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All Journal International Journal of Science and Applied Science: Conference Series
Widiyanto Widiyanto
Buddhist Communication Science Department, Jinarakkhita Buddhist College of Lampung, Indonesia
Chemistry Education Mathematics Physics

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The student teams achievement divisions (STAD) learning model and the role of digital media in the opinion-forming ability of students at SMAN 1 Negerikaton Dwi Ratna Sari; Susanto Susanto; Widiyanto Widiyanto
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.v9i1.113276

Abstract

Education today requires students to not only be proficient in academic knowledge, but also to have the ability to think critically and dare to express their opinions clearly, logically, systematically, rationally, and responsibly. Unfortunately, in learning practices, many students are still passive and less involved in classroom discussions. The ability to express opinions is an important aspect that can reflect the character of students who are active, confident, and communicative. This article presents the results of research on the influence of the Student Teams Achievement Divisions (STAD) learning model and the use of digital media (Quizizz) on improving students' ability to express their opinions. The study was conducted at SMAN 1 Negerikaton, involving 141 tenth-grade students out of a total population of 216 students, selected using the Proportionate Stratified Random Sampling technique. The instrument used was a closed-ended Likert scale questionnaire, and the data was analyzed using multiple linear regression. The results of this study indicate that the STAD model has a significant effect of 68.2%, and digital media such as Quizizz has an effect of 56.6% on students' opinion-forming abilities. Together, these two approaches contributed 73.9% to increasing student participation in expressing opinions. The combination of cooperative learning strategies and digital media not only encourages students to speak more actively but also increases social interaction, conceptual understanding, and student confidence. This proves that collaboratively designed technology-based learning can be an effective solution to overcome one-way and boring learning. Therefore, teachers and education practitioners are advised to make optimal use of this strategy in an effort to develop students who are critical thinkers, communicative, and ready to face the challenges of the 21st century.
Merdeka curriculum in Buddhist religious education at Sariputra school Jambi in 2024/2025 academic year Rio Apriyanto; Widiyanto Widiyanto; Burmansah Burmansah
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.v9i1.113270

Abstract

This study aims to explore the obstacles in implementing the Merdeka Curriculum in Buddhist Religious Education at Sariputra School in Jambi at the primary, junior high, and senior high school levels for the 2024/2025 academic year. The focus of the study is on teachers' understanding of the curriculum, their level of readiness in implementing student-centred learning, and the obstacles they face in internalising the values of Buddha Dharma in the educational environment. This study uses a descriptive qualitative approach with data collection techniques through in-depth interviews, environmental and classroom observations, and learning documentation as the main sources of information. The research subjects include Buddhist Religious Education teachers and deputy principals in charge of curriculum at each level. The results show that teachers have a fairly good basic understanding of the principles of the Merdeka Curriculum. However, in practice, they still experience difficulties or obstacles in developing learning that prioritises the needs, interests, and potential of students independently. Time constraints, lack of technical training or seminars related to the implementation of the independent curriculum, and the lack of availability of contextual learning media and facilities are the main obstacles. In addition, the implementation of the Pancasila Student Profile Strengthening Project (P5) based on Buddhist Dharma values such as love (metta), compassion (karuna), and self-awareness (sati) has not been fully optimised. Despite facing various challenges, teachers continue to show dedication in shaping students' character through Buddhist moral values. This reflects the important role of teachers in integrating spiritual teachings into the learning process. Therefore, concrete efforts are needed from schools and policy makers to improve teacher capacity through training, the provision of modules, and the development of Buddhist spirituality-based learning media in line with the spirit of the Independent Curriculum.
Co-Authors Burmansah Burmansah Dwi Ratna Sari Rio Apriyanto Susanto Susanto