NILAI-NILAI TRI HITA KARANA DALAM PENDIDIKAN TINGGI: BUKTI DARI PERSEPSI DOSEN
DOI:
https://doi.org/10.23887/jurnal_ap.v17i1.7068Kata Kunci:
budaya akademis, kearifan lokal, pendidikan tinggi, Tri Hita KaranaAbstrak
Integrasi nilai-nilai budaya ke dalam pendidikan tinggi semakin mendapat perhatian karena perannya dalam membentuk karakter, tanggung jawab sosial, dan budaya akademik. Filosofi Tri Hita Karana (THK) adalah kerangka nilai lokal yang menekankan harmoni dalam hubungan manusia dengan Tuhan (parahyangan), sesama manusia (pawongan), dan lingkungan (palemahan). Namun, pemahaman tentang bagaimana aktor internal di lembaga pendidikan tinggi memahami nilai-nilai THK masih terbatas. Studi ini bertujuan untuk menganalisis persepsi dosen mengenai internalisasi nilai-nilai THK dalam budaya akademik lembaga pendidikan tinggi. Studi ini menggunakan desain deskriptif kuantitatif dan melibatkan 98 dosen yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan kuesioner Tri Hita Karana yang mencakup dimensi Parahyangan, Pawongan, dan Palemahan. Analisis data dilakukan menggunakan statistik deskriptif. Hasil menunjukkan bahwa dosen memiliki persepsi yang sangat tinggi terhadap implementasi nilai-nilai THK di semua dimensi. Temuan menunjukkan bahwa THK telah memperoleh legitimasi sebagai kerangka nilai bersama dalam lingkungan akademik dan dianggap sebagai bagian dari budaya organisasi lembaga pendidikan tinggi. Studi ini memperkuat pandangan bahwa kearifan lokal tidak hanya berfungsi sebagai simbol budaya tetapi juga berpotensi menjadi budaya organisasi asli yang mendukung pengembangan pendidikan tinggi berbasis nilai. Hasil penelitian ini berkontribusi pada pengembangan wacana tentang pengintegrasian kearifan lokal ke dalam manajemen pendidikan tinggi dan pada penguatan budaya akademik yang lebih humanistik, harmonis, dan berkelanjutan.
Referensi
Al-Thani, H. (2025). Religion and spiritual well-being: a qualitative exploration of perspectives of higher education faculty in Qatar and its challenge to western well-being paradigms. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1549863
Alfirević, N., Arslanagić-Kalajdžić, M., & Lep, Ž. (2023). The role of higher education and civic involvement in converting young adults’ social responsibility to prosocial behavior. Scientific Reports, 13. https://doi.org/10.1038/s41598-023-29562-4
Aryani, L. N., Sutajaya, I. M., Suja, I. W., Bagus, I., Astawa, M., Komang, I., Wijaya, W. B., & Astiti, K. A. (2024). Harmonisasi nilai-nilai Tri Hita Karana dalam Program Merdeka Belajar Kampus Merdeka. Jurnal Ilmiah Ilmu Sosial, 10(2), 240–259. https://doi.org/10.23887/jiis.v10i2.86555
Budiartini, N. N., Irwansyah, M., Heryanda, K. K., & Telagawathi, N. (2025). Tri Hita Karana-based human resource management practices in improving employee performance. Dinasti International Journal of Education Management And Social Science. https://doi.org/10.38035/dijemss.v6i6.5320
Budihardjo, M., Ramadan, B., Putri, S., Wahyuningrum, I. F. S., & Muhammad, F. (2021). Towards sustainability in higher-education institutions: Analysis of contributing factors and appropriate strategies. Sustainability. https://doi.org/10.3390/su13126562
Chen, J., Liu, Y., Dai, J., & Wang, C. (2023). Development and status of moral education research: Visual analysis based on knowledge graph. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1079955
Dawson, D., Morales, E., McKiernan, E., Schimanski, L., Niles, M., & Alperin, J. P. (2022). The role of collegiality in academic review, promotion, and tenure. PLoS ONE, 17. https://doi.org/10.1371/journal.pone.0265506
Desta, S. Z., Gedefaw, S. T., DessalegnEjiguTefera, Abate, S. G., & Ayenalem, K. A. (2023). The status of teachers’ collaboration in Ethiopian public universities found in the Amhara region. Heliyon, 9. https://doi.org/10.1016/j.heliyon.2023.e12848
Dewi, C. I. R. S., Triyuwono, I., & Hariadi, B. (2024). Corporate social responsibility model based on Tri Hita Karana philosophy. Cogent Social Sciences, 10. https://doi.org/10.1080/23311886.2023.2295056
Donahoo, S. (2021). Critical religious pluralism in higher education: A social justice framework to support religious diversity by Jenny L. Small (review). Journal of College Student Development, 62, 383–385. https://doi.org/10.1353/csd.2021.0031
Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8. https://doi.org/10.1016/j.heliyon.2022.e08828
Kohl, K., Hopkins, C., Barth, M., Michelsen, G., Dlouhá, J., Razak, D., Sanusi, Z., & Toman, I. (2021). A whole-institution approach towards sustainability: a crucial aspect of higher education’s individual and collective engagement with the SDGs and beyond. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/ijshe-10-2020-0398
Koskenranta, M., Kuivila, H., Männistö, M., Kääriäinen, M., & Mikkonen, K. (2022). Collegiality among social- and health care educators in higher education or vocational institutions: A mixed-method systematic. Nurse Education Today, 114, 105389. https://doi.org/10.1016/j.nedt.2022.105389
Liu, Q., & Sun, Y. (2025). The impact of collaborative atmosphere on innovative work behavior of college teachers, North China. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1497503
Matera, I. G., Sugiarka, M. I., Sukrayasa, W., Widyastuti, N. P., Rumbay, C., Sugiarka, G., Putu, N., Arstilo, W. C., & Rumbay. (2025). Designing etnopedagogy: The philosophy of Tri Hita Karana as the foundation of educational values. Advances In Social Humanities Research. https://doi.org/10.46799/adv.v3i3.356
Mcclunie-Trust, P., Jones, V., Winnington, R., Shannon, K., Donaldson, A., Macdiarmid, R., Jarden, R., Turner, R., Merrick, E., & Andersen, P. (2022). Doing case study research collaboratively: The benefits for researchers. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221096296
Pramerta, G. P. A. (2023). Tri Hita Karana in education context: A literature review. Jurnal Santiaji Pendidikan (JSP), 13(1), 21–26. https://doi.org/10.36733/jsp.v13i1.6024
Sakti, S., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e31370
Sami, W., Waters, J., Liadis, A., Lambert, A., & Conley, A. (2021). Disenchantment, buffering, and spiritual reductionism: A pedagogy of secularism for counseling and psychotherapy. Religions. https://doi.org/10.3390/rel12080612
Saputra, I. G. N. W. H., Indawati, N., & Bahri, M. I. (2023). Tri Hita Karana: A Balinese Wisdom for organizational excellence in Higher Education Institutions. 4th International Conference Of Organizational Innovation, 620–628.
Schein, E. H. (2010). Organizational culture and leadership (Fourth Edi). Jossey-Bass A Wiley Imprint.
Sitiari, N., Datrini, L., Sarmawa, W., & Setini, M. (2024). Sustainability at its core: Embracing the essence of Tri Hita Karana philosophy to empower eco-tourism-focused MSMEs in Bali. Journal of Finance and Business Digital. https://doi.org/10.55927/jfbd.v3i3.11621
Stratton-Maher, D., Kelly, J., & Livesay, K. (2025). The challenge of belonging: Exploring collegiality and incivility in the transition to academia for nurse clinicians. Applied Nursing Research : ANR, 81, 151889. https://doi.org/10.1016/j.apnr.2024.151889
Subhaktiyasa, P. G. (2024a). Evaluasi validitas dan reliabilitas instrumen penelitian kuantitatif: Sebuah studi pustaka. Journal of Education Research, 5(4), 5599–5609. https://doi.org/10.37985/jer.v5i4.1747
Subhaktiyasa, P. G. (2024b). Menentukan populasi dan sampel: Pendekatan metodologi penelitian kuantitatif dan kualitatif. Jurnal Ilmiah Profesi Pendidikan, 9(4), 2721–2731. https://doi.org/10.29303/jipp.v9i4.2657
Subhaktiyasa, P. G. (2024c). PLS-SEM for multivariate analysis: A practical guide to educational research using SmartPLS. EduLine: Journal of Education and Learning Innovation, 4(3), 353–365. https://doi.org/10.35877/454ri.eduline2861
Subhaktiyasa, P. G., Agung, A. A. G., Jampel, I. N., & Dantes, K. R. (2024). Spiritual leadership and lecturer performance: Mediating role of work motivation. International Journal of Evaluation and Research in Education, 13(6), 3653~3662. https://doi.org/10.11591/ijere.v13i6.29175
Subhaktiyasa, P. G., Arisusana, I. M., Wahyudi, H., & Sumaryani, N. P. (2024). Dynamics of hierarchical conflict in higher education: What does the literature tell us about performance and well-being? Jambura Journal of Educational Management, 5(2), 537–547. https://doi.org/https://doi.org/10.37411/jjem.v5i2.3265
Subhaktiyasa, P. G., Candrawati, S. A. K., Sumaryani, N. P., Sunita, N. W., & Syakur, A. (2025). Penerapan statistik deskriptif: Perspektif kuantitatif dan kualitatif. Emasains: Jurnal Edukasi Matematika Dan Sains, 14(1), 96–104. https://doi.org/10.59672/emasains.v14i1.4450
Subhaktiyasa, P. G., Sintari, S. N. N., Andriana, K. R. F., Sumaryani, N. P., Werang, B. W., & Sudiarta, I. N. (2024). Tri Hita Karana and organizational culture in Society 5.0: Effect on adaptability, consistency, involvement, and mission. Jurnal Ilmiah Manajemen Dan Bisnis, 9(1), 1–10. https://doi.org/https://doi.org/10.38043/jimb. v7i2.4679
Subrata, K. D. A. P., Triyuni, N., & Septevany, E. (2025). Sustainable tourism through the Tri Hita Karana concept. ASEAN Journal on Hospitality and Tourism. https://doi.org/10.5614/ajht.2025.23.1.05
Suci, I. G. S., Sonhadji, A., Imron, A., & Arifin, I. (2018a). Higher education management base on Tri Hita Karana: Case study hindu higher education institution. International Journal of Mechanical Engineering and Technology, 9(8), 46–58. https://api.elsevier.com/content/abstract/scopus_id/85052558995
Suci, I. G. S., Sonhadji, A., Imron, A., & Arifin, I. (2018b). Organizational harmony in Hindu Higher Education Institution based on Tri Hita Karana culture. Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies, 2(1). https://doi.org/10.25078/ijhsrs.v2i1.526
Suprapto, N., Prahani*, B., & Cheng, T. (2021). Indonesian curriculum reform in policy and local wisdom: Perspectives from science education. Jurnal Pendidikan IPA Indonesia, 10, 69–80. https://doi.org/10.15294/jpii.v10i1.28438
Wang, Q., Niu, G., Gan, X., & Cai, Q. (2022). Green returns to education: Does education affect pro-environmental attitudes and behaviors in China? PLoS ONE, 17. https://doi.org/10.1371/journal.pone.0263383
Yan, W.-J., & Chiou, S. (2021). The safeguarding of intangible cultural heritage from the perspective of civic participation: The informal education of Chinese embroidery handicrafts. Sustainability, 13, 4958. https://doi.org/10.3390/su13094958
Yuan, X., Yu, L., & Wu, H. (2021). Awareness of sustainable development goals among students from a Chinese Senior High School. Education Sciences. https://doi.org/10.3390/educsci11090458
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2026 Putu Gede Subhaktiyasa
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
