Vol. 4 No.

1 May 2020

BUILDING THE YOUTHS CHARACTERS THROUGH

STRENGTHENING OF HINDU RELIGIOUS EDUCATION
By:
I Nyoman Winia1, Hari Harsananda2, Prasanthy Devi Maheswari3,
Made G. Juniartha4, Kadek Hengki Primayana5
1
Politeknik Negeri Bali
234
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
5
Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja
E-mail : nyomanwinia@pnb.ac.id, 2harsananda@ihdn.ac.id, 3prasanthy@ihdn.ac.id,
1
4
juniartha@ihdn.ac.id, 5hengkiprimayana@gmail.com

Received: May 02 2020 Accepted: May 19, 2020 Published: May 30, 2020

Abstract

This study aims to find an increase in the role of Hindu religious education in building
the humanist and pluralist youth characters. Youth is a transition from childhood to adulthood,
wherein the development phase has to undergo various tensions, one of them is emotional
tension resulting from relationships. Youth is often not able to overcome the problems
associated with emotional control maximally hence they fall into less humanistic and pluralistic
relationships or even lead to juvenile delinquency. The low ability of youths in controlling
emotions is caused by the lack of religious teachings internalization properly. If religion
properly internalized in teenagers, it can foster and shape good emotional control, hence
teenage lives will be more directed and all forms of inhumane and pluralist behavior in life
between people can be avoided. Hindu religious education has an important role in developing
humanist and pluralist youth in multicultural life.

Keywords: Hindu Religious Education; Youth; Humanist and Pluralist

I. INTRODUCTION According to Tilaar (1999), this phenomenon

Nowadays, the discourse of increasing is one of the excesses of community
the religious education role is strengthening conditions that in the social transformation
and becoming the focus of attention as a period facing the globalization era. The
response to various national problems, globalization era itself according to Robertson
especially the violence issues in the name of in Globalization: Social Theory and Global
religion and clashes between ethnic groups. Culture, will generate the global culture

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(which) is encompassing the world at the ethics. These differences characterize
international level. The condition of global religious life in society. However, certain
culture has brought positive and negative aspects have similarities, for example
impacts in Indonesia. The culture of western concerning humanity. Similarities and
countries which tend to prioritize rationality, differences between religions and belief in
affect eastern countries including Indonesia God Almighty are reflected in the socio-
which still holds the customs and ancestral cultural life of Indonesia based on Pancasila
culture that upholds the values of tradition and with Unity in Diversity. Occasionally, there
religious spirituality. are frictions, if it does not eliminate like a
The fact above is the biggest challenge disease, it can endanger the unity and integrity
for the education world these days. The nation.
education process as an effort to bequeath the Religious education is the most
noble values of a nation that aims to produce important element in education that directs
a superior generation intellectually while youth towards multicultural life. The best
maintaining the personality and identity as a education in shaping a humanist and pluralist
nation. Wherever and whenever the education youth is found in religious education because
is, it is believed to be a powerful media to moral values can be obeyed by self-awareness
shape teenage personalities towards maturity. and high appreciation without any element of
Tilaar expressed his perspective on the coercion from outside, but it comes from
operational understanding of the nature of religious beliefs. Therefore, these beliefs must
education as a process of fostering the be nurtured and instilled since teenagers,
existence of students who are socialized, hence it becomes an inseparable part of the
cultured in a life order that has local, national, personality of teenagers to adulthood. In this
and global dimensions (Tilaar, 2002). context, religious education gets a burden and
Therefore, education can be interpreted as a responsibility that is not light especially when
continuous process, that educating youth is a it associated with efforts to foster youth.
process that will never be completed. Religious education conventionally
Education does not stop when teens become functions to make children of faith and piety,
adults but will continue to develop as long as and noble character, thus they can live in the
there is an interaction between humans and midst of society with peace and happiness,
the environment, fellow human beings, and without experiencing significant difficulties.
their natural environment. Education has a In other words, religious education can help
duty to foster the existence of adolescence as youth in building a humanist and pluralist life.
an interactive existence, which is not only Teenagers with a humanist and pluralist life
with fellow humans but also with nature and basically have a broad understanding but
including with the creator. When the spiritual often understood with limited understanding,
discourse was at play, the distinction between which is only described as obedience in
the materialist worldview and a belief in the carrying out all the rules of society and the
transcendent was not very clear, and students state.
expressed both pantheistic and transcendent A humanist and pluralist teenager is
views, while simultaneously describing expected becomes terminology that capable
themselves as atheists. In line with this are the of describing clearly the obsessed life forms,
following excerpts from a group of male especially related to the context of today's life.
students in a conversation with a teacher Although it is recognized that the role of
(Kittelmann Flensner, 2015). religious education has not been fully capable
In social and state life, there are various of carrying out its functions to build teenagers
religions and beliefs, where each of the who are obedient to their religious teaching,
religions or beliefs has a variety of however, it does not reduce the hope of being
differences, especially related to faith, the able to build humanist and pluralist teenagers.
way of connecting yourself to God, and

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II. METHODS growth with the teachings of
This research was a qualitative study Hinduism itself as the subject matter.
which a literature study whose research used b. Hindu religious education at school is
the study of literature and books as the main an effort to foster the growth of the
object. This research was qualitative research, students' body and soul in accordance
which a type of research that produces with the teachings of Hinduism
findings with descriptive data, and it not
(PHDI, 1988: 23-24).
achieved using statistical (quantitative)
According to Titib (2011), “Hindu
procedures. This research used a descriptive
religious education is an effort that planned
analysis method that provides description
and carried out continuously in order to
clearly, objective, systematic, analytical, and
develop the ability of students to strengthen
critical explanations and descriptions of the
their faith and devotion to God Almighty,
study of science that is integrated with Hindu
have a noble character, and increase spiritual
religious education through the studies of the
potential based on the teachings of
Veda scriptures interpreted by the integrative
Hinduism”. Meanwhile, according to Wiana
method. The approach of this research was
(2010), Hindu religious education is
carried out by gathering reading materials
“organizing education by instilling Hindu
needed and relevant to the research theme.
teachings as the main source in an educational
After collecting the reading materials, the
process”. Based on the explanation above, it
next step was to clarify and describe the
can be said that Hindu religious education is a
reading material.
conscious and planned effort, preparing
students to get to know, understand,
III. RESULTS AND DISCUSSIONS
appreciate, to believe, as well as to devote and
1. The Role of Hindu Religious Education
have a noble character in practicing Hindu
Education is a human activity and effort
teachings oriented from sruti, smerti, sila,
to improve his personality by fostering his
acara, and atmanastusti.
personal potentials, namely spiritual (mind,
intention, taste, creativity, and conscience)
2. Youths Development
and physical (five senses and skills).
Adolescence is one of the stages in
Education is an effort to help consciously and
human life, which often described as the most
deliberately given by adults (responsible) to
beautiful and unforgettable period because it
minors towards the perfect development. It is
is full of excitement and challenges. However,
manifested in their behavior, hence they will
according to Kusuma (2010), “adolescence is
become responsible and moral human beings.
synonymous with rebellion, in psychological
Religious education has an important role in
terms itself is often referred to as a period of
shaping responsible and moral human beings
storm and stress, because of many shocks and
as mentioned above. Religious education has
changes that are quite radical from the
a mission to build a whole society and has
previous period”.
character values, and faith and devotion.
Meanwhile, according to Santrock
Religious education is intended to shape
(2003), “youth defined as the development of
adolescents into human beings who have faith
transition period between childhood and
and devoted to God Almighty, also have good
adulthood which includes biological,
character, and increase spiritual potential.
cognitive, and social-emotional changes.”
Regarding the understanding of Hindu
Adolescence begins around the age of 10 to
religious education in the Decisions
13 years and ends between the ages of 18 to
Association of the Unity Interpretation
22 years. Biological, cognitive, and social-
Seminar on Aspects of Hindu Religion I-XIV,
emotional changes that occur starting from the
can be explained as follows:
development of the sexual function, abstract
a. Hindu religious education outside of
thought processes to independence ". In the
school is an effort to foster soul

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world of law, the concept of adolescents is b. Rescue function. Every human being
unknown in some applicable laws. Indonesian wants salvation either in the present
law only recognizes children and adults, life or after death. For its assurances,
although there are various restrictions given. they find in religion because religion
For example, civil law provides a limit of 21 teaches and provides unique ways to
years or less as long as someone has been achieve happiness.
married to declare himself as an adult.
c. Social supervisors function. Religion
Criminal law gives a limit of 18 years or less
is responsible for the existence of
as long as someone has been married as an
adult age limit. UU No. 23 of 2002 concerning moral norms applied in society.
child protection limits the child's age is before Religion selects the existing moral
18 years. Whereas, UU No. 1 of 1974 principles and confirms the good and
concerning marriage allows the age of 16 rejects the bad to be left as a
years to get married and considered an adult. prohibition or taboo.
Apart from these age restrictions, d. The function fostering brotherhood.
adolescence is a transition period from Through religion, peace on earth that
childhood to adulthood in all aspects, both coveted by every human being. The
biological, psychological, and social. This desire to unite not only with fellow
transition period is difficult for adolescents, religious people but also with other
where the change process in the body is religious groups, which developing
ongoing. There are biological changes
these days.
including hormonal changes, especially
reproductive hormones. There are e. Transformative function. Changing
psychological changes that influenced by the the life forms of the old society into
association in the environment. These new life forms. It means that replacing
changes make teenage life becomes difficult old values by instilling new values
and vulnerable. (Hendropuspito, 1990).
Specifically, Hindu religious education is
3. The Function of Hindu Religious influential as motivation in encouraging
Education for Youths individuals to carry out an activity, because
Hindu religious education is the action carried out with the background of
application of sacred teachings revealed by religious beliefs are considered to have
God which contains instructions about good holiness element, as well as obedience. This
deeds and should be carried out by Hindus, linkage will influence youths to do something,
namely by avoiding despicable acts and keep while religion as an ethical value because in
away from actions that violate religious norms carrying out an action, someone will be bound
hence it can achieve perfection of physical to the provisions between which one is
and spiritual life. Hindu religious education allowed and not according to his religious
for youths functions as a system that contains teaching.
certain norms. This is in line with the opinion
of Jalaluddin (2003), generally, norms 4. The Development of Hindu Religious
become a frame of reference in behaving to be Education Roles
in line with their religious beliefs. In general, The development of Hindu religious
the function of religion for humans, namely: education in Indonesia, especially in Bali, can
a. Educative function. Humans entrust be said to not yet fulfill the expectations of
the educative function to religion Hindus. This is due to the absence of Hindu
which includes the task of teaching educational institutions from elementary to
and guidance. secondary school level based on Hinduism,
thus Hindu Religious Education in the formal
educational institutions is still limited, which

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can only be allocated 2 (two) hours of study Hinduism (Sudarsana, Pertiwi, Selasih, &
per week. In addition, there is no Hindu Yuliani, 2019).
religious teaching outside of school hours The development of Hindu religious
which sustainable providing a deepening of education quality sees the explanation of UU
Hindu religious education. No. 20 of 2003, it should not be fully the
According to Widyastana (2002), Hindu- responsibility of the government but also a
based schools are schools that not only society in general. Realizing this objective
provide formal lessons in accordance with the condition, Hindu religious education as a
curriculum set by the government, in religious national education subsystem directly or
studies only give Hindu lessons to all indirectly needs to increase its role, with the
students, adding extracurricular lessons/ hope that the presence of Hindu religious
activities to increase their knowledge and education will later become more strategic in
beliefs to God and able to apply Hindu values participating in developing Indonesian
in real life. society, especially humanist and pluralist
Nowadays development, Hindu religious societies.
education seems to be only teachers'
responsibility in schools, even though the 5. The Substance of Hindu Religious
inculcation of religious values is very difficult Education
and requires sustainability. Thus, joint Without ignoring the meaning of the
responsibility between teachers in schools and substance of Hindu religious education for all
society especially parents is required. The this time which is more partial and cognitive,
reality of the non-role of Hindu education in then the substance of Hindu religious
Indonesia is justified by Wiana (2000). education needs to be increased or formulated
According to Wiana, in the application of as comprehensively as possible by developing
Hindu teaching values especially in Bali, materials sourced from the humanist and
there has been a shift from the actual basic pluralist Veda. Quoted from Titib (2006),
concept of Hinduism. This shift happened Veda mantras can be described as follows:
because in a quite long time Hindus in a. The ideal nation respects humanity
Indonesia did not receive systematic and Gods, You are the protectors of the
sustainable education and religious guidance. whole world. May You provide such
The training that has been carried out all this an ideal nation to us that can feed the
time is too traditional and only limited to whole world (Yajurveda X.4)
ritual aspects. As a result, there are Hindu b. Loving everyone and be loved by
religious practices that deviate from Veda everyone
values. The implementation of Hindu Dear God Almighty, may we be loved
religious education in Bali is more emphasis by Gods and national leaders. May we
on ritual aspects (ceremonies) and has not be loved by everyone, anyone who
been accompanied by efforts to provide an cares about (understands) us, whether
understanding of the divinity values in the Veda.
an entrepreneur or a worker
Thus it can be concluded that the learning
(Atharvaveda XIX. 62.1)
of Hinduism is a series of teaching and
c. Feel the unity with all humanity
learning activities that include a process of
When an intelligent person maintains
interaction between educators and students in
unity with the whole world that lives
a planned manner to instill the values of
and feels unity with him, then all
Hinduism education and Hindu values as well
attachments and disasters disappear
as from the learning of Hinduism that can
(Yajurveda XL.7).
foster the trust of students used as a guideline
d. Hopefully, we have harmony with
of life in developing noble attitudes and
characteristics based on the teachings of everyone

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 May we have harmony with familiar facilities for harmony in your life
people and strangers too (Atharvaveda (Rigveda X.191.3).
VII.54.1). Mankind! Have the same attention.
While the perspective of Hinduism as Foster mutual understanding between
quoted from Titib (2006) about pluralism is you. Thus you can realize harmony
the foundation or basis of true religious and unity.
harmony, as mandated in the following Veda e. Developing a sincere heart and true
mantras. friendship (Rigg. X.191.4).
a. Respect the religious pluralism Mankind I give you the sincerity, the
(differences)/beliefs and culture, also same mentality, friendship without
realizing prosperity together. hatred, just as the mother cow loves
Give appreciation to your people who her newborn, so you should love your
use various regional languages and neighbor (Atharvaveda III.30.1).
adhere to different beliefs (religions). f. Developing true harmony, both to
Appreciate those who live together on familiar people and strangers.
this motherland. The earth that gives It should be harmonious with intimacy
balance like a cow giving its milk to between you, as well as familiar
mankind. Thus the motherland gives people and strangers. Hopefully, god
abundant happiness to human beings Asvina grains His grace on harmony
(Atharvaveda XII.1.45). between people (Atharvaveda
b. Actualize the unity to achieve VII.52.1).
common goals (peace, prosperity, and Efforts to internalize the value of Hindu
happiness) religious education in primary schools are
I unite the mind, and your steps to needed in forming students of noble character.
bring harmony between you. I guide Internalization of the value of Hindu religious
those who misbehave to the right path education is a process of incorporating the
(Atharvaveda III. 8.5). value of Hindu religious education which is
Mankind! Be united, and get along entirely related to how to transfer religion
well as if Gods were joined. I have based on Hinduism. Internalization of the
given you the same thing, therefore value of Hindu religious education is done
create unity among you (Atharvaveda through a thorough understanding and
III.30.4). continued in the awareness of Hinduism and
c. Actualize a harmonious and dialogical the discovery of the possibility to realize it in
life. real life. Children's character education has a
Mankind! Live in harmony. Be united, higher meaning than general education
and work together. Speak in one because it is not only related to the problem of
language, and make decisions with right and wrong, but how to plant habits about
one mind. Like the saints in the past a variety of good behaviors in life, so students
who have carried out their obligations, have high awareness and understanding, as
you should not be shaken in carrying well as caring and commitment to apply
out your obligations (Rigveda virtues in life daily (Murtini, Wardhani,
X.191.2) Sugita, Sudarsana, & Putri, 2019).
d. Actualize a democratic life by
deliberating and fostering mutual IV. CONCLUSION
Religious education is an education that
understanding.
helps human development, especially in the
Mankind! Think together. Deliberate
development of ethics and morals. Thus, the
together. Unite your heart and mind
role of Hindu religious education must be
with others. I grant the same mind and
increased by providing a sufficient portion of
the education system. It is expected that later

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through Hindu religious education can Jurnal Penelitian Agama Hindu, 3(2),
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