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All Journal World Psychology Journal of Islamic Education Students Darussalam: Journal of Psychology and Educational
Santos, Luis
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Education Social Sciences Other

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The Impact of Meditation on Brain Structure Changes and Cognitive Function in Young Adults Santos, Luis; Reyes, Maria Clara; Malik, Fatima; Iqbal, Kiran; Nampira, Ardi Azhar
World Psychology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i1.811

Abstract

Meditation has gained significant attention for its potential to enhance cognitive function and promote mental well-being. Previous studies have suggested that meditation can lead to structural changes in the brain, particularly in regions associated with attention, memory, and emotional regulation. However, the precise impact of meditation on brain structure and cognitive function in young adults remains underexplored. This study aims to investigate the effect of regular meditation practice on brain structure changes and cognitive function in young adults. A mixed-methods approach was employed, including structural magnetic resonance imaging (MRI) to assess brain changes and cognitive function assessments, such as attention, memory, and executive function tests, conducted before and after a 12-week meditation intervention. The results showed significant increases in gray matter density in areas related to attention and emotional regulation, including the prefrontal cortex and hippocampus. Cognitive testing revealed improvements in attention, working memory, and cognitive flexibility. These findings suggest that meditation can induce structural changes in the brain that enhance cognitive function, particularly in domains critical for academic and personal development. The study concludes that meditation can be an effective practice for promoting cognitive health and supporting brain development in young adults, highlighting its potential as a non-invasive intervention for cognitive enhancement.
Implementation of Inclusive Teaching for Children with Special Needs: An Educational Psychology Perspective Izzati, Khofifah Nurul; Yeni, Putri; Takahashi, Haruto; Santos, Luis
Darussalam: Journal of Psychology and Educational Vol. 4 No. 1 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/djpe.v4i1.197

Abstract

Education is a basic need for every human being to ensure that their life becomes more dignified. Therefore, the state has an obligation to provide quality educational services for every citizen without exception, including those who have different abilities (disabilities ) as regulated in the 1945 Constitution Article 31 paragraph 1. Education of children with special needs is a challenge in the world of education, because not all schools are willing to accept children with special needs in their educational environment. The implementation of inclusive education for children with special needs must be able to create a friendly, fun, flexible environment that can foster self-confidence in students and educators who have special abilities. The reality on the ground in the implementation of inclusive education is that not everything is in accordance with implementation guidelines, both in terms of student conditions, teacher qualifications, supporting infrastructure, parental support, as well as support from central and regional governments. Basically, the implementation of inclusive education for children with special needs is still a phenomenon.
Determinants of Early Childhood Teachers' Subjective Well-being in Indonesian Archipelagic Regions: A Demographic and Social Factors Analysis Sagita, Dony Darma; Simarmata, Sari Wardani; Nisa, Uliya Khoirun; Santos, Luis
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.15052

Abstract

This study aims to analyze demographic and social factors that influence Subjective Wellbeing (SWB) of PAUD teachers in the archipelago. The research method uses a quantitative approach with a cross-sectional design, the research sample is 223 teachers. The sampling technique uses convenience sampling. The instrument used is the Teacher Subjective Wellbeing Questionnaire (TSWQ). The results showed that all demographic variables, namely age, gender, education level, and teaching experience, have a positive and significant relationship to SWB, with education level being the strongest predictor among demographic factors (r = 0.352**). Meanwhile, in social factors, the principal's leadership showed the highest correlation (r = 0.441**) to SWB, followed by co-worker support, community involvement, and relationships with students' parents. These findings indicate that teacher SWB is not only influenced by individual characteristics, but also by the quality of social interactions in the work environment and community. This study recommends the importance of strategies to improve teacher SWB through strengthening professional capacity and a supportive work environment.  
Co-Authors Dony Darma Sagita Flores, Josefa gunawan, mohamad sigit Iqbal, Kiran Iriana Bakti Izzati, khofifah Nurul Malik, Fatima Muh. Safar, Muh. Nampira, Ardi Azhar Nia Kurniati Nofirman, Nofirman Reyes, Maria Clara Simarmata, Sari Wardani Sultana, Momena Takahashi, Haruto Tariq, Usman Uliya Khoirun Nisa Yeni, Putri