultural themes. The results of this study found that: 1) Internalization of Hindu ethical values found were: a) Law of Karma, namely children are taught to be responsible for what they do, b) Catur Guru, namely children are taught to respect four teachers, c) Tri hita karana, namely children are taught to establish harmonious relationships with God, fellow human beings and the environment, d) Catur Paramita, namely children are taught to apply the four ethical attitudes of noble character. 2) The inhibiting factors for internalizing Hindu ethical values include a) parental support, which is relatively low, especially in assisting in continuing the direction of teaching staff in educating children when they are at home, b) teaching staff whose number is still limited and c) facilities which are still classified as limited. 3) The impact of internalizing Hindu ethical values is the religious impact, the emotional impact, the impact of independent behavior, the impact of responsibility, the impact of self-confidence, and the impact of creativity. The conclusion is that the Komunitas Ekspresi teaches Hindu ethical values.

References

Amita, N., Siregar, J., Listyani, N., & Assyfa, L. (2023). Self-Compassion dan Self-Esteem pada Narapidana. Ganaya: Jurnal Ilmu Sosial dan Humaniora, 6(1), 241-254.

Darmayasa. (2015). Bhagavad Gita (Nyanyian Tuhan). Denpasar: Yayasan Dharma Sthapanam.

Fathurrohman, M. (2016). Pengembangan budaya religius dalam meningkatkan mutu pendidikan. Ta'allum: Jurnal Pendidikan Islam, 4(1), 19-42.

Hendra, S. (2007). Percaya Diri Itu Penting : Peran Orang Tua Dalam Membangun Percaya Diri Anak. Denpasar: PT Alex Media Komputindo.

Istriyanti, N. L. A. (2019). Komunitas Ekspresi Ekspresi Jati Diri Menuju Prestasi. Dokumen Pribadi Organisasi.

Krulik, S. & Rudnick, J. A. (1995). The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. Needham Heights, Massachusetts: Allyn & Bacon

Kurniawati, N. N., & Sutharjana, I. M. (2023). The Influence of Gadgets on The Development of The Early-Age Learners’ Behavior and Character. International Journal of Multidisciplinary Sciences, 1(2), 159-171.

Laila, Q. N. (2015). Pemikiran Pendidikan Moral Albert Bandura. Modeling: Jurnal Program Studi PGMI, 2(1), 21-36.

Maswinara, I W. (1999). Veda Sruti Rgveda Samhita Skala Sakha I, II, III. Surabaya: Paramita

Muttaqien, N. (2015). Mengerti Arti Kata Tanggung Jawab. Kompasiana.com. https://www.kompasiana.com/nopalmtq/mengenal-arti-kata-tanggung-jawab_5529e68b6ea8342572552d24. Diakses pada Sabtu 13 Juni 2020.

Priyanto, A. (2014). Pengembangan Kreativitas Pada Anak Usia Dini Melalui Aktivitas Bermain. Jurnal Ilmiah Guru Caraka Olah Pikir Edukatif, (2).

Putra, I. K. R. (2020). Pendidikan Membebaskan Sebagai Upaya Mewujudkan Generasi Emas 2045 (Telaah Pemikiran Kritis Paulo Freire). Vidya Samhita: Jurnal Penelitian Agama, 6(1).

Redana, I. W. (2023). Implementation of Tri Hita Karana Teachings to Shape the Character of Early Children. International Journal of Multidisciplinary Sciences, 1(2), 241-252.

Schaefer, C. (1989). Cara Efektif Mendidik dan Mendisiplinkan Anak, Pedoman-Pedoman yang Bersifat Praktis dan Sudah Diterapkan Dalam Meningkatkan Hubungan Baik Antara Orang Tua Dengan Anak. (Turman Sirait, Pentj). Jakarta : Mitra Utama.

Singgih, D. G., & Gunarsa, Y. S. D. (2008). Psikologi perkembangan anak dan remaja. Jakarta: Gunung Mulia.

Spradley, J. P. (2017). Metode Etnografi. 2 ed. (Amri Marzali, Pentj) Yogyakarta: Tiara Wacana.

Sudharta, T. R. (2009). Sarasamuccaya Smerti Nusantara (Berisi Kamus Jawa Kuno-Indonesia). Surabaya: Paramita

Suhardana, K. M. (2009). Catur & Sad Paramita Jalan Menuju Keluhuran Budi. Surabaya: Paramita

Syam, E., Fauzi, M., & Syamsidari, R. (2017). Narsisisme Dan Kompleks Oedipus Yang Tergambar Dalam Pygmalion, Karya George, Bernard Shaw: Kajian Psikoanalisis. Jurnal Pustaka Budaya, 4(2), 58-82.

Titib, I. M. (2003). Menumbuhkembangkan Pendidikan Budhi Pekerti pada Anak. Jakarta: PHDI Pusat.

Titib, I. M. (1996). Veda Sabda Suci Pedoman Praktis Kehidupan. Surabaya: Paramita.

Triyono. (2016). Menyiapkan Generasi Emas 2045. Klaten: Universitas Widya Dharma.

Utama, E. P., & Sudarsana, I. K. (2023). Effectiveness of Treffinger Model Implementation to Improving Mathematics Learning Outcomes. International Journal of Multidisciplinary Sciences, 1(2), 232-240.

Utami, N. N. D. T., Parta, I. B. M. W., Santiawan, I. N., Pramana, I. B. K. Y., & Sudiani, N. N. (2023). Penerapan Nilai-Nilai Pendidikan Agama Hindu Dalam Kitab Nitisastra Untuk Membentuk Perilaku Anak Suputra. Metta: Jurnal Ilmu Multidisiplin, 3(1), 24-36.

Downloads

Published

18-07-2023

How to Cite

Ramadi Putra, I. K., Uma Lestari, N. P. P. ., Ariasa Giri, I. M. ., Sariani Binawati, N. W. ., & Suyanta, I. W. . (2023). Internalisasi Nilai-Nilai Etika Hindu di Komunitas Ekspresi Desa Sibang Kaja Kabupaten Badung. Metta : Jurnal Ilmu Multidisiplin, 3(2), 198–231. https://doi.org/10.37329/metta.v3i2.1764

Issue

Vol. 3 No. 2 (2023)

Section

Articles

License

Copyright (c) 2023 I Komang Ramadi Putra, Ni Putu Prawani Uma Lestari, I Made Ariasa Giri, Ni Wayan Sariani Binawati, I Wayan Suyanta

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with Metta : Jurnal Ilmu Multidisiplin agree to the following terms: Authors retain copyright and grant the Metta : Jurnal Ilmu Multidisiplin right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Metta : Jurnal Ilmu Multidisiplin. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Metta : Jurnal Ilmu Multidisiplin. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).