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Religious activities of students and understanding of Buddhist teachings at SMB Bodhisattva Heni Angga Sari; Sutiyono Sutiyono; Ayu Andriyaningsih
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113307

Religious activities at Bodhisattva Buddhist Sunday School (SMB), such as devotional worship, meditation, paritta recitation, and religious character building, are an integral part of religious education. However, there is still a gap between the level of student participation in these activities and their understanding of Buddhist teachings. This study aims to analyze the relationship between students' religious activities and their level of understanding of Buddhist teachings at SMB Bodhisattva. The method used is a quantitative approach with a correlational design through a survey technique. The sample was taken saturately from 100 active students at SMB Bodhisattva. The research instrument was a closed questionnaire using a Likert scale. Data analysis was performed using Pearson's correlation test through SPSS version 26. The results showed a positive and significant relationship between involvement in religious activities and understanding of Buddhist teachings. The indicators of worship and religious character habits contributed the most to this understanding. These findings confirm that consistent religious participation can shape students' understanding of the core values of Dhamma, such as the Four Noble Truths, the Law of Karma, and the Noble Eightfold Path. This study highlights the importance of integrating spiritual experiences into the non-formal Buddhist education process. The practical implications include the need for collaboration between SMB administrators, teachers, parents, and the temple community to create a conducive learning ecosystem for shaping a spiritually and ethically superior Buddhist generation.

Mindful walking as a mindfulness technique and prosocial behavior of students at ekayana ehipassiko school Wina Wina; Hendri Ardianto; Ayu Andriyaningsih
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113280

This study aims to examine in depth the effect of mindful walking practices on the development of prosocial behavior among students at Ekayana Ehipassiko School. Prosocial behavior, which includes empathy, willingness to help, cooperation, and participation in social activities, is a crucial aspect in shaping students' character. The focus of this study is motivated by several problems identified in the school environment, including the tendency of students to be reluctant to help friends who are experiencing academic difficulties, a lack of empathy for the emotional problems of others, a preference for working independently rather than collaborating in groups, and low participation in social activities such as community service and mutual cooperation. In addition, the learning methods that have been applied so far are considered not optimal in fostering prosocial attitudes in students. This study uses a descriptive quantitative approach with a survey method. The research sample consisted of 91 students distributed across three grade levels, namely 32 seventh-grade students, 35 eighth-grade students, and 24 ninth-grade students. Data collection was conducted during the 2024/2025 academic year using research instruments designed to measure the level of mindfulness after practicing mindful walking and students' prosocial behavior tendencies. The results of the statistical analysis showed significant findings. The t-value of 11.597 with a significance level of 0.000 (p < 0.05) indicates a strong influence between mindful walking and an increase in prosocial behavior. Furthermore, the coefficient of determination (R²) of 0.602 reveals that 60.2% of the variation in students' prosocial behavior can be explained by the practice of mindful walking, while the remaining 39.8% is influenced by external factors such as family environment, parenting patterns, or peer influence. These findings strengthen the empirical evidence that mindfulness-based interventions such as mindful walking can be an effective strategy in fostering prosocial attitudes among students.

Self-directed learning model and student independence in learning Buddhist religion of state senior high school I Tanjung Diana Diana; Ayu Andriyaningsih; Sutiyono Sutiyono
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113367

The purpose of this study was to examine the effect of the self-directed learning model on the learning independence of Buddhist students at State Senior High School I Tanjung. The problems encountered by students included a lack of initiative in overcoming problems and completing assignments, frequent copying of their friends' answers, a lack of responsibility in completing and submitting assignments, and a lack of discipline in the learning process. This study is expected to increase students' learning independence to achieve maximum learning outcomes. Self-Directed Learning is a learning model that allows students to manage the learning process independently, with initiative and freedom to learn. Through this approach, students can improve their abilities and achieve better learning outcomes. Self-Directed Learning aims to develop knowledge, skills, achievements, and individual development independently. This study used a quantitative approach with a survey method. The population in this study consisted of 92 respondents from State Senior High School I Tanjung who were Buddhist students in the 2024/2025 academic year. The results of this study indicate that the Self-Directed Learning model has a positive effect on the learning independence of Buddhist students at State Senior High School I Tanjung. Based on regression analysis, Self-Directed Learning contributes significantly to shaping students' learning independence, while some of their learning independence is influenced by other factors, such as the school environment, family, and peers. This confirms that the Self-Directed Learning model is one of the components in shaping learning independence.

Buddhist fundraising (congdanbud) and gamification approach in improving students' cognitive skills Desta Punda Rika; Ayu Andriyaningsih; Dedi Kundana
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113268

Cognitive skills are a crucial aspect of education because they directly relate to students' abilities to think critically, analyse information, understand concepts, and solve problems. These skills are the primary foundation for creating an effective, meaningful, and sustainable learning process. Improving cognitive skills not only impacts students' academic outcomes but also contributes to improving the overall quality of human resources. This is crucial in developing a generation capable of adapting and contributing to the nation's future progress. This study aims to determine the effect of the traditional Buddhist congklak game and a gamification approach on the cognitive skills of students at the Sakyamuni Buddhist Sunday School (BSS). The method used was a quantitative survey. The research instrument was a Likert-scale questionnaire distributed to the entire population of 32 students, who also served as the sample. Data analysis employed multiple linear regression using SPSS version 27. The study results indicate a positive and significant influence between the Buddhist congklak game and the gamification approach on improving students' cognitive skills, with a contribution of 83.8%. Meanwhile, the remaining 16.2% is influenced by other factors not examined in this study. These findings indicate that the application of Buddhist-based learning methods combined with a fun approach such as gamification is very effective in improving students' cognitive abilities in religious educational environments. Therefore, this approach deserves further development at various levels of education, both formal and non-formal, to create a fun, relevant, and transformative learning process to produce a superior generation with character according to Buddhist moral values in a holistic and sustainable manner today.

The effect of the SQ3R learning method on reading skills of Buddhist sunday school students’ in west Tulang Bawang Regency Sri Wahyuningsih; Ayu Andriyaningsih; Sutiyono Sutiyono
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113311

Low interest and reading ability among students remain a major challenge in the learning process, including at the Buddhist Sunday School in West Tulang Bawang Regency. Field observations reveal that many students have difficulty understanding the content of texts, quickly become bored when reading, and have difficulty staying focused and concentrating during the reading process. These problems indicate an urgent need for the application of learning methods that are not only effective and efficient, but also enjoyable and structured, in order to help improve students' reading skills and overall learning motivation. One method that is considered relevant and suitable for overcoming this challenge is the SQ3R method, which stands for Survey, Question, Read, Recite, and Review. This method is designed to encourage students to actively engage with reading materials through a systematic, gradual, and organised approach, so that students can understand the content of the reading deeply and not just read passively. The purpose of this study was to determine the effect of the SQ3R learning method on the reading skills of Buddhist Sunday School students and to measure the extent to which this method contributes to improving their reading abilities. This study used a quantitative approach with a survey method and involved 44 students as respondents. The instrument used was a Likert scale questionnaire with five indicators corresponding to the stages in the SQ3R method. The results showed that this method had a significant effect, with a contribution of 53.2%, while the remaining 46.8% was influenced by other external factors. These findings confirm that SQ3R is a practical and effective method for improving reading literacy in a religious education setting.

Full-moon chanting as transformative Buddhist education: integrating saddhā and moral values formation among Buddhist students Wulia Purnama Sari; Ayu Andriyaningsih; Sidartha Adi Gautama
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113289

This study examines the role of Full Moon Puja Bhakti as a form of transformative Buddhist education that integrates saddhā (faith) and moral values formation among Buddhist students in East Lampung, Indonesia. In Buddhist teaching, devotional practices such as Puja Bhakti are not only rituals of reverence but also pedagogical spaces that transmit ethical values, strengthen faith, and cultivate spiritual discipline. Within the school and community context, Full Moon observances allow students to internalize Buddhist teachings through chanting, reflection, and collective devotion, fostering a sense of identity and moral responsibility. The research employed a quantitative approach using survey methods. Data were collected through validated questionnaires distributed to Buddhist students actively participating in Puja Bhakti, involving 207 students. Data analysis used the SPSS 26 application. Regression analysis was applied to identify the effect of ritual participation on the strengthening of saddhā and the development of moral values. Findings indicate that Full Moon Puja Bhakti significantly reinforces faith and shapes students' ethical conduct. The practice is an integrative educational tool that unites spiritual devotion with character building. As a result, Full Moon Puja Bhakti can be considered an effective pedagogical model for promoting transformative Buddhist education, ensuring the preservation of saddhā and ethical values within contemporary youth communities.

Worship and religious motivation of Ekayana Dharma Budhi Bhakti junior high school students’ north Jakarta Poni Pania; Komang Sutawan; Ayu Andriyaningsih
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113312

This study aims to analyse the influence of Puja Bhakti on the religious motivation of students at Ekayana Dharma Budhi Bhakti Junior High School, North Jakarta. Puja Bhakti is believed to cultivate a disciplined mind capable of developing kindness and wisdom, thereby reducing the tendency for regret. Religious motivation is understood as an internal drive that compels individuals to practice religious teachings not only on a cognitive level but also through real-life application. This research employed a quantitative approach using a survey method, with questionnaires distributed to a sample of students as the primary instrument for data collection. Data were analysed using regression analysis to determine the extent to which participation in Puja Bhakti influences students' religious motivation. The findings reveal that students' engagement in Puja Bhakti falls into a high category, with a participation rate of 74.7%. The results indicate a significant positive influence of Puja Bhakti on students' religious motivation. This suggests that active participation in Puja Bhakti can substantially enhance students' commitment to practising their faith. The novelty of this research lies in its focused exploration of the relationship between Puja Bhakti and the development of religious motivation, distinguishing it from prior studies. Consequently, this study contributes meaningfully to the field of religious education by emphasising the role of structured ritual practices in nurturing students' spiritual growth. Moreover, the findings underscore the importance of ritual worship as a practical and experiential strategy for schools to instil religious values effectively within the learning environment.

Inviting bells and focus on learning (Appamāda) for students of Tri Ratna elementary school in West Jakarta Fitriyani Fitriyani; Ayu Andriyaningsih; Wistina Seneru
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113305

The purpose of this research is to determine the effect of inviting bells on the learning focus of Appamada students at Tri Ratna Elementary School in West Jakarta. The problems faced by the students are a lack of seriousness in attending lessons; some students are still preoccupied with their activities and do not listen to the teacher's explanations, some students like to run around during teaching and learning activities, some students arrive late to school, students feel anxious and nervous, and some students like to come in and out during learning hours. This research uses a quantitative approach, with a survey method and data processing techniques based on the results of instrument distribution. To determine the sample size in each class, proportional allocation was used, totaling 67 students from grade VI. This study was conducted at Tri Ratna Elementary School in Jakarta, with respondents from grades IV, V, and VI, academic year 2024/2025. The research results show that inviting bells have a strong and significant impact on improving learning focus. This influence indicates that the more often the inviting bells practice is conducted, the better the level of focus in learning that can be achieved. From regression analysis, it is known that inviting bells play a major role in enhancing students' learning focus, although other factors also contribute, but to a lesser extent. These results indicate that the practice of inviting bells can be a key factor in helping students become more focused in their learning, both at school and home.

INTEGRATING ARTIFICIAL INTELLIGENCE AND DIGITAL LITERACY TO ENHANCE READING COMPREHENSION IN HIGHER EDUCATION: AN ENGLISH LANGUAGE TEACHING STUDY Indria Selawati; Ayu Andriyaningsih; Vike Aprilianin Marwintaria Saputri; Dedi Kundana
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v5i4.8085

The rapid development of artificial intelligence (AI) and the growing need for digital literacy have significantly transformed educational practices, particularly in enhancing students' reading comprehension skills. The integration of AI and digital literacy to improve reading comprehension in higher education remains a limited area of research. This study examines the impact of AI applications and digital literacy skills on the reading comprehension of Buddhist students in Bandar Lampung, specifically within Buddhist student activity units. The population consisted of 295 students, with 170 selected as the sample. Data were collected using a Likert-scale questionnaire and analyzed through multiple linear regression. The results indicate that both AI utilization and digital literacy contribute positively and complementarily to improving reading comprehension. Specifically, the AI variable showed a greater impact with a regression coefficient of 0.520 (p < 0.001), while digital literacy had a significant effect with a coefficient of 0.177 (p = 0.012). The integration of these two variables fosters a deeper and more meaningful learning process, enhancing not only academic achievement but also student independence and higher-order cognitive skills. These findings emphasize the importance of integrating AI tools and digital literacy as complementary learning strategies in higher education. This study provides empirical evidence of the significant role of technological innovation in enriching reading comprehension practices and promoting sustainable learning outcomes in the digital era. ABSTRAK Perkembangan pesat kecerdasan buatan (AI) dan meningkatnya kebutuhan literasi digital telah mengubah secara signifikan praktik pendidikan, terutama dalam meningkatkan keterampilan pemahaman bacaan siswa. Integrasi AI dan literasi digital untuk meningkatkan pemahaman bacaan di pendidikan tinggi masih merupakan area penelitian yang terbatas. Penelitian ini mengkaji dampak aplikasi AI dan keterampilan literasi digital terhadap pemahaman bacaan mahasiswa Buddha di Bandar Lampung, khususnya dalam unit kegiatan mahasiswa Buddha. Populasi penelitian terdiri dari 295 mahasiswa, dengan 170 di antaranya dipilih sebagai sampel. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis melalui regresi linier berganda. Hasil penelitian menunjukkan bahwa baik pemanfaatan AI maupun literasi digital berkontribusi secara positif dan saling melengkapi untuk meningkatkan pemahaman bacaan. Secara spesifik, variabel AI menunjukkan dampak yang lebih besar dengan koefisien regresi sebesar 0,520 (p < 0,001), sementara literasi digital memiliki pengaruh signifikan dengan koefisien sebesar 0,177 (p = 0,012). Integrasi kedua variabel ini mendorong proses pembelajaran yang lebih mendalam dan bermakna, meningkatkan tidak hanya pencapaian akademik tetapi juga kemandirian siswa dan keterampilan kognitif tingkat tinggi. Temuan ini menekankan pentingnya mengintegrasikan alat AI dan literasi digital sebagai strategi pembelajaran yang saling melengkapi di pendidikan tinggi. Penelitian ini memberikan bukti empiris mengenai peran penting inovasi teknologi dalam memperkaya praktik pemahaman bacaan dan mendorong hasil pembelajaran yang berkelanjutan di era digital.

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