Vol. 3 No. 1 May 2019 SAD DHARMA AS A LEARNING METHOD OF HINDU RELIGIOUS EDUCATION AND CHARACTER OF 2013 CURRICULUM IN SMP GURUKULA BANGLI By: Ni Komang Sutriyanti, Marsono, I Nyoman Alit Supandi Institut Hindu Dharma Negeri Denpasar E-mail : [email protected] Received: January 22, 2019 Accepted: May 29, 2019 Published: May 31, 2019 Abstract The success of an education is largely determined by many factors, some of the factors in supportingthese successes are the quality of human resources (HR), facilities, infrastructure, and the curriculum used. The change in curriculum requires teachers to understand and be able to implement all these changes in the learning process in the classroom, but not many teachers understand and are able to implement these changes in learning activities, especially in the use of learning methods. Therefore, this paper will attempt to examine the Sad Dharma method of learning of Hindu religious education and character entitled "Sad Dharma as a Learning Method of Hindu Religious Education and Character of 2013 Curriculum in SMPGurukula Bangli". This paper used qualitative research methods, the location of research was in SMP Gurukula Bangli, the type of data was descriptive data with primary and secondary data sources, informant determination techniques used purposive sampling technique, data collection methods used observation, interview, library study, and documentation techniques, and used data analysis techniques and presentation techniques of data analysis results. Based on the tests which were carried out, it could be stated that the Sad Dharma method was applied in its entirety starting from the dharma wacana, dharma tula, dharma santi, dharma gita, dharma sadhana, and dharma yatra. Constraints faced by its implementation were teacher, facilities, and curriculum. The implications of the implementationof Sad Dharma learning methods were the implications for spiritual attitudes, implications for social attitudes, implications for cognitive/knowledge and implications for psychomotor aspects. Keywords: Sad Dharma Method, Learning, Hindu Religious Education and Character. 109 Vol. 3 No.1 May 2019 I. Introduction requirement and an integral part of education The Law of the Republic of Indonesia itself, because the role of curriculum is very Number 20 of 2003 concerning the National important, it becomes the responsibility of Education System, in Chapter II, it all parties involved in the education process formulates the basic, functions, and (Arifin, 2011: 13). objectives of national education in an effort Regarding curriculum changes, it to develop education in Indonesia for the certainly has implications for changes in better. Referring to Article 3 of the Law of curriculum content/structure standards, National Education System, it states that process standards, and assessment standards National Education functions to develop in education. With this change, it requires capabilities and form a dignified character the teacher to understand and implement all and national civilization in order to educate these changes in the learning process in the the life of the nation. In addition, National classroom, but not many teachers who Education aims to develop the potential of understand and are able to implement these students to become human beings who changes in learning activities, especially in believe and fear to God Almighty, have a the use of learning methods. noble character, are healthy, knowledgeable, In addition to the teacher's capable, creative, independent, and become understanding of each change that exists, the democratic and responsible citizens. condition of students also greatly influences The success of an education is largely the success of educational goals. At the determined by many factors, several factors secondary or junior high school level, the that can support these successes such as the condition of students is very unstable, so that quality of human resources (HR), supporting teachers demand more professional facilities and infrastructure, and the accuracy competence in dealing with students. One of the curriculum used. Education must be part of teacher competency is pedagogic able to adjust the dynamics that develop in competence which includes the use of the community, especially the demands and learning methods. needs of the community and this can be In accordance with the Minister of answered with curriculum changes. A Education and Culture Regulation of 2014 teacher who will later implement the concerning the structure of the curriculum in curriculum in the classroom through the 2013 which contained the methods of learning process is deemed necessary to learning Hinduism education and character, know and understand the curriculum that is it contained six strategies in the concept of being applied so that the objectives of the Hinduism called Sad Dharma, they are: curriculum can be achieved. dharma wacana, dharma tula, dharma santi, With the change, it seems that education dharma yatra, dharma gitaand dharma in this country is not yet fully capable of sadhana. However, the implementation has giving birth to a generation of people who not been fully implemented by Hindu are not only intellectually intelligent but also teachers. emotionally, spiritually, and socially The existence of a curriculum change intelligent even those who change the that has implications for the use of learning curriculum often seem to be poorly prepared methods that have not been able to answer so that there is chaos or many weaknesses the objectives of Hinduism education as a found in the field. whole indicates that there is still overlapping In an effort to achieve educational goals, of these changes, meaning that there is no the role of curriculum in formal education in proper synergy between curriculum changes schools is very strategic. Even the and the existence of the curriculum. curriculum has a very central position and Moreover, the existence of the Sad Dharma position in the whole process of education, method certainly has an impact on the and the curriculum is an absolute learning situation in the classroom and the 110 Vol. 3 No.1 May 2019 quality of education in general. In applying technique by selecting people who were seen the new method, of course, there are several to understand about the topics studied such constraints faced and have implications for as teachers, students, principals, supervisors students. and parents of students. In this study the data Starting from the aforementioned collection techniques used were: phenomena, the author was interested in observation, interviews, literature study, and studying more about the Sad Dharma documentation. While data analysis used method of learning Hinduism education and data reduction, data display, and conclusion character, entitled “Sad Dharma as a drawing/verification. Learning Method of Hindu Religious Education and Character of 2013 Curriculum III. Results and Discussion in SMP GurukulaBangli” which was divided 3.1 The Implementation of Sad Dharma into 3 sub-topics namely, the firstwasthe Method to Hinduism and Character implementation of the Sad Dharmamethod, Education Learning the second was constraints faced in the Indeed, in the teachings of implementationof the Sad Dharmamethod, Hinduism, there are many teachings that can and the third was implications of the be used as a method of learning Hinduism implementationof the Sad Dharmamethod. education and character as an effort to inculcate the teachings of Hindu values. The II. Methods method of fostering Hindus, and the method The type of research used was of religious education is a method and steps descriptive research with a qualitative taken to instill the teachings of Hinduism approach. This research took place at into the hearts of students in general, so that SMPGurukulaBangli. The reasons for religious teachings are truly an integral part choosing the location in in private students and Hindus. Efforts to SMPGurukulaBangli are: (1) SMP Gurukula implement these things are certainly through Bangli is one of the SMP that have Hindu Sad Dharma, namely: (1) dharma wacana, nuances, (2) SMP Gurukula Bangli is one of (2) dharma tula, (3) dharma santi, (4) the SMP using 2 curricula namely National dharma gita, (5) dharma yatra and (6) curriculum (2013) and pasraman curriculum, dharma sadhana. (3) SMP Gurukula Bangli emphasizes Interestingly the implementation of character education, love and uses Sad Dharma method has coherence and environment-based learning, and (4) SMP relevance to modern learning methods. This Gurukula Bangli students come from indicates that there are many concepts in underprivileged children from all over Hinduism that can be reduced and Indonesia who are Hindus. formulated into learning methods and The type of data used in this study approaches that are aligned with the was qualitative data. The rationale for using implementation of modern learning qualitative data was in accordance with the methods. As Sad Dharma method which is type of research conducted, besides, it was applied to learning Hinduism education and used to examine a problem with a naturalistic manners at SMP Gurukula Bangli. The setting. It used primary data sources obtained implementation can be described as follows. directly from informants through interview techniques. While the secondary data of this 3.1.1 Dharma Wacana study were various reading resources such as Dharma Wacana is the books, journals, and research result whose implementation of teaching with oral and contents