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SEKOLAH TINGGI ILMU AGAMA BUDDHA (STIAB) JINARAKKHITA LAMPUNG Jl. Raya Suban, Pidada, Kec. Panjang, Kota Bandar Lampung, Lampung 35241 Telf. +6282139114444 Email admin@stiab-jinarakkhita.ac.id https://stiab-jinarakkhita.ac.id/ https://lppm.stiab-jinarakkhita.ac.id/
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Journal of Education, Religious, and Instructions (JoERI)
Published by Sekolah Tinggi Ilmu Agama Buddha Jinarakkhita Lampung
ISSN : 30253012     EISSN : 30253012     DOI : https://doi.org/10.60046/joeri.v1i1
Core Subject : Education,
Other
Journal of Education, Religious, and Instructions (JoERI) is an international forum for the publication of Buddhist education and general education sciences work on sustainable development-related issues. This journal disseminates the findings of innovative research and practices that contribute to the current practices based on quantitative, qualitative, and mixed methods approach. It puts emphasis on the theoretical and practical importance of education, Instructions and applied sciences subject areas. Therefore, it welcomes academics, researchers, consultants, and practitioners to publish original theoretical and practical contributions to scientific knowledge.
Arjuna Subject : Umum - Umum
Articles 30 Documents
 1   2   3 
The Effect of Technology-Based Learning on Learning Motivation of Buddhist Sunday School Anggelitha, Tiara; Widiyanto, Widiyanto; Suryanadi, Juni; Wulandari, Ayu
Journal of Education, Religious, and Instructions (JoERI) Vol. 3 No. 1 (2025): JOERI June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v3i1.131

Abstract

The purpose of this study is to identify the effect of technology-based learning on the learning motivation of students at Buddha Dharma Jaya Sunday School. The issues faced by children at the Sunday school include a lack of active participation in the monastery, insufficient motivation or encouragement from parents to engage in monastery activities, and a lack of concentration in learning. This research employs a survey method involving 48 respondents who are children from Buddha Dharma Jaya Sunday School at Jina Marga Dipa Vihara in 2024. The results of the data analysis indicate that the learning motivation variable is categorized as high. Through simple linear regression analysis, it was found that technology-based learning has a positive effect on the learning motivation of Sunday school children. These findings suggest that the integration of technology in the learning process can enhance student engagement and motivation, which in turn can contribute to better learning outcomes. This study provides important insights for educators and monastery administrators in designing more effective and engaging learning strategies for children.
Analysis of Temple Management in the Educational Development of Interests and Talents Chualasta, Silvia; Susanto, Susanto; Seneru, Wistina; Nyanabhadra, Phap Tu
Journal of Education, Religious, and Instructions (JoERI) Vol. 3 No. 1 (2025): JOERI June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v3i1.135

Abstract

The purpose of this research is to analyze how the management of the temple supports Buddhayana youth in developing their interests and talents, identify the factors that optimally influence the development of Buddhayana youth's interests and talents, and formulate practical solutions that can help Buddhayana youth face challenges in their self-development process. In addition, to analyze the management system processing at Bodhisattva temple. This research uses a qualitative approach with a descriptive nature and a case study method. Data collection was conducted through interviews, observations, and documentation with the Chairman of the Temple, Foundation Supervisors, and the Youth Leaders at Bodhisattva temple, Bandar Lampung in 2024. The research results show that the Buddhist Youth at Bodhisattva temple are actively involved in religious and social activities, such as Sunday School, major holiday celebrations, and blood donation drives, with a spirit of volunteerism based on the 5T principles: Sincerity, Intelligence, Mutual Assistance, and Responsibility. This participation is fully supported by the Temple management, which provides facilities, training, and logistics to support the development of their interests and talents. These activities enhance the skills, self-confidence, and leadership abilities of the youth, while also preparing them for a more mature future and strengthening the Buddhayana community at the temple.
The Effect of Academic Resilience on Student Procrastination Among Junior High School Students Lestari, Liana; Taridi, Taridi; Ardianto, Hendri; Pembangunan, Heldy Ramadhan Putra; Adeoye, Moses Adeleke
Journal of Education, Religious, and Instructions (JoERI) Vol. 3 No. 1 (2025): JOERI June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v3i1.140

Abstract

Academic procrastination is a widespread behavioral issue among junior high school students, commonly marked by delays in completing schoolwork, preference for leisure activities such as gaming or social media, and difficulties in managing time effectively. Academic resilience the ability to persist through academic challenges is considered a potential protective factor against procrastination. This study investigates the effect of academic resilience on student procrastination among junior high school students in Pesawaran, Indonesia. A quantitative approach was employed using a survey method, with data collected through a 74-item Likert-scale questionnaire. A total of 163 students were selected using proportionate stratified random sampling. The instrument was tested for validity and reliability prior to analysis. Data were analyzed using simple linear regression. The results indicate that academic resilience significantly affects student procrastination (p < 0.05), with a coefficient of determination (R²) of 0.782. This means that 78.2% of the variance in procrastination can be explained by academic resilience, while the remaining 21.8% is attributed to other unmeasured factors. These findings underline the importance of integrating resilience-building strategies into educational interventions to mitigate procrastination behaviors. The study contributes to the literature on student motivation and offers practical insights for educators and school counselors seeking to enhance student engagement and academic discipline.
Mathematics Learning Management: Kurikulum Merdeka at Islamic School Muna, Robihah Munihatul; Windiaratri, Nur Azizah; Tuzzaro, Nahdia; Astuti, Wiwin
Journal of Education, Religious, and Instructions (JoERI) Vol. 3 No. 1 (2025): JOERI June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v3i1.214

Abstract

This study aims to analyze the management of mathematics instruction under the Merdeka Curriculum at Madrasah Aliyah Al-Manshur Popongan, Klaten Regency, during the 2024/2025 academic year. A descriptive qualitative approach was employed, utilizing data collection techniques such as in-depth interviews and direct observations of the vice principal of curriculum and mathematics teachers, along with an analysis of relevant documents. The findings indicate that: (1) lesson planning is conducted systematically through the development of flexible and adaptive modules, although the integration of technology remains a challenge; (2) instructional implementation employs a differentiated approach with an emphasis on contextual projects, yet is hindered by regulations that restrict the use of digital tools; and (3) learning evaluation is oriented toward formative assessment, although technological limitations constrain the variety of assessment methods. The results highlight the importance of enhancing technological infrastructure and providing targeted teacher training to ensure the effective implementation of the Merdeka Curriculum and to improve educational quality in the madrasah.
Modern Pedagogical Innovations and Learning Experiences to Enhance Learner Representations and Engagement Madhakomala, Madhakomala; Situmorang, Marika; Maulida, Rahmi
Journal of Education, Religious, and Instructions (JoERI) Vol. 3 No. 1 (2025): JOERI June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v3i1.227

Abstract

This article aims to explore and synthesize modern pedagogical approaches and contextual learning experiences that can enhance student representation and engagement. Combining findings from two articles reviewed through a literature review method involving 20 accredited national and international scientific journals (SINTA 1–2 and internationally reputed), this article highlights five main aspects: (1) the integration of digital technology in learning; (2) the application of constructivist strategies; (3) the transformation of the teacher's role into a facilitator; (4) personalized learning and self-regulated learning (SRL); and (5) project-based and contextual learning experiences. All findings are framed within the context of how these approaches provide space for representation and increase student engagement in the learning process. The study results indicate that pedagogical innovations not only revolutionize teaching methods but also position students as active and reflective subjects in the educational process. Keywords: modern pedagogy, student engagement, representation, learning experiences, PjBL
Structured Meditation Before Studying: Its Effects on Focus and Emotion Regulation: Systematic Literature Review (SLR) Sunter Candra Yana; Mina Wongso; Agus Wibowo
Journal of Education, Religious, and Instructions (JoERI) Vol. 4 No. 1 (2026): JOERI June 2026
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v4i1.311

Abstract

The crisis of diminished concentration and emotional dysregulation among students has emerged as a systemic issue in contemporary education; however, the synthesis of empirical evidence regarding the effectiveness of structured meditation as a pre-learning intervention remains highly limited. This study aims to analyze and synthesize empirical evidence on the effects of structured meditation prior to learning activities on students’ learning focus and emotional regulation capacity. The study employed a Systematic Literature Review (SLR) method following the PRISMA protocol, with literature searches conducted across Scopus, Semantic Scholar, and PubMed databases using Boolean operator strategies. Of the 1,097 articles initially identified, 49 met the inclusion criteria and were analyzed using thematic synthesis. The findings indicate that meditation or mindfulness interventions lasting 5–15 minutes per day for a minimum of eight weeks consistently enhance sustained attention, working memory, and executive functioning, while also strengthening adaptive emotional regulation strategies among learners from early childhood to higher education levels. Effect sizes are generally categorized as small to moderate, with effectiveness influenced by moderating factors such as participant age, intervention duration, and facilitator competence. Bibliometric analysis identified five thematic clusters, with mindfulness functioning as the central hub node. This study concludes that structured meditation can be appropriately positioned as an evidence-based pre-learning ritual, particularly within the context of education grounded in Buddhist values in Indonesia, which remains a significant research gap.
Metacognition as a Mediator Between Human–AI Collaborative Learning and the Ability to Adapt Learning Strategies Lukman Abdul Majid; Adhi Kumara Saddhadhika; Sutiyono Sutiyono; Moses Adeleke Adeoye
Journal of Education, Religious, and Instructions (JoERI) Vol. 4 No. 1 (2026): JOERI June 2026
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v4i1.316

Abstract

This study investigates the influence of Human–AI Collaborative Learning on students’ Adaptive Learning Strategies, with Metacognition serving as a mediating mechanism. A quantitative research design was employed using a survey of university students, with data collected through a structured questionnaire measuring Human–AI Collaborative Learning, Metacognition, and Adaptive Learning Strategies. The data were analyzed using Partial Least Squares Structural Equation Modeling to examine both the direct and indirect relationships among the proposed constructs. The findings reveal that Human–AI Collaborative Learning positively enhances students’ metacognitive abilities and adaptive learning strategies. Furthermore, metacognition exerts a significant positive influence on adaptive learning strategies and functions as a partial mediator in the relationship between Human–AI Collaborative Learning and students’ adaptive learning strategies. The proposed model demonstrates substantial explanatory capability, indicating that collaborative interactions with artificial intelligence contribute meaningfully to students’ capacity for self-monitoring, learning regulation, and strategic adaptation. These findings underscore the importance of integrating artificial intelligence as a collaborative learning partner to strengthen students’ metacognitive development and foster adaptive learning strategies in higher education. The study contributes to the growing literature on human–AI collaboration by providing empirical evidence that metacognition constitutes a key psychological mechanism through which AI-supported learning environments promote adaptive learning.
The Influence of Artificial Intelligence, Learning Motivation, and Digital Literacy on the Learning Independence of Buddhist Students Jiny Dharma Ditha; Sukma Ayu; Dharma Yuga Putra Sanjaya; Yusmati Liau
Journal of Education, Religious, and Instructions (JoERI) Vol. 4 No. 1 (2026): JOERI June 2026
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v4i1.328

Abstract

The development of Artificial Intelligence (AI) in education has transformed the way students acquire information and engage in the learning process. However, the use of AI that is not balanced with adequate learning motivation and digital literacy has the potential to affect students’ learning autonomy. This study aims to analyze the influence of Artificial Intelligence, learning motivation, and digital literacy on the learning autonomy of Buddhist students in Bandar Lampung City. The study employs a quantitative approach using a survey method. The sample consists of 30 Buddhist students selected using purposive sampling. Data were collected via a questionnaire and analyzed using multiple linear regression with the aid of SPSS. The results indicate that Artificial Intelligence has a positive and significant effect on learning autonomy, contributing 87.6%, while digital literacy has a positive and significant effect, contributing 83.0%. Learning motivation has a positive relationship with learning autonomy and contributes 24.0%, but does not show a significant effect in the multiple regression model. Simultaneously, Artificial Intelligence, learning motivation, and digital literacy have a significant effect on learning autonomy, contributing 91.0%. The variable with the most dominant influence is Artificial Intelligence, followed by digital literacy. These findings indicate that enhancing students’ learning autonomy in the digital age requires support through the judicious use of AI, the strengthening of digital literacy, and the development of learning strategies capable of fostering learning motivation. This study contributes to the development of technology-based education and self-directed learning in the digital age. Keywords: Artificial Intelligence; Learning Motivation; Digital Literacy; Independent Learning
Explaining Generative Artificial Intelligence Acceptance Among Indonesian University Students: an Extended Technology Acceptance Model Arya Sura Pratama; Dharma Yuga Putra Sanjaya; Komang Mudita Tribi Putra
Journal of Education, Religious, and Instructions (JoERI) Vol. 4 No. 1 (2026): JOERI June 2026
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v4i1.329

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) into higher education has transformed learning practices, creating a need to better understand the factors that influence students’ acceptance of this emerging technology. While the Technology Acceptance Model (TAM) has been widely used to explain technology adoption, limited studies have incorporated contextual factors relevant to educational environments. This study extends TAM by integrating Value Compatibility (VC) and Lecturer Support (LS) to examine students’ acceptance of GenAI in Indonesian higher education. A quantitative cross-sectional survey was conducted with 100 university students selected through purposive sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 and a bootstrapping procedure of 5,000 subsamples. The findings reveal that Perceived Ease of Use significantly influences Perceived Usefulness, while Perceived Usefulness positively affects both Attitude Toward Using and Behavioral Intention. Attitude Toward Using significantly predicts Behavioral Intention, which subsequently influences Actual Use Behavior. Furthermore, the extended variables demonstrate significant effects, with Value Compatibility positively affecting Behavioral Intention and Lecturer Support enhancing Attitude Toward Using. The model exhibits moderate to high explanatory power and satisfactory predictive relevance. This study contributes to the technology acceptance literature by demonstrating that students’ adoption of GenAI is shaped not only by technological perceptions but also by contextual and institutional factors. The findings provide practical insights for higher education institutions seeking to promote effective and responsible integration of GenAI into teaching and learning practices.
Teachers' Emotional Exhaustion, Depersonalization, and Professional Efficacy toward Teaching Quality Pito Damiko; Ria Astika; Dedy Irawan
Journal of Education, Religious, and Instructions (JoERI) Vol. 4 No. 1 (2026): JOERI June 2026
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v4i1.330

Abstract

This study aims to examine the effects of emotional exhaustion and depersonalization on teaching quality, as well as the mediating role of teacher efficacy in these relationships. The study employed a quantitative approach with an explanatory survey design involving Buddhist Religious Education teachers in Lampung Province, Indonesia. Data were collected through a structured questionnaire adapted from established instruments measuring burnout, teacher efficacy, and teaching quality. The data were analyzed using Partial Least Squares Structural Equation Modeling. The findings indicate that depersonalization negatively affects both teacher efficacy and teaching quality. Emotional exhaustion was found to negatively influence teacher efficacy; however, it did not directly affect teaching quality. Teacher efficacy demonstrated a positive effect on teaching quality and emerged as a crucial psychological resource in supporting effective instructional practices. Furthermore, teacher efficacy significantly mediated the relationships between emotional exhaustion and teaching quality as well as between depersonalization and teaching quality. These results suggest that the adverse impact of burnout on teaching quality occurs primarily through a decline in teachers’ confidence in their professional capabilities. This study contributes to the integration of Burnout Theory and Social Cognitive Theory by highlighting teacher efficacy as a key mechanism linking teachers’ psychological well-being and instructional performance. The findings underscore the importance of strengthening teacher efficacy through psychological support, workload management, and professional development initiatives to sustain high-quality teaching.

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