HAPAKAT : Jurnal Hasil Penelitian

Penerapan Kurikulum Merdeka Belajar Dalam Pembelajaran Pendidikan Agama Hindu Dan Budhi Pekerti Di SMA N 4 Palangka Raya

Iraewati Iraewati, Ervantia Restulita L. Sigai, I Nyoman Sidi Astawa — Sun, 23 Nov 2025 15:09:58 +0000

This study examines the implementation of the independent curriculum in Hindu religious education learning at SMAN 4 Palangka Raya. The process of implementing the independent curriculum in Hindu religious education brings changes to the methods, strategies, and use of learning media. Teachers are required to be more creative in compiling contextual learning activities, while students are encouraged to be more active, critical, and reflective in understanding religious material. The research problems in this study are as follows: 1) How is the implementation of the independent curriculum in Hindu Religious Education learning at SMAN 4 Palangka Raya? 2) What are the obstacles in implementing the independent curriculum in Hindu religious education learning at SMAN 4 Palangka Raya? 3) What are the strategies used to overcome the obstacles of the independent curriculum in Hindu religious education learning at SMAN 4 Palangka Raya?. The research was analyzed using behaviorism and cognitivism theories. The research method used was qualitative descriptive. Data were obtained from observations, interviews, and documentation. The data analysis techniques used were data condensation, data presentation, and conclusions. Based on the results of the analysis, the findings were as follows: First, the implementation of the independent curriculum in Hindu religious education learning included: 1) learning planning, 2) learning methods and models, 3) implementation of P5 project (Pancasila Student Profile Strengthening Project), 4) the use of media and technology, 5) assessment and reflection of learning; Second, obstacles in the implementation of the independent curriculum in Hindu religious education learning included: 1) teacher competency that was not evenly distributed, 2) limited learning time, 3) social and school environmental obstacles; Third, strategies used to overcome the obstacles of the independent curriculum in Hindu religious education learning, namely: 1) pedagogical strategy, 2) structural and institutional strategy, 3) cultural and social strategy.strategy, 2) structural and institutional strategy, 3) cultural and social strategy.

Pendidikan Moderasi Beragama Dalam Keluarga Dayak Ngaju Di Kota Palangka Raya

Ni Made Mislenig Pandeni, I Ketut Subagiasta, Agung Adi — Sun, 23 Nov 2025 15:15:25 +0000

This article aims to analyze and describe the religious moderation education within the Ngaju Dayak families in Palangka Raya City. Despite the diversity in religious backgrounds, the level of religious tolerance within the Ngaju Dayak tribe is very high, supported by the Huma Betang philosophy, blood ties, and a strong sense of kinship. This study uses a qualitative research type with a phenomenology approach. Data sources were collected through observation, interviews, and documentation techniques. Data analysis was performed using a qualitative descriptive method, through the stages of data reduction, data presentation, and data conclusion. The theories used as a foundation are the primary socialization theory, structural functionalism theory, and multicultural education theory. The results show that the religious moderation education implemented by Ngaju Dayak families includes teaching moderate religious doctrine contexts, avoiding extremism and intolerance, and fostering empathy. This implementation is also realized through informal discussion activities, open dialogue, adhering to the concept of balance, and instilling the value of national commitment. This role is significant in cultivating and strengthening tolerance, brotherhood, peace, and appreciation for diversity and differences. The tangible implication is evident in maintaining family unity, harmony, peace, well-being, and happiness.

Habukung Dalam Upacara Kematian Umat Hindu Kaharingan Di Desa Parit (Perspektif Hukum Hindu)

Wendy Wendy, I Nyoman Sidi Astawa, I Wayan Suasta — Sun, 23 Nov 2025 00:00:00 +0000

This study examines Habukung in the Death Ceremony of Hindu Kaharingan People in Parit Village, Cempaga Hulu District with a focus on the perspective of Hindu religious education. This study aims to understand the meaning, the values of Hindu religious education, and the implications of the existence of the Habukung tradition as a non-formal learning medium in the death ceremony of Hindu Kaharingan people.The research method used a qualitative approach with a phenomenological method. Data collection techniques used were participatory observation, in-depth interviews, and documentation analysis. The informants consisted of community leaders, basir (religious leaders), Habukung artists, and Hindu religious teachers. Data analysis used the Miles and Huberman interactive model consisting of data reduction, data presentation, and drawing conclusion. The results of the study indicate that Habukung is a form of religious and cultural expression that has theological, symbolic, and educational meanings. This tradition not only functions as entertainment in death ceremonies, but also as a means of passing on spiritual, moral, and social values. Habukung contains Hindu religious education values such as divinity, morality, spirituality, susila (ethics), and tatwa (philosophy) which are taught through symbolism and direct practice in society. In the context of education, Habukung is an effective character education medium and a space for cross-generational learning. heoretically, the results of this study strengthen Vygotsky's constructivism approach, symbolic interactionism, and Bhattacharya's holistic education. Habukung has been proven to play a role as a means of non-formal education based on local culture that can support the strengthening of the religious and cultural identity of the Kaharingan Hindu community.

Pengaruh Penggunaan Media Canva Terhadap Motivasi, Kreativitas Dan Hasil Belajar Pendidikan Agama Hindu Di SMPN 8 Palangka Raya

Miming Oktorianisarry, I Putu Widyanto, Ervantia Restulita L. Sigai — Sun, 23 Nov 2025 15:19:59 +0000

The ideal student in the Merdeka Belajar Curriculum is one who is active in the learning process, where learning is centered on the student and no longer on the teacher. However, observations show that students have not been able to fully adapt to the changes in the Merdeka Belajar Curriculum, as evidenced by their boredom and passive attitude in the learning process. This has an impact on their ability to understand the material thoroughly. The solution is an innovative and interactive learning approach through the Canva learning media. This study aims to determine how the use of Canva media can increase student motivation, creativity, and learning outcomes in Hinduism subjects at SMPN 8 Palangka Raya. Maslow's hierarchy of needs theory and constructivism theory form the basis of this study. The method used is a pre-experimental group design with a pre-test and post-test model to measure the motivation, creativity, and learning outcomes of eighth-grade students at SMPN 8 Palangka Raya. The test instrument is a questionnaire measured using a Likert scale to measure student motivation and creativity, while the test consists of questions to measure student learning outcomes. The results of this study are as follows: 1) The learning motivation of Hindu students in grade VIII at SMPN 8 Palangka Raya was 73.7%, which is classified as high motivation. 2) The students' creativity level reached 76%, which falls into the high creativity category. 3) The average N-Gain Score achieved by students was 0.65, which falls into the moderate N-Gain category, with 5 students falling into the high N-Gain category (55.5%), while 4 students fell into the moderate N-Gain category (44.4%). Conclusion: There is an effect of using Canva learning media on students' creativity, motivation, and learning outcomes in Hindu Religious Education at SMPN 8 Palangka Raya.

Implementasi Kurikulum Merdeka Terhadap Mata Pelajaran Pendidikan Agama Hindu Dan Budi Pekerti Di SMP Negeri 8 Palangka Raya

Elidia Elidia, Suryanto Suryanto, I Gede Dharman Gunawan — Sun, 23 Nov 2025 15:22:33 +0000

This study seeks to provide an in-depth description of the implementation of the Merdeka Curriculum within the Hindu Religious Education and Character Education subject at SMPN 8 Palangka Raya. National education policy grants schools enhanced autonomy to develop students’ potential to the fullest, emphasizing student-centered pedagogies, character strengthening, and flexible learning management. Within the Hindu Religious Education and Character Education domain, the Merdeka Curriculum aims to cultivate learners who possess strong faith, virtuous character, and the capacity to actualize the noble values of Hinduism in everyday life. A descriptive qualitative design was employed, utilizing observation, interviews, and documentation as the primary data collection techniques. Data were analyzed through the processes of data reduction, data display, and conclusion formulation. The findings regarding the implementation of the Merdeka Curriculum in Hindu Religious Education and Character Education at SMPN 8 Palangka Raya indicate the presence of three essential instructional stages:
(1) The preparatory and planning stage, comprising: Participation in professional development programs related to the Merdeka Curriculum, Design and administration of diagnostic assessments, Development and organization of instructional materials, Determination of learning themes, Selection of pedagogical methods and strategies, Identification of relevant learning resources, tools, and media; (2) The implementation stage, during which teachers execute instructional activities aligned with the principles of the Merdeka Curriculum, spanning the introductory, core, and concluding phases of the lesson; (3) The evaluation stage, where teachers conduct both formative and summative assessments to measure learning progress and outcomes. Overall, the results demonstrate that the implementation of the Merdeka Curriculum in Hindu Religious Education and Character Education at SMPN 8 Palangka Raya has proceeded effectively. Teachers have succeeded in designing contextualized instructional materials, fostering active student participation, and integrating Hindu values and character education into classroom practice. Despite this, several obstacles remain, including limitations in instructional resources, teachers’ adjustment to newly introduced learning tools, and varying levels of student readiness in engaging with curriculum-based learning. Efforts to address these challenges include ongoing teacher training, collegial collaboration, institutional support, and the utilization of digital learning media. In conclusion, the implementation of the Merdeka Curriculum has yielded positive outcomes for Hindu Religious Education and Character Education, particularly in strengthening students’ character, autonomy, and moral development—especially among Hindu learners. The curriculum also has the potential to enhance teachers’ capacity to develop innovative and creative learning materials, provided that sustained support from schools and government institutions continues to be ensured.

Eksistensi Kepemimpinan Pisor Dalam Penerapan Upacara Nahunan Di Kecamatan Sanaman Mantikei Kabupaten Katingan (Perspektif Manajemen Pendidikan Agama Hindu)

Rusinae Rusinae, I Ketut Subagiasta, Sihung Sihung — Sun, 23 Nov 2025 15:25:48 +0000

The Existence of Pisor Leadership in the Implementation of the Nahunan Ceremony in Sanaman Mantikei District, Katingan Regency (A Perspective of Hindu Religious Education Management). Master’s Program in Hindu Religious Education Management, State Hindu Institute of Tampung Penyang Palangka Raya. Principal Supervisor: Prof. Drs. I Ketut Subagiasta, M.Si., D.Phil. Co-Supervisor: Dr. Sihung, S.Ag., M.Si. Traditional religious leadership in indigenous communities plays a vital role in preserving the continuity of spiritual, cultural, and social values. This study is motivated by the significant role of the Pisor in the Nahunan ceremony of the Hindu Kaharingan community in Sanaman Mantikei District, Katingan Regency. The purpose of this research is to examine the functions, values, and implications of Pisor leadership from the perspective of Hindu Religious Education Management, and to understand how this leadership practice supports the preservation of culture and local religious education. This research employs a qualitative method with a descriptive approach. Data were collected through in-depth interviews, participatory observation, and documentation, involving Pisor figures, community leaders, members of the Hindu Kaharingan community, and the younger generation as key informants. Data were analyzed using a descriptive-qualitative approach based on Miles and Huberman’s interactive model and viewed through the lens of religious education management. The results reveal that Pisor leadership encompasses managerial functions including planning, organizing, implementation, evaluation, and the continuous development of spirituality in a participatory manner. The leadership values expressed include transcendental spiritual leadership, ethical role modeling, intergenerational transmission of cultural values, ecological awareness, and the strengthening of community identity. The implications of this leadership not only reinforce the regeneration of religious values but also contribute to the formation of a contextual, adaptive, and transformative model of Hindu religious education rooted in local Kaharingan values.

Balian Dayak Dusun Di Desa Marawan Lama Kecamatan Dusun Utara Kabupaten Barito Selatan (Perspektif Pendidikan Agama Hindu)

Natalia Natalia, Ervantia Restulita L. Sigai, Tardi Dharman Edung — Sun, 23 Nov 2025 15:30:20 +0000

This study examines Balian Dayak Dusun in Marawan Lama Village from the perspective of Hindu religious education. The non-formal education provided by the Balian is designed to accommodate the needs of the community, so that the prospective Balian can accept and understand Balian as seen from the problems of the process, existence, and implications of Balian Dayak Dusun in Marawan Lama Village. This study shows the responsibility of the prospective Balian to ensure that the knowledge and skills of the Balian are transferred to the younger generation. The research questions in this study are as follows: 1) What is the process of the Balian Dayak Dusun in Marawan Lama Village, Dusun Utara District, South Barito Regency? 2) How is the existence of Balian Dayak Dusun in Marawan Lama Village, Dusun Utara District, South Barito Regency? What are the implications of Balian Dayak Dusun for the community in Marawan Lama Village, Dusun Utara District, South Barito Regency?. The research questions were analyzed using the theories of phenomenology, existentialism, and behaviorism. The research method used was qualitative descriptive. Data were collected through observation, interviews, and documentation. The data analysis techniques used were data condensation, data display, and drawing conclusion.Based on the analysis, the results of this study were as follows: first, the process of the Balian Dayak Dusun in Marawan Lama Village: 1) Finding a Teacher, 2) Barahayak, 3) Batumbang; Second, the existence of Balian Dayak Dusun in Marawan Lama Village includes: 1) Development of Balian Dayak Dusun, 2) Existence of the Balian Dayak Dusun, 3) Social roles, 4) Influence and relationships of the Balian, 5) Transformation and adaptation of Balian Dayak Dusun in the modern era, Third, the implications of Balian Dayak Dusun for the community in Marawan Lama Village includes: 1) Spiritual implications, 2) Health implications, 3) Cultural implications, 4) Social implications, 5) Educational implications, 6) Economic implications.