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All Journal Dinasti International Journal of Education Management and Social Science Jurnal Pencerahan JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Nivedana : Jurnal Komunikasi dan Bahasa Jurnal Penelitian Agama Hindu Jurnal Pengkajian Dhamma Jurnal Agama Buddha dan Ilmu Pengetahuan Media: Jurnal Filsafat dan Teologi Cokroaminoto Journal of Primary Education Jurnal Riset Rumpun Agama dan Filsafat Jurnal Penelitian Ilmu Pendidikan Indonesia JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Jurnal Nyanadassana: Jurnal Penelitian Pendidikan, Sosial, dan Keagamaan Patisambhida : Jurnal Pemikiran Buddha dan Filsafat Agama Jurnal Kajian & Reviu Jinarakkhita: Jurnal Gerakan Semangat Buddhayana (JGSB) Jurnal Budi Pekerti Agama Buddha EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Tri Saputra Medhācitto
Sekolah Tinggi Agama Buddha Syailendra
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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A Critical Comparison between Nāma-Rūpa and Cartesian Dualism: Theravāda Buddhist Anattā as a Critique of Descartes’ Cogito Ergo Sum Fattah, Galuh Nur; Medhacitto, Tri Saputra; Nanda, Gonalagoda
Media: Jurnal Filsafat dan Teologi Vol. 5 No. 2 (2024): September 2024
Publisher : Sekolah Tinggi Filsafat Seminari Pineleng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53396/media.v5i2.409

Abstract

This research article aims to present a critical study on the comparison between the concepts of nāma-rūpa and Cartesian dualism. Nāma-rūpa is a human metaphysical and epistemological concept in Theravāda Buddhism that divides the human self into non-material (nāma) and material (rūpa) aspects. Cartesian dualism, on the other hand, is a human metaphysical concept proposed by René Descartes that also separates the aspects of human self-formation into non-material (res cogitans) and material (res extensa) components. This research article was conducted using the critical comparison method. Despite the same dualistic perspective, this study found that there are significant differences between these two metaphysical concepts. In the context of nāma-rūpa, it is found that the material and non-material aspects of human substance are in a constant state of change due to the influence of Tiḷakkhaṇa (Three Universal Characteristics or Laws) in Theravāda Buddhism. These characteristics or laws encompass Aniccā (Impermanence), Dukkhā (Suffering), and Anattā (Not Self). Therefore, it is impossible to locate the "I" or "self" as understood in Cartesian dualism, which posits the cogito (the "I who thinks") as something that truly exists. 
Studi Observasional Peningkatan Aspek Perkembangan Anak Usia Dini yang Dipengaruhi Guru dan Orang Tua di Nava Dhammasekha Saddhapala Jaya Temanggung Rini, Sila; Dewi, Sukhitta; Medhacitto, Tri Saputra
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 4 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i4.848

Abstract

Penelitian ini bertujuan untuk mengkaji aspek perkembangan anak usia dini di Nava Dhammasekha Saddhapala Jaya dengan memperhatikan peran guru dan orang tua dalam proses perkembangan anak. Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif dengan metode observasional untuk mengumpulkan data mengenai perkembangan anak dalam berbagai aspek, seperti nilai agama-moral, fisik-motorik, kognitif, bahasa, sosial-emosional, dan seni. Fokus utama dari penelitian ini adalah bagaimana interaksi antara guru dan orang tua dapat mempengaruhi perkembangan anak di Nava Dhammasekha. Subjek penelitian ini adalah 53 anak usia dini di Nava Dhammasekha Saddhapala Jaya, serta 10 guru dan 3 orang tua peserta didik sebagai pihak yang terlibat langsung dalam proses pengasuhan dan pembelajaran anak. Data dikumpulkan melalui observasi langsung di kelas, wawancara dengan guru dan orang tua, serta analisis dokumen yang relevan. Kesimpulannya, dunia modern saat ini memberikan pengaruh besar bagi perkembangan anak usia dini, baik itu perkembangan positif maupun negatif. Hal ini juga menjadi tantangan besar yang harus dihadapi guru dan orang tua agar mampu mengarahkan anak dalam penggunaan media sosial yang terarah dan bijak. Hasil penelitian ini dapat memberikan gambaran yang lebih mendalam mengenai pentingnya kerjasama antara guru dan orang tua dalam mendukung aspek perkembangan anak usia dini.  
The Pedagogical Approach of the Buddha: Analyzing the Buddha’s Teaching Methods Based on Sutta Pitaka Tri Saputra Medhācitto
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 1 (2024): Dinasti International Journal of Education Management and Social Science (Octob
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i1.3461

Abstract

Teaching methods are very important elements of learning process, ensuring students not only receive the knowledge but also become attractive and engaged in the learning process. Teaching methods are designed to help the students to understand the teachings easily according to their capacities. This research aims to examine the teaching methods had been adopted by the Buddha as the great spiritual teacher in the world. This research is qualitative research methodology carried out with library approach. The data of the research is mainly based on primary sources which include the Sutta Pitaka and its commentaries, and secondary sources which include the journals, articles, or books written by scholars. Having critically examined the data, this research discovers that the Buddha had used several methods of teaching according to the characters and the capacity of the students. The Buddha examined the audiences’ capacities and their characters before giving the sermon and decide to deliver the teachings by the methods they can understand easily. Looking at the discourses in the Sutta Pitaka, it can be understood that the Buddha had used several methods of teaching such as student-centered method, lecture method, discussion method, narrative method, parable method, gradual method and psychotherapy method.
THE SIGNIFICANCE OF TISIKKHĀ AS FOUNDATION OF BUDDHIST CHARACTER EDUCATION IN PROMOTING SUSTAINABLE DEVELOPMENT GOAL 4 Medhacitto, Tri Saputra
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9584

Abstract

This research examines the significance of Tisikkhā as foundation of Buddhist character education in promoting sustainable development goal 4. Sustainable development is the global effort in creating a better world in the present and future. The United Nations has set seventeen sustainable development goals, addressing the contemporary global challenges. Among the seventeen sustainable goals, the SDG 4 is about the quality of education. Its aim is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This goal reflects the significance role of education in promoting sustainable development to address the global challenges. Quality of education in 21st century must adapt to the demands of globalization without neglecting the moral values. Character education is essential in addressing to the moral decline in this modern era. Character education is an approach to education that gives strong attention to the cultivation of positive character such as moral values, ethical behavior, responsibility, honesty and empathy. The character education according Buddhism is grounded in the three pillars or learning (tisikkhā), namely sīla-sikkhā (moral training), samādhi-sikkhā (mental training) and paññā-sikkhā (wisdom training). Tisikkhā is essential in shaping the generations to be compassionate, responsible and ethical individuals in society. Tisikkhā can be an effective way in addressing the current challenges to promote sustainable development goal 4. ABSTRAKPenelitian ini mengkaji signifikansi Tisikkhā sebagai landasan pendidikan karakter Buddhis dalam mendukung pencapaian Sustainable Development Goal (SDG) 4. Pembangunan berkelanjutan merupakan upaya global untuk mewujudkan kehidupan yang lebih baik bagi generasi masa kini dan mendatang. Perserikatan Bangsa-Bangsa telah menetapkan tujuh belas tujuan pembangunan berkelanjutan untuk menjawab berbagai tantangan global kontemporer. Di antara tujuan tersebut, SDG 4 berfokus pada penyediaan pendidikan yang inklusif, adil, dan berkualitas serta mendorong kesempatan belajar sepanjang hayat bagi semua. Tujuan ini menegaskan peran strategis pendidikan dalam mendorong pembangunan berkelanjutan. Kualitas pendidikan pada abad ke-21 dituntut mampu merespons arus globalisasi tanpa mengabaikan nilai-nilai moral. Fenomena kemerosotan moral di era modern menunjukkan urgensi penguatan pendidikan karakter. Pendidikan karakter merupakan pendekatan pendidikan yang menekankan pembentukan nilai-nilai positif seperti integritas, tanggung jawab, kejujuran, empati, dan perilaku etis. Dalam perspektif Buddhisme, pendidikan karakter berakar pada tiga pilar pelatihan (Tisikkhā), yaitu sīla-sikkhā (pelatihan moral), samādhi-sikkhā (pelatihan batin), dan paññā-sikkhā (pelatihan kebijaksanaan). Melalui integrasi ketiga aspek tersebut, Tisikkhā berperan penting dalam membentuk generasi yang berwelas asih, bertanggung jawab, dan beretika. Dengan demikian, Tisikkhā dapat menjadi pendekatan yang relevan dalam menjawab tantangan pendidikan masa kini sekaligus mendukung terwujudnya SDG 4.
Co-Authors Adinda Panya Devi Amba Pali Barua, Satyajit Cita Dewi Dewi, Sukhitta Dipa Paramita Dewi Fattah, Galuh Nur Jayanti Endarini Kustiani Makuruppe Dhammananda Meta Sulistianingsih Nanda, Gonalagoda Pali, Amba Pannaloka, Deniyaye Parsiyono Parsiyono Rini, Sila Sanu Mahatthanadull Setyaningsih Setyaningsih, Setyaningsih Sukhitta Dewi Sukodoyo Sukodoyo Sukodoyo Suranto Wasiman Dhammamitto Widiyono Widiyono Widiyono Widiyono, Widiyono