<p><em>This article outline aims to understand the principle of life in this kind of Javanese society based on Anton Bakker’s metaphysical theory. Describes the position of the Javanese as being there among other creators in a structure of reality. Javanese people in this context are assumed to have metaphysics, namely placing themselves as subjects as well as objects of metaphysics, and occupying a position as a being for themselves as well as being for others. The principle of kawruh thus is more dominant showing mental aspects in the form of the soul but, it is emphasized again that the soul and the body remain a unity of reality inseparable with their respective roles. The Javanese do not merely look at reality through their own perspective, but also look at the physical reality of the world outside themselves, then see the range of connectedness between themselves and the reality outside themselves.</em><em></em></p>

<p>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 <em>Sad Dharma </em>method of learning of Hindu religious education and character entitled "<em>Sad Dharma</em> 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 <em>Sad Dharma </em>method was applied in its entirety starting from the <em>dharma wacana</em>, <em>dharma tula</em>, <em>dharma santi</em>, <em>dharma gita</em>, <em>dharma sadhana,</em> and <em>dharma yatra</em>. Constraints faced by its implementation were teacher, facilities, and curriculum. The implications of the implementationof <em>Sad Dharma </em>learning methods were the implications for spiritual attitudes, implications for social attitudes, implications for cognitive/knowledge and implications for psychomotor aspects.</p>

<p>Ki Hajar Dewantara mengatakan bahwa mendidik anak itulah mendidik rakyat. Keadaan dalam hidup dan penghidupan kita pada jaman sekarang itulah buahnya pendidikan yang kita terima dari orang tua pada waktu kita masih kanak-kanak. Sebaliknya anak-anak yang pada waktu ini kita didik, kelak akan menjadi warga negara kita. Dimaksudkan adalah instuisi pendidikan masih perlu untuk dikembangkan lewat tema-tema pemikiran khusunya. Institusi keluarga yang menjadi lingkungan pendidikan pertama dan utama mendapatkan kriteria utama untuk menempatkan posisi pendidikan sebagai sebuah bangunan untuk menghantarkan manusia menuju cita idealitas pendidikan sebagaimana terumus sebelumnya. Dan pendidikan keluarga tersebutlah yang akan dibahas dalam penulisan ini.</p><strong>Kata Kunci: </strong>Pendidikan Keluarga, Penguatan Karakter.