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All Journal Jurnal Manajemen Pendidikan International Journal of Science and Applied Science: Conference Series JURNAL PENDIDIKAN TAMBUSAI Indonesia Berdaya TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan SOCIAL : Jurnal Inovasi Pendidikan IPS KNOWLEDGE: Jurnal Inovasi Hasil Penelitian dan Pengembangan Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Journal of Economic, Religious, and Entrepreneurship (JoERE) Journal of Education, Religious, and Instructions (JoERI) Jurnal Pengabdian dan Pengembangan Inovasi Kepada Masyarakat (PENAMAS) Jurnal Kajian & Reviu Jinarakkhita: Jurnal Gerakan Semangat Buddhayana (JGSB) Jurnal Pendidikan Progresif Journal of Adaptive Education Jurnal Pengabdian Indonesia
Juni Suryanadi
Buddhist Business And Management Department, STIAB Jinarakkhita Lampung, Indonesia
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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PERANAN BUDAYA ORGANISASI BERBASIS MINDFULNESS DALAM MEMEDIASI PENGARUH KEPEMIMPINAN DIGITAL TERHADAP PRODUKTIVITAS GURU: Indonesia Juni Suryanadi; Susanto Susanto; Khairudin Khairudin
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.2061

Abstract

Objective: Implementing effective digital leadership in schools is essential for advancing digital technology and boosting teacher productivity. This research investigates how digital leadership influences teacher productivity directly and indirectly via a mindfulness-oriented organizational culture, within schools of the Ekayana Education Group Jakarta. Using a quantitative, causal‑associative design, the study surveyed 41 teachers, gathering data through questionnaires and analyzing it with Partial Least Squares–Structural Equation Modeling (PLS‑SEM). Findings reveal that digital leadership positively and significantly impacts both teacher productivity and mindfulness‑based organizational culture. Additionally, a mindfulness‑focused organizational culture positively affects teacher productivity and serves as a significant mediator between digital leadership and teacher productivity. These results underscore that enhancing digital leadership, supported by a mindfulness‑based organizational culture, is an effective approach for sustainably elevating teacher productivity.
A Study on the Effect of Teachers' Technological Teaching Styles on Students' Learning Behavior: A Case Study in Buddhist Sunday School Murti, Ventiana; Suryanadi, Juni; Dharmatanna, Sandjaja; Susanto, Susanto; Luwiha, Luwiha; Manggalani, Rina; Gautama, Sidartha Adi
International Journal of Science and Applied Science: Conference Series Vol 8, No 2 (2024): 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.v8i2.95121

Abstract

Teaching style is the most essential factor in the implementation of learning. Learning is not merely a transfer of knowledge but also a process of shaping individuals to think critically, independently, and responsibly. This study aims to examine the influence of technological teaching styles of Buddhist Sunday school teachers on the learning behaviour of Sunday school students. The research was conducted at Buddhist Sunday schools in Pringsewu Regency. This study uses a quantitative approach with a survey method, and data processing is done using SPSS 16. The population in this study consists of 66 Buddhist Sunday school students. The results show that the technological teaching style of Buddhist Sunday school teachers has a positive and significant effect on the learning behaviour of Sunday school students in Pringsewu Regency. It emphasizes that the technological teaching style is one component in shaping students' learning behaviour; however, external factors also play an essential role in developing learning behaviour. The results of this study have a significant impact on the context of shaping students' learning behaviour. It can be applied in the Buddhist Sunday School environment in Pringsewu Regency, where students are encouraged to be more active and independent in the technology-based learning process.
The Effect of Mindfulness Practices on Learning Anxiety: A Case Study on High School Students Metasari, Deswi; Andriyaningsih, Ayu; Burmansah, Burmansah; Pramono, Eko; Suryanadi, Juni; Kasrah, Rini; Seneru, Wistina
International Journal of Science and Applied Science: Conference Series Vol 8, No 2 (2024): 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.v8i2.95112

Abstract

The purpose of this study was to examine the effect of mindfulness practice on students' learning anxiety. Students often face problems such as a lack of understanding of the material presented during lessons and difficulty completing assignments. This study uses a quantitative approach, using a survey method. The population consists of 118 students, with a sample of 81 respondents selected through Proportional Random Sampling. The study was conducted on high school students in the 2024/2025 academic year. The study showed a significant favorable influence between mindfulness practices and learning anxiety, with a t-value of 7.303 and a significance level of 0.000 (<0.05). Simple regression analysis produced an R-squared value of 0.375, indicating that mindfulness practices explain 37.5% of the variation in learning anxiety, while other factors influence the remaining 62.5%.
Student Character Development: How Do Buddhist Religious Retreat Activities Matter to Students’ Discipline at Schools? Epi, Epi; Seneru, Wiastina; Suryanadi, Juni; Gautama, Sidartha Adi; Putra, Dittha Winyana
International Journal of Science and Applied Science: Conference Series Vol 8, No 2 (2024): 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.v8i2.95097

Abstract

This study aimed to find the Influence of Buddhist Religious Retreat Activities on Student Discipline. The problems that occur in students are the lack of awareness of students to maintain a learning atmosphere, low student responsibility for assignments, lack of understanding of students to sustain social interaction ethics, and lack of student participation in school activities. This study uses a quantitative approach with a survey method. The population in this study was 89. The results showed that retreat activities positively and significantly influenced student discipline, with a t-value of 3.446 and a significance (p) of 0.001 <0.05. This indicates that retreat activities do have a positive effect on student discipline. Based on a simple linear analysis, the R square value of 0.120 suggests that retreats contribute 12.0% to discipline, while the other 88.0% is influenced by different factors, such as the school environment, family, and peers. This confirms that retreat activities are only one component in forming discipline, while other factors outside of spiritual activities also have an essential role in creating the character and self-development of students.
Dharma education and character development of students in retreat activities at Tri Ratna junior high school Anggiyono, Anggiyono; Burmansah, Burmansah; Suryanadi, Juni
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.v9i1.113303

Abstract

Character development is a major focus in education today as it shapes students' personalities. In the current era of globalization, where values of politeness are increasingly fragile, character development plays a vital role in defending the nation's identity and shaping a generation with good morals both in school and in society. Dharma Education is one of the means that can shape students' character, as explained by the moral values contained in Dharma Education, which include discipline, morality, and a sense of responsibility. This study aims to analyze and measure the level of influence of Dharma Education on student character development. This study uses a quantitative approach with a survey method. The subjects taken by the researcher were all ninth-grade students at Tri Ratna Junior High School, with a total of 45 respondents located in Taman Sari, West Jakarta. The instrument used was a questionnaire with a Likert scale. The data was analyzed using simple linear regression analysis. The results obtained showed that Dharma Education had a positive influence on student character development, especially in moral and ethical values, as well as in attitudes and responsibility. These findings have broad implications, ranging from the school environment to society as a whole. Based on the results of the research conducted by the researcher, it can be concluded that Dharma Education has a very high positive influence on student character development, especially in moral and ethical values, empathy, and responsibility. Dharma Education serves as an important foundation through retreat activities.
Mindful Learning: Mindfulness Practice Matters for Students on the Quality of Learning in the Classroom Santi, Santi; Andriyaningsih, Ayu; Seneru, Wistina; Burmansah, Burmansah; Luwiha, Luwiha; Pratama, Arya Sura; Suryanadi, Juni
International Journal of Science and Applied Science: Conference Series Vol 8, No 2 (2024): 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.v8i2.95098

Abstract

This study aimed to find the effect of mindfulness practices on the quality of junior high school students' learning. The problems that occur in students are that students pay less attention when the teacher explains the material, can understand the material if the lesson is following their interests, some teachers are also considered to use teaching methods that are not very suitable for students, and some teachers are considered too monotonous in teaching students are also often sleepy in class during learning.  This study uses a quantitative approach with a survey method. The population in this study was 70. This study was conducted in junior high schools with respondents from the 2023/2024 academic year. The study's results showed a significant favorable influence between mindfulness practices and the quality of student learning, with a t count of 13.706 and a significance value (p) of 0.000 <0.05. From the simple regression analysis calculation results, the R square value was obtained as 0.734, meaning that mindfulness practices affect the quality of learning by 73.4%, and the remaining 26.8% is influenced by other factors not discussed in this study.
Digital adaptation and critical thinking skills in Buddhist religious education at Xaverius 1 junior high school Bandar Lampung Agustina, May Tria; Sutiyono, Sutiyono; Suryanadi, Juni
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.v9i1.113299

Abstract

The ability to adapt to technology is not only related to technical skills, but is also believed to be related to cognitive abilities, one of which is critical thinking. The purpose of this study was to determine the effect of digital adaptation on critical thinking skills in Buddhist education at SMP Xaverius 1 Bandar Lampung. This study used a quantitative approach with a survey method involving 50 students as respondents. The research instrument was a questionnaire with a Likert scale that measured digital adaptation abilities with four indicators, namely the ability to use digital technology, the use of technology for learning, digital information evaluation skills, and the ability to adapt to new technology. The success of education is greatly influenced by the quality of learning that can encourage active involvement and deep understanding in students. However, in practice, many students still show low participation, tend to only memorize without being able to analyze the material critically, and misuse technology for activities that do not support the learning process. The lack of interactive teaching methods discourages students from thinking critically or reflecting on the teachings contextually. This study aims to examine the effect of digital adaptation on students' critical thinking skills in Buddhist Education at Xaverius 1 Junior High School in Bandar Lampung. The results of the study show that there is a positive and significant influence between digital adaptation and students' critical thinking skills. The analysis indicates that digital adaptation has a highly significant influence on students’ critical thinking abilities. This finding suggests that the better students adapt to digital technologies, the more capable they become in analyzing, evaluating, and solving problems logically. Overall, digital adaptation plays a strong role in enhancing students’ critical thinking, although other external factors beyond this study also contribute to shaping these skills.
Learning Buddhist Pancasila material on the emotional intelligence of Buddhist students at Gangga junior high school 1 Mita, Mita; Seneru, Wistina; Suryanadi, Juni
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.v9i1.113370

Abstract

Buddhist Pancasila is the five basic moral principles in Buddhism that teach self-control and right behaviour, which play an important role in the formation of emotional and spiritual intelligence. Buddhist religious education that instils Buddhist Pancasila values can enhance students' emotional intelligence, helping them to manage their emotions and behave positively in society. The purpose of this study was to examine the effect of teaching Buddhist Pancasila material on the emotional intelligence of Buddhist students at Gangga Junior High School 1. This study uses a quantitative approach, using. To determine the sample size in each class, a professional allocation of 7 samples was used, consisting of 26 seventh-grade students, 38 eighth-grade students, and 23 ninth-grade students. This study was conducted at Gangga Junior High School 1 with respondents from seventh, eighth, and eleventh grades who are Buddhist, in the 2024/2025 academic year. The results of this study show that there is a positive and significant effect of Buddhist Pancasila education on students' emotional intelligence, with a calculated t-value of (p). From these results, it can be interpreted that Buddhist Pancasila education has a positive effect on emotional intelligence. The magnitude of the effect can be seen from the results of a simple linear test, which found an r square value of, meaning that Buddhist Pancasila education has an effect on emotional intelligence.
Analysis of growth mindset and grit in the academic achievement of junior high school students in Pesawaran regency Wulandari, Putri; Susanto, Susanto; Suryanadi, Juni
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.v9i1.113300

Abstract

Academic achievement is the main indicator used to assess the effectiveness of an education system. Until now, student success has often been measured based on cognitive abilities such as intelligence, memory, and logical thinking skills. Various studies have shown that internal non-cognitive factors, such as growth mindset and GRIT, also contribute significantly to students' academic achievement. Growth Mindset refers to the belief that intelligence and ability are not fixed, but can be developed through effort, perseverance, and continuous learning. Students with this mindset tend to be more open to challenges, less afraid of failure, and more enthusiastic about the learning process. Meanwhile, GRIT is a combination of perseverance and consistency of interest in the long term. Individuals with high levels of GRIT are able to maintain their enthusiasm and commitment to their goals, even when faced with various obstacles and failures. Initial observations conducted in several junior high schools in Pesawaran Regency revealed a number of problems related to students' non-cognitive aspects. Many students showed low self-confidence, gave up easily when encountering difficulties, and did not have consistent study habits. This study used a quantitative approach with correlational methods and multiple linear regression analysis. The data collection instrument was a questionnaire distributed to 33 respondents, which was then analyzed to see the relationship and influence between these variables. The results of the study show that a growth mindset contributes 75% to students' academic achievement, while GRIT contributes 51.8%. When these two variables are combined, the results show that both simultaneously have a significant influence on academic achievement.
Silent sitting and study discipline of students at tri ratna elementary school in Jakarta Gopin, Gopin; Suryanadi, Juni; 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.v9i1.113292

Abstract

The purpose of this study is to determine the effect of silent sitting on improving the learning discipline of students at Tri Ratna Elementary School in Jakarta. The problems encountered by students include a lack of seriousness in following lessons, students who are busy with their own activities and do not listen to the teacher's explanations, students who like to run around during teaching and learning activities, students who arrive late at school, and students who like to leave and return to class during lesson time. This study uses a quantitative approach, with a survey method and data processing techniques based on the results of the instrument distribution. To determine the sample size for each class, a proportional allocation of 93 samples was used, consisting of 37 fourth-grade students, 24 fifth-grade students, and 32 sixth-grade students. This research was conducted at Tri Ratna Elementary School in Jakarta, with respondents from grades IV, V, and VI in the 2024/2025 academic year. The results showed that silent sitting had a strong and significant effect on improving learning discipline. This effect indicated that the more often silent sitting was practiced, the better the level of learning discipline that could be achieved. From the regression analysis, it was found that silent sitting played a major role in improving student learning discipline, although there were also other factors that had a smaller influence. These results indicate that silent sitting can be a major factor in creating learning discipline both at school and at home. In addition, there was an increase in students' concentration and self-control after regularly practicing silent sitting. This proves that mindfulness-based relaxation techniques are effective in gradually forming habits of discipline.
Co-Authors Agustina Khoreson, Hervina Agustina, May Tria Andriyaningsih, Ayu Anggelitha, Tiara Anggiyono, Anggiyono Anjani, Dia Aprilia Anggraini Ardianto , Hendri Ardianto , Hendry Ardianto, Hendri Astika , Ria Avitasari, Iin Ayu Andriningsih Ayu Andriyaningsih Ayu Wulandari Burmansah Burmansah Dharmatanna, Sandjaja Edi Purwandoko Edi Sumarwan Eko Pramono Epi Epi, Epi Gopin, Gopin Hanjaya Yusdhika, Aldo WIse Heldy Ramadhan Putra P Janita Dewi JULIANTI, MEGA Kardana, Heru dwi Khairudin Khairudin Komang Komang Sutawan Lestari, Mariyana LUWIHA LUWIHA MANGGALANI, RINA Marwintaria, Vike Aprilianin May Tria Agustina Mega Julianti Metasari, Deswi Mita Mita, Mita Muhammad Kashif Majeed Murti, Ventiana Nagatirtha, Partama Poniman , Poniman Poniman Poniman Pratama, Arya Sura Pujayanti, Vina Putra, Dittha Winyana Putra, Priyana PUTRI WULANDARI Putri, Adelia Mahayani Rini Kasrah Riyan Gunawan Santi Santi Sari, Lia Seneru, Wiastina Sidartha Adi Gautama Sonia Sonia, Sonia Sunando Gautama, Wayan Susanto Susanto SUSANTO SUSANTO Susanto Susanto Sutiyono sutiyono sutiyono Taridi, Taridi Tejo Ismoyo, Tejo Tu, Chan Phap Vike Aprilianin Marwintaria Saputri Widi Astuti Widiyanto Wistina Seneru