I Wayan Rudiarta, Ida Bagus Kade Yoga Pramana

Penguatan Karakter Disiplin Siswa melalui Latihan Pranayama

Introduction

Penguatan karakter disiplin siswa melalui latihan pranayama. Temukan bagaimana latihan pranayama di Pasraman Widya Ganesa memperkuat karakter disiplin siswa secara internal. Fokus pada konsentrasi, kesabaran, dan konsistensi.

Abstract

This paper aims to publish the results of pranayama training for students in Pasraman Widya Ganesa which has implications for the character of student discipline. Student discipline is indeed an essential thing that attracts attention today. This is a result of the many cases of disciplinary violations by students. Pasraman as a non-formal Hindu educational institution should be present to help strengthen the character of discipline in students. This Pranayama training activity is carried out through several steps until the results are obtained, namely planning activities that are realized in the meeting, then location surveys and application for activity permits, then the implementation of pranayama training which emphasizes four types of pranayama, namely Anuloma Viloma, Bhastrika, Kapalabhati, and Bhramari.  After the training, the last step is the evaluation of the training activities. The result of this pranayama training is the strengthening of the disciplined character that already exists in students. The character of discipline is further strengthened after the students are trained to better know themselves in the pranayama practice. Students try to strengthen discipline because of the influence from within, not because there are external factors. Pranayama practice that is carried out regularly and directed trains students to concentrate more, be patient, and undergo the learning process with consistency. During the training, the students are accustomed to arriving on time, following directions seriously, and carrying out each stage of the exercise responsibly, which gradually forms a more disciplined pattern of behavior.

Review

The paper titled "Penguatan Karakter Disiplin Siswa melalui Latihan Pranayama" presents a timely and relevant exploration into fostering student discipline, a pressing concern in contemporary education as highlighted by the abstract's reference to numerous disciplinary violations. The authors propose an innovative approach by utilizing pranayama training within a non-formal Hindu educational institution, Pasraman Widya Ganesa. This focus on internal development, rather than external punitive measures, offers a compelling alternative for character building, making the study particularly valuable for educators seeking holistic solutions to behavioral challenges. The context of a Pasraman further enriches the discussion by linking traditional spiritual practices with modern educational needs. The abstract outlines a clear procedural framework for the intervention, detailing steps from initial planning and logistical arrangements (meetings, location surveys, permit applications) to the implementation and subsequent evaluation of the pranayama training. Four specific pranayama techniques—Anuloma Viloma, Bhastrika, Kapalabhati, and Bhramari—were emphasized, indicating a structured and deliberate training module. The key finding suggests a strengthening of pre-existing disciplined character, primarily driven by intrinsic motivation and self-awareness gained through practice. Students reportedly demonstrated improved concentration, patience, and consistency, with observed behavioral changes during the training including punctuality, serious adherence to instructions, and responsible execution of tasks. While the paper presents a promising intervention and clearly details the training process, the abstract would benefit from providing more concrete details regarding the methodology used to *evaluate* and *measure* the strengthening of disciplined character. The current abstract states the result ("strengthening of the disciplined character") without elaborating on the specific tools or metrics employed for this assessment (e.g., observational rubrics, self-report questionnaires, teacher feedback, attendance records, disciplinary incident reports). To enhance the scientific rigor and credibility of its claims, future iterations or the full paper should explicitly detail the data collection and analysis methods. Despite this, the study's emphasis on cultivating self-discipline from within and its practical application of traditional practices offer a valuable contribution to the discourse on character education, laying a solid foundation for further, more quantitatively or qualitatively robust investigations into the long-term impact of pranayama on student behavior.

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