TEACHER STRATEGIES IN IMPLEMENTING HINDU LEARNING FOR EARLY CHILDHOOD

I Made Lestiawati(1*), Sofia Hartati(2), Nurbiana Dhieni(3),

(1) Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar and Universitas Negeri Jakarta, Indonesia
(2) Universitas Negeri Jakarta, Indonesia
(3) Universitas Negeri Jakarta, Indonesia
(*) Corresponding Author

Abstract


The purpose of this study is to describe teacher strategies in implementing Hindu nuanced learning, the lack of information related to the teacher in its application so that there needs to be an innovation created by the teacher to provide good practices for early childhood education through several learning strategies used by class teachers in one of PAUD Pratama Widya Pasraman in Tabanan district. The research method used is qualitative research with taxonomic data analysis techniques. The results showed several teacher strategies in implementing Hindu nuanced learning, divided into the first three stages, understanding Hindu nuanced learning. Second, planning learning, and Third, management in the learning process. The Hindu nuanced learning that is instilled is the concept of Tri Kaya Parisudha, Tri Pramana, Dwi Pramana, Eka Pramana, and Catur Guru.


Keywords


early childhood, Hindu nuanced learning, teacher strategy

Full Text:

PDF

References


Adnyana, P. E. S. (2021). Empirisme penggunaan tumbuhan pada pengobatan tradisional Bali: Lontar Taru Pramana dalam konstruksi filsafat ilmu. Sanjiwani: Jurnal Filsafat, 12(1), 64-79. https://doi.org/10.25078/sjf.v12i1.2059

Ayu, P. E. S., Primayana, K. H., Purandina, I. P. Y., & Wisudayanti, K. A. (2021). Pengembangan e-modul pembelajaran sains untuk anak usia dini terintegrasi Kitab Wedangga Jyotisha. Aulad: Journal on Early Childhood, 4(3), 193–199. https://doi.org/10.31004/aulad.v4i3.145

Chan, F., Kurniawan, A. R., . N., Herawati, N., Efendi, R. N., & Mulyani, J. S. (2019). Strategi guru dalam mengelola kelas di sekolah dasar. International Journal of Elementary Education, 3(4), 439–446. https://doi.org/10.23887/ijee.v3i4.21749

Divayana, D. G. H., Adiarta, A., & Gede Sudirtha, I. (2019). Instruments development of tri kaya Parisudha-based countenance model in evaluating the blended learning. International Journal of Engineering Pedagogy, 9(5), 55–74 . https://doi.org/10.3991/ijep.v9i5.11055

Faridawati, R., Eliyawati, C., & Rudiyanto, R. (2019). Meningkatan kemampuan berbicara anak usia dini melalui metode bercerita menggunakan media hasil karya anak. Edukid, 14(1), 208-213. https://doi.org/10.17509/edukid.v14i1.17086

Fuady, R & Mutalib, A. A. (2018). Audio-visual media in learning. Journal of K6, Education, and Management, 1(2), 1-6. https://doi.org/10.11594/jk6em.01.02.01

Giles, D. E. Jr., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of self-learning. Michigan Journal of Community Service Learning, 1(1), 77-85.

Idris, M. H. (2016). Karakteristik anak usia dini. Jurnal Pendidikan Anak Usia Dini, 1(1).

Indriawati, I., Buchori, I., Acip, A., Sirrulhaq, S., & Solihutaufa, E. (2021). Model dan strategi pembelajaran. Al-Hasanah : Islamic Religious Education Journal, 6(2), 274–284. https://doi.org/10.51729/6246

Khomais, S., & Gahwaji, N. (2019). Early childhood curriculum reform in Saudi Arabia conceptualization of theories in early childhood curricula: Three models. Journal of Curriculum and Teaching, 8(3), 24-34. https://doi.org/10.5430/jct.v8n3p24

Lubis, M. (2020). Peran guru pada era pendidikan 4.0. EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis, 4(2), 68-73. https://doi.org/10.32493/eduka.v4i2.4264

Luff, P. (2018). Early childhood education for sustainability: Origins and inspirations in the work of John Dewey. Education 3-13, 46(4), 447-455. https://doi.org/10.1080/03004279.2018.1445484

Marpa, E. (2020). Navigating environmental education practices to promote environmental awareness and education. International Journal on Studies in Education, 2(1), 45-57. https://doi.org/10.46328/ijonse.8

Norman, H., Nordin, N., Din, R., Ally, M., & Dogan, H. (2015). Exploring the roles of social participation in mobile social media learning: A social network analysis. International Review of Research in Open and Distance Learning, 16(4), 205-224. https://doi.org/10.19173/irrodl.v16i4.2124

Putri, M. P., & Solfema, S. (2019). The relationship between variations in the use of learning media and the learning activity of citizens learning. Indonesian Journal of Contemporary Education, 1(1), 36-40. https://doi.org/10.33122/ijoce.v1i1.9

Rahmawati, R. L., & Nazarullail, F. (2020). Strategi pembelajaran outing class guna meningkatkan aspek perkembangan anak usia dini. Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 7(2), 9-22. https://doi.org/10.21107/pgpaudtrunojoyo.v7i2.8839

Salasiah, S. (2021). Penanaman nilai-nilai agama dan moral pada anak usia dini melalui kegiatan rutinitas. E-CHIEF Journal, 1(1), 12-17. https://doi.org/10.20527/e-chief.v1i1.3372

Seken, I. K., & Badra, I. K. (2019). Tri Pramana sebagai pendekatan saintifik berbasis agama Hindu dalam kegiatan pembelajaran pendidikan agama Hindu di sekolah dasar. Jurnal Lampuhyang, 10(1), 76-91. https://doi.org/10.47730/jurnallampuhyang.v10i1.177

Siegler, R. S., & Ellis, S. (1996). Piaget on childhood. Psychological Science, 7(4), 211–215. https://doi.org/10.1111/j.1467-9280.1996.tb00361.x

Sisson, J. H., Whittington, V., & Shin, A. M. (2020). “Teaching culture through culture”: A case study of culturally responsive pedagogies in an Australian early childhood/primary context. Journal of Research in Childhood Education, 34(1), 108-126. https://doi.org/10.1080/02568543.2019.1692110

Suardana, I. M. (2020). Ajaran catur guru dalam penguatan karakter peserta didik. Dharmasmrti: Jurnal Ilmu Agama Dan Kebudayaan, 20(1), 85-91. https://doi.org/10.32795/ds.v20i1.645

Susanti, S. E. (2021). Pembelajaran anak usia dini dalam kajian neurosains. TRILOGI: Jurnal Ilmu Teknologi, Kesehatan, Dan Humaniora, 2(1), 53-60. https://doi.org/10.33650/trilogi.v2i1.2785

Tsai, H. Y., Chung, C. C., & Lou, S. J. (2018). Construction and development of iSTEM learning model. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 15-32. https://doi.org/10.12973/ejmste/78019

Wati, N. K. (2021). Implementasi model pembelajaran self organized learning environments berbasis Tri Kaya Parisudha untuk meningkatkan hasil belajar mahasiswa. Edukasi: Jurnal Pendidikan Dasar, 2(1), 1-10. https://doi.org/10.55115/edukasi.v2i1.1387

Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry and Action in Education, 9(1), 91-102.




DOI: https://doi.org/10.24071/ijiet.v7i2.6369

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 I Made Lestiawati, Sofia Hartati, Nurbiana Dhieni

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

 

Indexed and abstracted in:

 


IJIET Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.


 


Creative Commons License

This work is licensed under CC BY-SA.

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

IJIET DOI: https://doi.org/10.24071/ijiet

p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)

 

Flag Counter


IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.