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International Journal of Science and Applied Science: Conference Series
Published by Universitas Sebelas Maret
ISSN : 25494627     EISSN : 25494635     DOI : -
Core Subject : Science, Education,
Chemistry Education Mathematics Physics
International Journal of Science and Applied Science: Conference Series is a scientific proceedings publication service for international conferences. Subject areas of this publication include: physics, biology, mathematics, chemistry, education, materials science, environmental science, bioscience, engineering and applied science. International Journal of Science and Applied Science: Conference Series is published by Universitas Sebelas Maret, Indonesia.
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Articles 295 Documents
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Metta Bhavana meditation and resilience sunday school students’ at the Girikirti Buddhist temple Wayan Rendi Setiawan; Taridi Taridi; 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.v9i1.113313

Abstract

This study aims to analyse the influence of Metta Bhavana meditation on the resilience of students at the Buddhist Sunday School of Wihara Girikirti. Metta Bhavana, as a form of mental cultivation in Buddhist teachings, is believed to foster boundless loving-kindness that strengthens both mental and emotional well-being. The research employed a quantitative approach using simple linear regression, involving proportionally selected students. Data were collected through questionnaires designed to measure the level of resilience and the intensity of meditation practice. The findings reveal that Metta Bhavana plays a significant role in shaping students’ mental and emotional resilience. Students who regularly engage in this meditation showed improvements in spiritual aspects, such as self-awareness and inner calm; emotional aspects, such as stress management and emotional stability; and social aspects, such as empathy and interpersonal communication skills. Nevertheless, resilience is also influenced by external factors, including family support, learning environment, and social interactions. These results offer important contributions to the development of Buddhist religious education curricula, particularly in non-formal settings such as Sunday Schools. Integrating Metta Bhavana into structured learning programmes, with the active involvement of teachers, parents, and the community, is considered an effective strategy for strengthening students' psychological resilience in facing life's challenges. Future research is recommended to explore mediating or moderating variables and to employ mixed-method approaches to gain a more comprehensive understanding of students' psychological and social dynamics.
Understanding Buddhayāna and Kalyānamitta (good friend) in the religious character of Buddhist Youth in North Lombok Pebri Resky Adita; Hendri Ardianto; Susanto Susanto
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.v9i1.113279

Abstract

The formation of religious character in the younger generation is greatly influenced by a deep understanding of Buddhayāna teachings and the presence of Kalyānamitta. Buddhayāna teachings provide a spiritual foundation, while Kalyānamitta provides important social and spiritual support. This study focuses on the belief that the interaction between the two has a major impact on the religious character of young people. This study explores the influence of understanding Buddhayāna and Kalyānamitta (good friends) on the religious character of Buddhist youth. Religious character is an important aspect in increasing tolerance among fellow human beings. The formation of religious character in the younger generation is greatly influenced by a deep understanding of buddhayāna teachings and the existence of kalyānamitta. Buddhāyāna teachings provide a foundation of spiritual values, while kalyānamitta provides important social and spiritual support. This study focuses on the belief that the interaction between the two has a significant impact on the religious character of the younger generation. This study uses a quantitative descriptive method. This study uses a quantitative descriptive method. The number of samples in this study was 60 respondents. The sample was determined using the Proportional Random Sampling technique. The research instrument consisted of a questionnaire that measured the level of understanding of Buddhayāna, Kalyānamitta, and Religious Character. The data collection techniques were questionnaires, interviews, and documentation. The data were collected through questionnaires that were tested for validity and reliability, then analyzed using multiple regression techniques to test the influence of understanding of buddhayāna and kalyānamitta (good friends) on religious character. In proving and analyzing this, validity and reliability tests, classical assumption tests, multiple linear regression tests, and f (simultaneous) and t (partial) tests were used. The results of the study show that understanding of buddhayāna and kalyānamitta has a positive and significant effect on the religious character of the younger generation.
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

Abstract

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.
CONDITIO SINE QUA NON: Humanism In Al Firdaus Inclusive Middle School Surakarta Indri Indri
International Journal of Science and Applied Science: Conference Series Vol 8, No 1 (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.v8i1.103311

Abstract

This study aims to explore the practice of humanism in education through a phenomenological case study at Al Firdaus Middle School (SM) Surakarta. The findings reveal that the school's humanistic approach is embodied in its thematic learning evaluations, especially for students with special needs (anak berkebutuhan khusus/ABK). Key practices include the presence of special assistant teachers (GPK), implementation of individual learning programs (PPI), early and continuous student assessments, and differentiated general test (GT) formats regular, substitution, omission, and modification tailored to each student’s ability. Additional components include presentation-based assessments, full parental participation through screening processes, cooperative learning strategies, and remedial instruction rooted in repeated learning activities. Notably, students with special needs are fully integrated into regular classes, fostering inclusive education. The research argues that such practices restore education to its core/khittah its true path of humanizing learners. In contrast, dehumanizing education strips education of its essence and purpose. Humanism in education understood as humanizing students is an undeniable necessity, or conditio sine qua non, for meaningful learning. First, students must be subjects, not objects, of education; they must occupy a central role in shaping educational direction. Second, diversity in harmony must be upheld as a foundational educational principle. Third, educators must minimize "take for granted" assumptions based on innate characteristics, recognizing every student’s uniqueness as a divine gift. Ultimately, educational humanism is not merely a method but a moral imperative in shaping dignified, skillful, and ethically grounded individuals.
Think pair share cooperative learning model and critical thinking skills students at xaverius 1 junior high school in Bandar Lampung Widya Lestari; Burmansah Burmansah; Taridi Taridi
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.v9i1.113271

Abstract

The ever-changing dynamics of the world of education demand that students improve various competencies in order to face the challenges of the 21st century. One of the most important competencies to develop is critical thinking skills. These skills enable students to analyse information, evaluate arguments, and make logical and rational decisions. To develop this ability, it is necessary to apply an appropriate learning model, one of which is the Think Pair Share (TPS) learning model. The TPS model is designed to encourage active student participation through independent thinking, discussion with partners, and sharing the results of discussions in large groups. This study aims to determine the effect of the TPS learning model on students' critical thinking skills at Xaverius 1 Junior High School in Bandar Lampung and the extent of this effect. This study used a survey method with a quantitative approach. Data collection techniques were carried out by distributing questionnaires using a Likert scale. The research population consisted of 38 students, and the entire population was used as the sample (saturated sampling). Data analysis was performed using simple linear regression tests with the help of SPSS version 27 software. The results of the analysis showed a positive and significant effect between the application of the TPS model and students' critical thinking skills, with a contribution of 62.6%. These findings indicate that the more optimal the application of the TPS model in the learning process, the higher the critical thinking skills possessed by students. Based on these results, the TPS learning model is recommended as an effective and relevant learning strategy to be applied in order to improve students' critical thinking skills at the junior high school level.
Analysis of growth mindset and grit in the academic achievement of junior high school students in Pesawaran regency Putri Wulandari; Susanto Susanto; Juni Suryanadi
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.
Social Media Based Public Relations Management At Ma’had Aly Makkah Andong Boyolali Dutha Bahari Esa Tyas Kurtubi Putra; Imam Makruf; Toto Suharto
International Journal of Science and Applied Science: Conference Series Vol 8, No 1 (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.v7i2.96734

Abstract

Abstract: This study aims to analyze the implementation of social media-based public relations management at Ma'had 'Ali Makkah Andong Boyolali. This research is a qualitative research. The research was conducted at Ma'had Aly Makkah Andong Boyolali. The subjects of this research were the Head of Communication Section, Ustadz Pelaksana, and Mahasantri. Data collection was conducted using interview, observation and documentation methods, then using triangulation of sources and techniques to test the validity of the data. The data obtained were analyzed using interactive model analysis, namely through data reduction, data display, and verification. The results of the study showed (1) the planning of social media-based public relations was carried out well and in accordance with the planning stages, (2) the organization of social media-based public relations went quite well, SOPs in each section had been written to facilitate HR in carrying out their duties, (3) the implementation of social media-based public relations was carried out in stages and based on Islamic principles, (4) evaluation of social media-based public relations was carried out routinely and incidentally, (5) the success factor of social media-based public relations was with the management of interesting and consistent content to always upload, while the inhibiting factor of social media-based public relations was the lack of supporting multimedia equipment.
Buddhist religious counsellors and the development of competencies for Buddhist sunday school teachers in south Lampung regency Sri Wartini; Sidartha Adi Gautama; Sandjaja Dharmatanna
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.v9i1.113371

Abstract

This study aims to determine the influence of Buddhist Religious Counsellors in developing the competence of Buddhist Sunday School teachers in South Lampung Regency. The background of this study is based on the low level of competence of BSS teachers, which covers four main aspects, namely pedagogical, personality, social, and professional competence. These suboptimal competencies have a direct impact on the quality of the teaching and learning process and on students' understanding of Buddhist teachings. One of the factors contributing to the low level of teacher competency is the limited number of Buddhist religious instructors, the lack of ongoing training, and the lack of supervision or guidance in teaching practice in the field. This study used a quantitative approach with a simple linear regression analysis method to test the influence between the role of instructors and teacher competency. Data was collected through a closed questionnaire administered to 35 Buddhist Sunday Scool teachers from 11 temples spread across the South Lampung Regency. The results showed that there was a positive influence between the role of Buddhist instructors and the development of Buddhist Sunday School teacher competency. This is evidenced by an R² value of 0.40, which indicates that the role of counsellors contributes significantly to improving teacher competency. Based on these findings, this study recommends optimising the role of Buddhist counsellors through continuous coaching programmes, professional training, and cooperation between counsellors, teachers, and Buddhist religious education institutions. In addition, support from government agencies and religious organisations is essential to improve the quality of human resources in Buddhist education. Thus, the learning process in Buddhist Sunday Schools is expected to be more effective, contextual, and meaningful in accordance with Buddhist values, as well as capable of shaping students' characters in a holistic and balanced manner.
Outdoor learning in improving understanding of Brahmawihara materials among children at Buddhist sunday school Nungki Ayu Febriyanti; Taridi Taridi; 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.v9i1.113266

Abstract

This research aims to test the effectiveness of outdoor learning-based education in increasing the understanding of Sunday School children about the values of Brahmawihara (Metta, Karuna, Mudita, Upekkha). This study also emphasises the importance of enjoyable and contextual learning approaches to enhance children's engagement in understanding spiritual values. The method used is a one-group pretest-posttest design involving 20 children aged 10-12 years from two Buddhist Sunday Schools in East Lampung. Data collection was carried out through a multiple-choice test that has been tested for validity and reliability of 0.967, and was then analysed using paired sample T-test and one sample T-test. This supports the theory of experiential learning, with research results showing a significant increase in participant understanding, where the average pretest score was 60.20 SD=9.12, increasing to 86.30 SD=7.54 in the posttest. Statistical analysis reinforces these findings (t = -20.985, p = 0.000), with 85.71% of participants achieving the minimum learning completeness (KKM) ≥75. Activities such as nature meditation and role-playing proved to help children connect the values of Brahmawihara with their daily lives, strengthening the internalisation of these four noble qualities. Based on the research findings, it can be concluded that outdoor learning-based education is effective as an alternative method for teaching Brahmawihara to children in Buddhist Sunday school. The practical implication is that this approach can be integrated into the curriculum by taking into account the availability of supporting facilities and teacher training to ensure optimal implementation. For further research, it is recommended to broaden the sample scope by involving different age groups or locations with more diverse environmental characteristics to test the generalisation of findings in providing education to children. This study makes an important contribution to the development of interactive and contextual Buddhist education methods, especially in instilling noble values in Sunday School children.
Development and Language Acquisition of 3-Year-Old Children Seftiani, Helmi; Khumaeroh, Arni
International Journal of Science and Applied Science: Conference Series Vol 7, No 1 (2023): 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.v7i1.95356

Abstract

This study aims to examine the development and acquisition of language in children aged 3 years. At this age, children show rapid progress in language skills, including the development of vocabulary, grammar, and the ability to communicate more effectively. This research uses a qualitative descriptive approach with direct observation of children aged 3 years in the family environment. The results of the study show that environmental factors, interactions with adults, and language stimulation play an important role in the language development of children aged 3 years. Children at this age begin to master more complex sentence structures, expand their vocabulary, and can communicate more fluently in social situations daily.

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