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All Journal Jurnal Ilmiah Profesi Pendidikan Edu Cendikia: Jurnal Ilmiah Kependidikan
Maria Fransisca Andanti
Sekolah Tinggi Ilmu Agama Buddha Smaratungga
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengaruh Penggunaan Model Cooperative Learning terhadap Keterlibatan Siswa Kelas XII dalam Pembelajaran Agama Buddha Tria Yunita; Kabri Kabri; Maria Fransisca Andanti
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 3 (2025): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i3.3509

Abstract

Keterlibatan siwa dalam pembelajaran telah menjadi perhatian utama dalam pendidikan abad-21. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dan seberapa besar pengaruh penggunaan model cooperative learning terhadap keterlibatan siswa kelas XII dalam pembelajaran gama Buddha di SMA Negeri 1 Donorojo Tahun Ajaran 2024/2025. Penelitian inimenggunakan metode penelitian kuantitatif dengan pendekatan survey dan teknik regresi linear sederhana. Berdasarkan analisis menggunakan regresi linear sederhana, diperoleh nilai koefisien sebesar 0,596 sehingga dapat diartikan bahwa penggunaan model cooperative larning memberikan kontribusi pengaruh sebesar 59,6% terhadap keterlibatan siwa, sisanya 40,4% dipengaruhi faktor-faktor lain yang tidak diteliti dalam penelitian ini. Hasil uji t menunjukkan nilai thitung sebesar 5,699 dengan signifikansi sebesar 0,000 < 0.05. Dengan demikian, dapat disimpulkan penggunaan model cooperative learning berpengaruh signifikan terhadap keterlibatan siwa kelas XII dalam pembelajaran agama Buddha di SMA Negeri 1 Donorojo Tahun Ajaran 2024/2025.
Persepsi Siswa terhadap Penggunaan Metode Role Playing dalam Pembelajaran Pendidikan Agama Buddha: Students' Perceptions of the Use of the Role-Playing Method in Buddhist Religious Education Visaka Damayanti; Sutikyanto Sutikyanto; Maria Fransisca Andanti
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9102

Abstract

Active learning methods, such as role-playing, serve as relevant strategies for creating meaningful learning experiences, particularly in Buddhist Religious Education, a subject rich in Dhamma values ??like *mett?* (loving-kindness), *karu??* (compassion), and *s?la* (virtuous conduct). This study aims to describe and gain an in-depth understanding of 8th-grade students' perceptions regarding the use of role-playing in Buddhist Religious Education, examining the cognitive, affective, and conative dimensions. A qualitative descriptive approach was employed, with three students serving as key informants selected through purposive sampling. Data were collected via observation, in-depth interviews, and documentation, then analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which encompasses data reduction, data display, and conclusion drawing/verification. The findings indicate that role-playing helps students internalize storylines and moral messages—especially when dealing with narrative material featuring specific characters—although abstract concepts still require additional explanation from the teacher. Emotionally, students experienced nervousness and anxiety before performing, which shifted to relief and happiness upon completion, with the intensity varying according to each individual's level of preparedness. Furthermore, role-playing fostered courage and self-confidence over time while cultivating teamwork and a sense of responsibility within student groups. Thus, student perceptions of role-playing are multidimensional and personal, shaped by the interaction between the teacher's instructional design and the students' individual characteristics; consequently, teachers must remain sensitive to the nature of the material and the students' psychological readiness when implementing this method.
Co-Authors Kabri Kabri Sutikyanto Sutikyanto Tria Yunita Visaka Damayanti