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All Journal Simpati: Jurnal Penelitian Pendidikan dan Bahasa Journal of Education Religion Humanities and Multidiciplinary
Sandia Wijaya
Sekolah Tinggi Ilmu Agama Buddha Smaratungga
Religion Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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Jhāna Dalam Buddhisme Leon Gilberto Medellin Lopez; Budi Utomo; Sandia Wijaya; Putri Setiyani
Journal of Education Religion Humanities and Multidiciplinary Vol. 4 No. 1 (2026): Juni 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jerumi.v4i1.8197

Abstract

Jhāna merupakan salah satu konsep sentral dalam praktik meditasi Buddhis yang berkaitan dengan perkembangan konsentrasi mendalam (samādhi). Dalam tradisi Buddhisme Theravāda, jhāna dipahami sebagai kondisi absorpsi mental yang dicapai melalui pengembangan samatha-bhāvanā. Meskipun demikian, pemahaman tentang jhāna sering menjadi bahan diskusi dan perdebatan dalam kajian Buddhisme modern, khususnya mengenai perannya dalam pencapaian Nibbāna, potensi bahaya dalam praktiknya, serta perbedaan interpretasi antara sumber kanonik seperti sutta dan komentar klasik seperti Visuddhimagga. Artikel ini bertujuan menjelaskan pengertian jhāna, karakteristiknya, hubungannya dengan realisasi spiritual, serta kontroversi yang muncul dalam studi Buddhisme kontemporer. Metode penelitian yang digunakan adalah studi literatur terhadap sumber-sumber kanonik Buddhis, komentar tradisional, dan penelitian akademik modern. Hasil kajian menunjukkan bahwa jhāna memiliki posisi penting dalam jalan menuju pembebasan, tetapi interpretasi mengenai fungsinya dalam praktik meditasi masih menjadi diskusi terbuka di kalangan sarjana dan praktisi Buddhisme.
Kepemimpinan Berbasis Nilai-Nilai Buddhis dalam Membangun Tata Kelola Lembaga Pendidikan yang Berkelanjutan: (Systematic Literature Review) Sandia Wijaya; Sherlyn Mettasari Oswandi; Enten Widya Putri
Simpati Vol. 4 No. 3 (2026): Juli: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i3.2318

Abstract

Contemporary governance of educational institutions faces dual pressures from the demands of managerial accountability and the need for a foundational value system capable of sustaining institutional longevity. Buddhist values namely mettā (loving-kindness), karuṇā (compassion), paññā (wisdom), sīla (morality), and sati (mindfulness) doctrinally offer a non-egocentric ethical framework relevant to the notion of sustainability, yet they are rarely explicitly positioned within mainstream educational governance literature. This study aims to synthesize the literature from 2020 to 2026 regarding Buddhist value-based leadership and its relevance to sustainable educational governance, employing a Systematic Literature Review (SLR) methodology that follows the PRISMA 2020 guidelines. Comprehensive searches across Google Scholar, ScienceDirect, SpringerLink, and DOAJ using combinations of Boolean operators yielded 17 verified, peer-reviewed journal articles that met the inclusion criteria, consisting of 7 Buddhist-specific articles and 10 comparative articles on spiritual and ethical leadership in education. Thematic synthesis indicates that sīla and paññā are the most extensively studied, whereas mettā is rarely analyzed as a standalone construct. Furthermore, Buddhist-specific studies tend to confine their focus to individual-level leadership, seldom extending to institutional governance. A dialogic gap was also identified, wherein Buddhist-specific literature and generic sustainable governance literature operate in parallel without cross-citation. Ultimately, this study formulates the conceptual model of "Buddhist Value-Based Leadership for Sustainable Educational Governance," which elucidates a four-layered mechanism translating a leader's internal values into institutional sustainability, while simultaneously offering a future research agenda to bridge these two distinct academic traditions.
Co-Authors Budi Utomo Enten Widya Putri Leon Gilberto Medellin Lopez Putri Setiyani Sherlyn Mettasari Oswandi