Hindu Religious Research Articles

Challenges and Strategies for Implementing 21st-century Learning Hindu Religious Education and Ethics at UPT SD Negeri 5 Amparita

Challenges and Strategies for Implementing 21st-century Learning Hindu Religious Education and Ethics at UPT SD Negeri 5 Amparita

NILAI PENDIDIKAN AGAMA HINDU DALAM ACARA NYENUK PADA KARYA NYATUR NGENTEG LINGGIH PADUDUSAN ALIT TAWUR PANCA KELUD DI MERAJAN SENTANA PASEK TOH JIWA SAMUAN

This article aims to analyze the value of Hindu religious education in the implementation of the Nyenuk event held in Merajan, a resident of Pasek Toh Jiwa Samuan. How the series of works by Nyatur Ngenteg Linggih Padudusan Alit is running. What is the procession of the Nyenuk event in the work of Padudusan Alit. As well as exploring the value of Hindu religious education in the ongoing Nyenuk event. The method used to collect research data is observation, interviews and literature study. The series of works by nyatur ngenteg linggih mapadudusan alit tawur manca kelud consists of various series of ceremonies. One of the important ceremonies is the Nyenuk ceremony. Nyenuk means coming to see which is a symbol of the descent of the god Nawa Sanga to see the success of the yadnya ceremony. This ceremony looks like mepeed as the end of the offerings and worship before Hyang Widhi Wasa in His manifestation which descends in a series of nyineb when performing the great work of mamungkah and ngenteg linggih. Every Hindu religious event definitely contains Hindu religious educational values, the teachings of which need to be passed down from generation to generation. The series of nyenuk events are of course carried out in accordance with literary instructions and in accordance with the instructions of sulinggih who leads the nyenuk event. The Nyenuk event contains the educational values of tattwa, morals, acara and is based on Tri Hita Karana.

PERENCANAAN PEMBELAJARAN BERDIFERENSIASI PADA MATA PELAJARAN PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI

This research aims to conduct a critical analysis regarding the learning plans prepared by Pendidikan Agama Hindu dan Budi Pekerti teachers in implementing differentiated learning. The importance of this research refers to the phenomenon that the application of differentiated learning is still rarely carried out by teachers, including in the subjects of Hindu Religious Education and Character. This research uses a qualitative method where data collection is carried out by non-participant observation, structured interviews and documentation studies. Data analysis is carried out through data reduction, data display and conclusions. The results of the research found that in order to prepare a good differentiated learning plan, the things that need to be considered are related to the preparation of teaching modules, preparation of assessment instruments and preparation of essential material. The teaching module serves as a guide for teachers in carrying out learning activities from beginning to end, and in the context of differentiated learning, this teaching module can include designs for content differentiation, process differentiation, product differentiation and learning environment differentiation. Furthermore, the preparation of diagnostic assessment instruments is intended to map students based on learning readiness, interests and learning styles. Then the preparation of essential material is intended to support readiness for the process of achieving Learning Outcomes contained in the learning elements in the subjects of Pendidikan Agama Hindu dan Budi Pekerti.

Story Text of Anusasana Parwa (Perspective of Hindu Religious Education)

The story of Anusasana Parwa is part 13 of Asta Dasa Parwa or 18 Parwa in the Mahabharata story, which tells of Yudisthira's coronation as king of Hastina replacing his uncle Drestarastra. In this Parwa it is described how the great king of the Kuru nation could reconcile himself. The awareness that grew in Yudisthira was obtained after receiving instruction from his grandfather Bhisma. This Parwa explains in detail about the rules regarding the Dharma. The general aim of this research is as a maturing process for humans through education, by adding and filling themselves through various experiences, both obtained during the learning process in class and through reading Hindu literary works. Various literary works that can be used as material for self-maturing in the world of education, especially in the Mahabharata literature in the Anusasana Parwa section. The general objective of this research is to preserve literary works as a form of language art that should be maintained, developed, and interpreted. The works can expand the treasures of Balinese culture. In addition, this research informs the existence of Hindu literary works which are very full of teachings of sraddha Bhakti, morals and ethics. This study uses a method that is relevant to the formulation of the problem and the theory used. Qualitative research methods with a descriptive approach. The results of the study show (1) The structure of the text of the Anusasana Parwa story which consists of Theme, Incident/conflict, Plot, Setting, Message which form a structure of this story. (2) In the text of the story Anusasana Parwa there are values ​​of Hindu Religious Education and Hindu Leadership values. The practice of Hindu religious education can be applied at any time or era, and under any circumstances and through any media, as is the case with the use of the Anusasana Parwa story text as a medium to understand the values ​​of Hindu religious education contained in the literary work so that it can be realized in family life, as well as the general public.

Application of Numbered Head Together (NHT) Cooperative Learning Model in Hindu Religious Education Lessons for Elementary School Students

The right learning model can create a fun learning environment and make it easier for students to learn lessons. In the process of learning the conventional learning model, the lecture method used is less flexible and seems stiff. The ability to cooperate is useful for training students to accept that there are many differences with other friends with different backgrounds. The Numbered Head Together (NHT) cooperative learning model can maximize educators’ role in paying attention to students, and positive interactions occur between students and educators and students with other friends. This study aimed to obtain an innovative learning model. The data collection methods used were observation, interviews, document studies, and literature studies which were analyzed using qualitative descriptive analysis methods. The results showed that the application of the NHT cooperative learning model consisted of planning activities, implementation activities, final activities, and construction, resulting in increased interaction and discipline in learning, increased understanding in learning, and increased socialization and cooperation. Thus, it can be concluded that the application of the Numbered Head Together (NHT) cooperative learning model prioritized the role of students to be active by inviting students to learn while playing. The NHT learning model helped the learning process to be effective and efficient. The selection of the application of the Numbered Head Together (NHT) cooperative learning model in Hindu Religious Education lessons is expected that learning can give more impressions and deep meaning to students in learning with a group system.

Hindu Religious and Philosophical Concept in Context of Globalization and Multiculturalism: “Jivatman”

In the 20th and 21st centuries, active interactions have occurred between representatives of various cultures and traditions. This influences religious and philosophical concepts, including those in India. Modern people wish to learn more about ancient Hindu concepts and values. The concept of the soul plays an important role in the formation of personal and cultural identity. In this article, we focus on the term “jivatman.” Within the framework of Indian culture and philosophy, concepts such as “Atman,” “Paramatman,” “jiva,” and later “jivatman” are integral to the traditional heritage that is preserved and passed down through generations. In the context of philosophical knowledge, it is important to distinguish concepts such as Atman and soul, since they have different meanings in the religious and philosophical traditions of India. Atman is the inner Higher Self, while the soul (jiva) is the bearer of life and is subject to the laws of karma. Some philosophers and researchers identify “jivatman” as a synonym for “jiva,” meaning the soul, while others equate it with the concept “Atman.” Cultural memory plays a key role in preserving this heritage, and the various interpretations of the term “jivatman” can be attributed to the processes of globalization and the politics of multiculturalism. We examined the interpretation of the term “jivatman” in dictionaries, analyzed its use in ancient texts, and considered the opinions of philosophers, neo-Hindu religious leaders, and researchers, including Mircea Eliade, Sri Aurobindo, Srila Prabhupada, and others. The emergence of representatives of the “new Indian mythmaking,” such as Devdutt Pattanaik, also influenced modern Hindu religious and philosophical thought. Analyzing his works, we observe a tendency to conflate the two terms (Atman and jiva) leading to their identification as a single concept. Our research indicates that Devdutt Pattanaik’s analysis often lacks depth and fails to delve into the fundamental essence of Indian philosophy. This tendency towards simplification can lead to a superficial comprehension of the foundational principles and ideas that form the basis of Indian spiritual traditions.

Pervasive State Control On Temples: An Administrative Furore?

It all started with the eviction proceedings of a practicing advocate who was a tenant on the premises of the temple owned by the royal family of Travancore. The action of the executive officer who tried to oust the practicing advocate from the land on which he was a tenant was challenged. The predisposition of the tenant was that the executive officer himself lacked the authority to exercise powers by holding his office. In addition to that, the person vide whom he was appointed under hand and seal lacked the authority to do so since his authority in office was questioned. This spiked the fire of the famous Padmanabhaswamy Temple dispute which not only underscores pervasive state control but also speaks volumes of the pseudo-secularism in the exercise of administrative privileges present in the country. The action of a religious community to agree to the state control over its religious institutions on the condition prevailing that, the state shall hold the authority to take care of funds and management of transactions but not the religious activities of the Institution is a drowning Armada sure to sink. This is because the community is oblivious to the fact that investment in secularism starts with transactions undertaken and monetary power conferred. That the religious institution be governed by a secular body in addition to which the latter be vested with the power to make appointments of significant position holders to the religious institution goes against the very spirit of the provisions of the constitution. The right of a religious community to administer its religious institution which is not secular, perhaps essentially religious is an Essential Religious Practice or at least significant for carrying out its Essential Religious Practices. The Padmanabhaswamy Temple Verdict of the Apex Court, by taking into consideration the intricacies of the Covenant and interpretation of its clauses has accurately differentiated between the right of the state to supervise and the unwritten privilege enjoyed by it to control and administer. This paper focuses on:•Evolution of essential religious practice and its applicability to the Padmanabhaswamy Temple issue;•In-depth analysis of the Padmanabhaswamy Temple vis-a-vis the Kerala High Court judgment;•Shedding light on inspiring factors of the verdict: The Shirur Math Judgment and Chidambaram Temple Verdict that propelled as clarion calls for self-governance of religious institutions;•Highlighting how rampant and essential the judgment is for the community in the light of the Hindu Religious Endowment Board Act, 1951 and the reignited hope in the Judiciary along with constitutional provisions reinstated by it.

Kidung: Integral and Structured Parts in the Implementation of Balinese Hindu Religious Ceremonies

Hindu religious ceremonies continue to be performed in Bali throughout the ages. A ceremony cannot be completed perfectly without the presence of the Kidung (hymn/sacred song), an integral component that cannot be separated. The implementation of the Yadnya ceremony is connected to the ceremony’s purpose. Panca Yadnya refers to these five types of ceremonies, divided by domain into Dewa Yadnya (ceremonies for Gods), Bhuta Yadnya (ceremonies for Bhutakala/demon), Rsi Yadnya (ceremonies for Mahaguru, Rsi, or parents/teachers), Pitra Yadnya (ceremonies for the deceased), and Manusa Yadnya (ceremonies for human’s life). The selection of the type of Kidung (hymn) adapts to the five domains of the relevant Yadnya, considering the various types of Kidung with text selection for context. Several supporting factors refer to the concept of tatwa, morals, and procedures both philosophically, technically, and contextually. The Kidung is sung with full regard for propriety, which is believed to strengthen the spiritual ascent in achieving sidakarya and sidapurnanya (perfectly done) by performing the Yadnya ceremony as an expression of offerings.

The Development of Interactive Media on Hindu Religious Education Subject For The Second Semester of VIII Grade Learners at SMP Negeri 1 Ubud

Multimedia technology has a very diverse function, especially in the world of education. In learning, teachers are expected to have skills in mastering the material, teaching strategies and teaching models that are in accordance with the classroom environment and innovative and varied learning approaches. Therefore, teachers should pay attention to matters related to teaching skills according to the needs of students in the classroom. One of the subjects that requires a comprehensive approach in the learning process is the subject of Hindu Religious Education. The use of media in the learning process is to facilitate interaction between teachers and students which aims to help students learn effectively. The ADDIE learning model in the learning process does not only use in-class meetings, but is used to incorporate out-of-class learning and technology into the subject matter. So as to increase students' appreciation of Hindu religious education subjects and independent learning carried out by students at home. The stages of the ADDIE learning process are starting from the stages of analysis, design, development, implementation and evaluation. This study aims to determine the development of multimedia technology that is effectively and efficiently applied to the subjects of Hindu Religious Education. The data collection methods used are test methods and questionnaires, with then supporting instruments in the form of interviews and video recordings. The data analysis used in this study is qualitative descriptive analysis techniques, quantitative descriptive statistical analysis, inferential statistical analysis. The results showed the development of interactive multimedia developed effectively to improve Hindu learning outcomes.

The Application of Problem-Based Learning Model to Improve Learning Outcomes of Hindu Religious and Character (Budi Pekerti) Education of Fifth-Grade Students at SD Mahardika

The Hindu religious education learning process should be designed systematically to achieve the objectives (1) to develop and improve the quality of Sraddha (belief) and Bhakti (piety) of the people through providing, emphasizing, appreciating, and practicing the Hindu religious teachings, and (2) building a Hindu society that can realize the Moksartham Jagathita values in its life. Based on the pretest results in October on the student learning outcomes of Hindu religious and character (Budi Pekerti) education of fifth-grade students at SD Mahardika Denpasar, it showed that the level of student learning completeness was still below the Minimum Completeness Criteria (KKM). The cause of the low learning completeness values of students was that it was below the Minimum Completeness Criteria (KKM). It can be identified from most students who still have difficulty and often forget to understand the subject matter provided. The reason was that the teacher still functions as the primary source of learning that provides knowledge to students instead of being a student facilitator. Students only pay attention to explanations, accept the teacher’s examples, and are never directly involved in solving problems. This study aimed to determine how the best implementation of applying the Problem-Based Learning model improves the learning outcomes of Hindu religious and character (Budi Pekerti) education in fifth-grade students at SD Mahardika Denpasar. The research method used in this study was the Classroom Action Research (PTK) method. The research was conducted in several stages or cycles. Reflection on cycle I was carried out to determine the steps for improvement in cycle II. Based on the evaluation data of student learning outcomes that have been carried out from activities in cycle I and cycle II showed a significant increase. The evaluation results of the learning outcomes of fifth-grade students at SD Mahardika Denpasar in the 2022/2023 academic year showed an increase in the student learning outcomes in Hindu religious and character (Budi Pekerti) education lessons.

THE IMPLICATIONS OF THE HINDU RELIGIOUS EDUCATION AND ETHICS TEACHER'S STRATEGY FOR STRENGTHENING INDICATORS OF RELIGIOUS MODERATION AT SARASWATI 6 DENPASAR ELEMENTARY SCHOOL

Ethnocentrism, exclusivity, and intolerance are challenges that a pluralistic country like Indonesia must face. Considering these problems, a strategy by teachers is needed to strengthen the existence of religious moderation in the school environment, such as what is done by Hindu Religious Education and Ethics teachers at Saraswati 6 Denpasar Elementary School (SD Saraswati 6 Denpasar). Reflecting on this, this study is interested in presenting the implications of the Hindu Religious Education and Ethics teacher's strategy for strengthening indicators of religious moderation. The formulation of the problem in this study is answered systematically, starting from the implications of strengthening indicators of national commitment, tolerance, non-violence, and accommodation of local culture. The research method in this paper is a qualitative type of research with a descriptive naturalistic-based field research approach. The data sources used come from primary and secondary sources. Data collection methods that use observation techniques, interviews, literature studies, and data analysis that uses the approach of Miles and Huberman. The results of this study indicate that the strategies implemented by Hindu Religious Education and Ethics teachers are able to have a positive impact on strengthening indicators of religious moderation at SD Saraswati 6 Denpasar, both in terms of indicators of national commitment, tolerance, non-violence, and accommodation of local culture. The results of this paper are intended as guidelines for teachers to anchor the concept of religious moderation in schools.

Hindu Religious Ethics Values and Tolerance In Darmakaya's Gaguritan

Gaguritan Darmakaya is one of the literary works that have a very high ethical value. As supported by the very wise, noble-hearted, calm and patient Pastor in guiding his disciples. Thus, with these characteristics, the Pandita was respected by his disciples. Likewise, the character I Darmakaya was a disciple who was always respectful to his teacher (the Priest), honest, friendly to others, skilled, and had good ethics. This study aimed (1). To find out the ethical values contained in Gaguritan Darmakaya, (2). To find out the ethical relationship of Hinduism with Gaguritan Darmakaya. This study used data collection methods, data processing, and analysis methods to study and examine more deeply. Data collection methods were used to explore data related to literature and explore data related to informants. Meanwhile, data processing methods were used to process data obtained through the libraries and interview results. Then, it was interpreted into sub-data to be presented in scientific papers. The data obtained through libraries and informants was processed descriptively by compiling systematically to get maximum results. After the data was composed, it was input into sub-data and interpreted to be presented as scientific papers. The theory used in this study was a theory of value related to ethics. The ethical value contained in Gaguritan Darmakaya was the ethics of self-control in the association of living together, which was contained in the advice from the Pandita to I Darmakaya so that after receiving knowledge to serve the Pandita selflessly.

Values of Religious Moderation in Hindu Religious Education and Civil Lesson Materials at the High School Level in West Nusa Tenggara Indonesia

This study aims to explore and describe the values of religious moderation contained in books on the subject matter of Hinduism and Moral Education at the senior high school level. The research used a qualitative approach, using interviews, observation, and documentation in data collection. The results of this study indicate that the values of religious moderation can be found in the syllabus, and also in the Hindu Religious Education and Moral Education textbooks at the senior high school level, including values; 1) accommodating to local culture and traditions, especially in subject matter: Yadnya, Wariga, Development of Hindu Culture, Tantra, Yantra, Mantra, 2) commitment to nationalism and love for the country, in subject matter: Upa Weda, Catur Warna, 3) tolerance and non-violence, on subject matter: Darsana, Catur Asrama, Yoga, Yama and Niyama Bratha, Sukhinah Family, Weda, Astangga Yoga. There was no subject matter containing anti-tolerance values, or subject matter that supported acts of violence in the Hindu Religion and Moral High School textbooks.

Movement of Hindu Religious Education in The Era of The Kingdom of Majapahit

The history of the Hindu-Buddhist Kingdoms in the Archipelago does not only talk about politics but also about civilization and efforts to improve education. Education is a human need since ancient times. Leaders from various eras attempted to build Educational centers to educate citizens. During the time of the kingdoms in the archipelago, educational centers had been built to develop superior human resources. Majapahit was a large empire in the archipelago that was able to survive for several centuries. As a large empire, Majapahit has a good education system with its institution called mandala kadewaguruan (Education Center). Kadewaguruan is led by a mahāresi who is also called śiddharesi, dewaguru, therefore this education center is called Kadewaguruan. Based on information from various texts, the identifying elements of a religious education center (mandala kadewaguruan ) are: (1) a large place; (2) pottery-ceramics were found; (3) various religious artifacts were found; (4) away from the crowds; and (5) reported in the text. Mandala Kadewaguruan as an educational institution in the Majapahit era divides the education stage into 2 stages, which are called the preparatory stage and the core stage. The article examines in more depth the Hindu education center in the Majapahit era by conducting field research, analyzing research, documents and texts related to Hindu education in the Majapahit era. In this era, education is carried out comprehensively with learning taking place throughout the day. Students can learn various values of life in addition to learning according to the level taught.

ENTREPRENEURIAL OPPORTUNITIES: BUSINESS REALITIES FOR STUDENTS IN THE MIDST OF CHANGES IN ASN TEACHER RECRUITMENT REGULATIONS

This article aims to explain the importance of education study program students and to see entrepreneurial opportunities amid changes in teacher recruitment regulations with ASN status. It is undeniable that the main hope for students of the education study program when they finish, can compete and graduate to become PNS or PPPK teachers, but amid changes in regulations related to recruitment, this hope may or may not be realized, so awareness is needed to be able to see entrepreneurial opportunities in addition to still trying to prepare abilities, towards competition in the recruitment process. The study uses qualitative research with a literature study approach. Based on the analysis results, it can be explained that IAHN Gde Pudja Mataram has three educational study programs: the Hindu Religious Education Study Program, Early Childhood Education, and Hindu Religious Arts and Culture Education. The three study programs emphasize the profile of graduates as professional educators and the profile to become entrepreneurs. Entrepreneurial opportunities that can be taken certainly adjust to the science of the study program; for example, the PAUD study program forms a literacy and counting course business, and the Hindu religious education study program can open a business for making and selling upakara tools. The art education study program takes business opportunities such as opening art courses, makeup artists, etc. The results of this study can become a reference library for relevant research in the future, and the information contained in this study can open and strengthen insights about the importance of entrepreneurship for students of education study programs

Pengaruh Strategi Pembelajaran Peta Pikiran terhadap Motivasi Belajar dan Hasil Belajar Pendidikan Agama Hindu dan Budi Pekerti Siswa Kelas V di Sekolah Dasar Nomor 6 Benoa

Motivation and student learning outcomes are still problems in Sekolah Dasar Nomor 6 Benoa, especially in the subjects of Hinduism and Moral Education. Improvements are still being carried out, which is by implementing a mind map learning strategy. The mind map learning strategy provides an opportunity for students to record the information they find during the learning process in a fun way. The purpose of this study was to analyze and explain (1) the effect of mind map learning strategies on the learning motivation of Hindu Religious Education and Characteristics of fifth-grade students at Sekolah Dasar Nomor 6 Benoa, (2) the effect of mind map learning strategies on learning outcomes of Hindu Religious Education and Characteristics of fifth-grade students at Sekolah Dasar Nomor 6 Benoa. This research was quasi-experimental with a non-equivalent control group pretest-posttest design. The instruments used in this study were questionnaires and tests. Mancova was used to test hypotheses I and II. Based on the results of the analysis, the average score of students' learning motivation in the experimental class was greater than that of the control class (78.63 > 69.33). In addition, the average score of student learning outcomes also shows that the average score in the experimental class is greater than the control class (78.90 > 64.77). The results of the hypothesis testing show that: (1) there is a significant influence between mind map learning strategies on the learning motivation of Hindu Religious Education and Characteristics of fifth-grade students at Sekolah Dasar Nomor 6 Benoa, (2) there is a significant influence between mind map learning strategies on learning outcomes of Hindu Religious Education and Characteristics of fifth-grade students at Sekolah Dasar Nomor 6 Benoa.

DAMPAK AJARAN TRI HITA KARANA TERHADAP KARAKTER SISWA DI SMP NEGERI 1 BANGLI

Humans need harmony in their lives; harmony relationship with God, humans, and the environment. This teaching in Hinduism is called Tri Hita Karana consisting of 1) Parahyangan,; a harmonious relationship between humans and the Almighty God (Sang Hyang Widhi Wasa), 2) Pawongan; a harmonious relationship between humans and fellow human beings and 3) Palemahan; a harmonious relationship between humans and natural environment. The teacher does not only provide knowledge to students, but in learning it is also interspersed with giving advice so that students have good character, such as being religious, socially concerned, environmentally concerned and disciplined when the teacher explains the material. Therefore, students are not only smart in terms of knowledge, but also have good character and attitude. Through Hindu Religious and Moral Education, students can find out various Hindu religious teachings which are very effectively implemented to be able to develop their character. The implementation of learning in the classroom is related to the concept of Tri Hita Karana teachings. Because of the Tri Hita Karana learning material, students have an understanding of Tri Hita Karana teachings before applying them in their daily life, especially at school. Whereas in an effort to develop student character outside the classroom, Hindu Religious and Moral Education teachers invite students to implement the Tri Hita Karana teachings that have been obtained in class in the form of the practice of making ceremonies at Padmasana schools as students' psychomotor values and implementation in the form of attitudes that show good character in himself related to the teachings of Parahyangan, Pawongan and Palemahan in the school environment. The impact of implementing the teachings of Tri Hita Karana on the character development of students at SMP Negeri 1 Bangli is as follows: developing student character, increasing student awareness to carry out their religious teachings, increasing awareness of students towards others, increasing student awareness to the environment, and creating harmony.

Penguatan Pendidikan Agama Hindu Pada Upacara Ngusaba Desa Di Desa Kutuh, Kabupaten Badung

The ngusaba desa ceremony held in Kutuh Village is one of the ancestral legacies from ancient times, which is held once a year at panglong apisan (1) sasih kapat. The ngusaba desa ceremony was held at Puseh Temple and Toyaning Temple as a form of community gratitude for Ida Sang Hyang Widhi Wasa, who manifested as Lord Vishnu in the form of the fertility of the Kutuh Village community's plantations. The purpose of this study was to describe the strengthening of Hindu religious education at the Nusaba Desa ceremony in Kutuh Village, Badung Regency. The method used is qualitative by collecting data using observation techniques, interviews, and literature study. The collected data were analyzed using a qualitative descriptive analysis technique following data reduction, data presentation, verification, and conclusion. The results showed that: 1) The form of strengthening Hindu religious education at the ngusaba desa ceremony was divided into several stages, namely: strengthening sraddha bhakti, strengthening the principle of menyamabraya, strengthening the focus of environmental awareness, and strengthening universal religious values. 2) Obstacles were faced and efforts made at the ngusaba desa ceremony: obstacles in strengthening Hindu Religious education, obstacles in processions, and constraints in inheriting the value of Hindu Religious education. 3) There are Implications in strengthening Hindu religious education at the ngusaba desa ceremony in Kutuh Village: theological, social, and educational implications.

HINDU CHARACTER EDUCATION AND ENTREPRENEURIAL ABILITY AS A CAPITAL OF INDEPENDENCE FOR ARTS AND CULTURE EDUCATION STUDENTS

The writing of the results of this study strengthens the understanding of the importance of Hindu character education and entrepreneurship for Hindu Religious Arts and Culture Education Study Program students. Art education students are formed into prospective educators, but more opportunities are needed for graduates to become educators. The lack of options, because the formation provided is sometimes lacking, so students must be able to read opportunities. Reading opportunities are part of financial literacy, so entrepreneurship needs to be integrated into lectures. Either through curriculum adaptation or entrepreneurial programs by universities. The assessment uses qualitative research, a type of literature study. Based on data analysis, Hindu character education is for students to develop prospective art educators who have attitudes and behaviours toward the teachings of Hinduism. The ability to be entrepreneurial, providing capital for art education students, to create the desire for entrepreneurship, as preparation for the future. This study aims to provide insightful reinforcement and benefits for art education students and can be a reference for relevant studies by academics and researchers.

Building Tolerance through Hindu Religious Textbooks: Teaching Tolerance Values to Elementary School Students through Stories and Illustrations

Religious education in Indonesia has an important role in shaping students' character and tolerance. However, there are still challenges in integrating tolerance values in religious textbooks. The purpose of this study is to analyze the elements of tolerance in Hinduism textbooks for elementary school students. This research used a content analysis approach to analyze the elements of tolerance in the stories and illustration pictures of Hindu religious textbooks for elementary school students. The results showed that the elements of tolerance in the textbooks could be grouped into an appreciation for differences, understanding of diversity, cooperation and brotherhood, and justice. These findings indicate that Hindu religious textbooks can be an effective means to promote values of tolerance among elementary school students. The scientific contribution of this study is that content analysis can be used to identify the elements of tolerance in Hindu religious textbooks for elementary school. The significance of this research lies in its implications for educators and curriculum developers. By highlighting the elements of tolerance, this study underscores the importance of incorporating these values into religious education curricula. It emphasizes the need for educators and textbook authors to pay attention to and reinforce tolerance elements in the content and design of religious textbooks. In doing so, religious education can effectively contribute to the development of diverse and understanding communities among elementary school students in Indonesia.