Bawi Ayah: Jurnal Pendidikan Agama dan Budaya Hindu

TEACHERS’ COMMUNICATION AND SOCIO-EMOTIONAL COMPETENCIES IN REALIZING MEANINGFUL LEARNING AT PRATAMA WIDYALAYA SERATHI DHARMA EAST LUWU REGENCY

Komang Reza Kartika — 2026-04-01

Meaningful learning positions students as individuals who develop holistically in the cognitive, affective, social, and spiritual domains. In this context, teachers' communication and socio-emotional competencies are key factors in building quality learning experiences. A number of studies show that these two competencies contribute significantly to the quality of learning, but are generally still studied separately. This study aims to comprehensively examine the integration of teachers' communication and socio-emotional competencies in realising meaningful learning in holistic learning at Pratama Widyalaya Serathi Dharma, East Luwu Regency. This study uses a descriptive qualitative approach with observation, interview, and documentation techniques. Informants were selected purposively based on their relevance and competence to the research object. Data analysis used the Miles and Huberman model, namely data reduction, data presentation, and conclusion drawing. The findings show that teachers' communication competencies, including discourse, linguistic, actional, sociocultural, and strategic competencies, contribute to creating effective and contextual learning interactions. Meanwhile, teachers' socio-emotional competencies, which include self-awareness, self-control, motivation, empathy, and social skills, contribute to building a humanistic, safe, and inclusive classroom climate. The integration of these two competencies forms a synergy that supports the realisation of meaningful learning oriented towards academic achievement, character development, social skills, and spiritual awareness of students in accordance with Hindu educational values. Therefore, this study recommends strengthening teacher competencies through various planned and continuous professional development programmes for teachers to improve the quality and sustainability of learning.

IMPLEMENTATION OF THE SAD GUNA TEACHINGS IN THE COLLECTIVE MUNGGAH TRUNA–TRUNI AND MEPANDES CEREMONY AT THE STATE INSTITUTE OF HINDU RELIGION GDE PUDJA MATARAM

Ni Komang Wiasti — 2026-04-01

The munggah truna, truni lan mepandes ceremony is part of manusa yadnya in Hinduism that signifies the process of individual maturation. In modern society, this ritual functions not only as a religious practice but also as a medium for ethical and character development. This article aims to examine the implementation of Sad Guna teachings in the collective performance of the Munggah Truna, Truni lan Mepandes ceremony at the

Institut Agama Hindu Negeri Gde Pudja Mataram. This study employs a descriptive qualitative approach using observation and documentation techniques. Data were analyzed descriptively and analytically through the lens of behavior theory. The findings indicate that the collective ceremony serves as a means of habituating ethical behavior through ritual stimuli, participants’ responses, and social-religious reinforcement. Sad Guna values are internalized in the form of discipline, self-control, adherence to ritual procedures, and social responsibility. Furthermore, the ceremony demonstrates the role of a religious higher education institution in value education, community service, and the preservation of Hindu traditions and cultural identity.

INTEGRATION OF CONSTRUCTIVISM THEORY IN AN ARTIFICIAL INTELLIGENCE (AI) BASED LEARNING PLATFORM IN NON-FORMAL PASRAMAN: OPPORTUNITIES AND CHALLENGES OF ITS IMPLEMENTATION

Ni Luh Made Larasanthi Komala Dewi — 2026-04-01

This study examines how the integration of constructivism theory into an Artificial Intelligence (AI)-based learning platform at Pasraman Nonformal presents a new paradigm in the world of digital education. This study uses a literature review method, which involves searching various scientific references related to the issues under review. The findings of this study are that constructivism theory emphasizes the active role of students (brahmacari) in constructing knowledge through experience, reflection, and social interaction. AI-based learning platforms have great potential to support constructivism principles through personalized learning, adaptive feedback, and the provision of a learning environment that is responsive to individual needs. The AI platforms that can be used to support learning activities in pasraman are Kahoot, Canva, and ChatGPT. However, the implementation of this integration also faces various challenges, such as limitations in technological infrastructure, the digital literacy gap between educators (Acarya) and students (brahmacari), as well as issues of ethics and data privacy. The success of this integration greatly depends on appropriate pedagogical design, human resource readiness, and educational policies that support the sustainable use of technology