Self-directed learning model and student independence in learning Buddhist religion of state senior high school I Tanjung

The purpose of this study was to examine the effect of the self-directed learning model on the learning independence of Buddhist students at State Senior High School I Tanjung. The problems encountered by students included a lack of initiative in overcoming problems and completing assignments, frequent copying of their friends' answers, a lack of responsibility in completing and submitting assignments, and a lack of discipline in the learning process. This study is expected to increase students' learning independence to achieve maximum learning outcomes. Self-Directed Learning is a learning model that allows students to manage the learning process independently, with initiative and freedom to learn. Through this approach, students can improve their abilities and achieve better learning outcomes. Self-Directed Learning aims to develop knowledge, skills, achievements, and individual development independently. This study used a quantitative approach with a survey method. The population in this study consisted of 92 respondents from State Senior High School I Tanjung who were Buddhist students in the 2024/2025 academic year. The results of this study indicate that the Self-Directed Learning model has a positive effect on the learning independence of Buddhist students at State Senior High School I Tanjung. Based on regression analysis, Self-Directed Learning contributes significantly to shaping students' learning independence, while some of their learning independence is influenced by other factors, such as the school environment, family, and peers. This confirms that the Self-Directed Learning model is one of the components in shaping learning independence

Inviting bells and focus on learning (Appamāda) for students of Tri Ratna elementary school in West Jakarta

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

Mindful learning through mindfulness bells as a predictor to improve student learning outcomes

This study was motivated by the importance of improving student learning outcomes through a learning approach that not only focuses on cognitive aspects but also shapes students' awareness, attitudes, and positive behaviour. This study aims to determine the effect of mindful learning on improving student learning outcomes with mindful bells at Buddhist Sunday School (BSS) Dharma Gaya, Metro City. Mindful Learning is a learning approach that emphasises full awareness in the learning process. Students are encouraged to be fully present, aware, and focused on every activity they do. Mindful bells are used as a tool to help students direct their attention to learning in a calmer and more focused manner. This study used a quantitative approach with a survey method involving 45 students as the overall subjects of the study. The research instrument used was a questionnaire with a Likert scale that measured mindful learning with mindful bells. Simple linear regression analysis was used to test the research hypothesis, and SPSS (Statistical Package for the Social Sciences) for Windows version 26 was used as a tool to analyse the data. The results showed that there was a positive and significant influence of 65.5% between the variables of mindful learning with mindful bells and the improvement in student learning outcomes at BSS Dharma Gaya Kota Metro. Meanwhile, the remaining 34.5% was influenced by other factors not included in the study. This means that the better the application of mindful learning with mindful bells in learning activities, the more it will improve student learning outcomes as shown by changes in the cognitive, affective, and psychomotor aspects of students

Pancasila Buddhist learning and ethical behaviour students’ at Xaverius 2 Pahoman junior high school in Bandar Lampung

This study aims to determine the effect of Buddhist Pañcasīla learning on the ethical behaviour of students at Xaverius 2 Pahoman Junior High School, Bandar Lampung. The background of this study is the identification of a number of problems, such as the lack of ethical behaviour exhibited by students in their daily lives, their limited understanding of the values contained in Buddhist Pañcasīla, low awareness of the importance of social responsibility, and minimal self-reflection skills, which should be part of student character development. This study used a quantitative approach with a survey method as the data collection technique. Data were obtained by distributing questionnaires to predetermined respondents. The sample in this study consisted of 66 students, including 28 seventh-grade students and 38 eighth-grade students in the 2024/2025 academic year. The results showed that Buddhist Pañcasīla learning had a significant and positive effect on improving students' ethical behaviour. The more intensively this material was delivered in the learning process, the more noticeable the improvement in students' ethical attitudes and actions, both at school and at home. Based on the results of linear regression analysis, a contribution of 78.8% was obtained, with the equation Y = 6.247 + 0.062X, while the remaining 21.2% was influenced by other factors. Thus, Buddhist Pañcasīla learning plays a major role in shaping students' character and ethical behaviour in a better and more responsible direction

Community Life and International Multiculturalism in The Development of Sangha Education at The Mahavihara Buddha Plum Village Thailand

The development of Sangha education in the modern era is strongly influenced by two main factors, namely community life and international multiculturalism. Community life has an important role in helping individuals, especially Sangha members, in the process of self-development and continuous inner transformation. Meanwhile, international multiculturalism encourages openness and acceptance of the diversity of different cultural backgrounds, languages, and customs, which ultimately enriches spiritual experiences and broadens the horizons of Sangha members in undergoing religious practices. This research aims to explore the influence of community life and international multiculturalism on the development of Sangha education, by taking acase study at Mahavihara Plum Village Thailand. The method used is descriptive quantitative, involving 100 respondents from among the monastic Sangha, who were selected using proportional random sampling technique. The research instrument was a questionnaire. Data were analysed using various statistical techniques, including validity, reliability, classical assumptions, multiple linear regression F test, and t test. The results show that community life has a significant effect on the development of Sangha education (tcount = 8.402, significance = 0.000), while international multiculturalism provides a lower effect (tcount = 1.811, significance = 0.007). The R Square value of 0.889 indicates that the combined contribution of community life variables and international multiculturalism to the development of Sangha education reaches 88.9%. In other words, understanding and application of community life values and openness to international multiculturalism play a very dominant role in shaping and directing the direction of the development of Sangha education, especially in the context of Mahavihara Plum Village Thailand. Meanwhile, the remaining 11.1% is influenced by other factors that are beyond the scope of this study

Metta Bhavana meditation and resilience sunday school students’ at the Girikirti Buddhist temple

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

Buddhist fundraising (congdanbud) and gamification approach in improving students' cognitive skills

Cognitive skills are a crucial aspect of education because they directly relate to students' abilities to think critically, analyse information, understand concepts, and solve problems. These skills are the primary foundation for creating an effective, meaningful, and sustainable learning process. Improving cognitive skills not only impacts students' academic outcomes but also contributes to improving the overall quality of human resources. This is crucial in developing a generation capable of adapting and contributing to the nation's future progress. This study aims to determine the effect of the traditional Buddhist congklak game and a gamification approach on the cognitive skills of students at the Sakyamuni Buddhist Sunday School (BSS). The method used was a quantitative survey. The research instrument was a Likert-scale questionnaire distributed to the entire population of 32 students, who also served as the sample. Data analysis employed multiple linear regression using SPSS version 27. The study results indicate a positive and significant influence between the Buddhist congklak game and the gamification approach on improving students' cognitive skills, with a contribution of 83.8%. Meanwhile, the remaining 16.2% is influenced by other factors not examined in this study. These findings indicate that the application of Buddhist-based learning methods combined with a fun approach such as gamification is very effective in improving students' cognitive abilities in religious educational environments. Therefore, this approach deserves further development at various levels of education, both formal and non-formal, to create a fun, relevant, and transformative learning process to produce a superior generation with character according to Buddhist moral values in a holistic and sustainable manner today

Self-concept and discipline of students at SMPN 1 Adiluwih Pringsewu

This study aims to determine the effect of self-concept on student discipline at SMP Negeri 1 Adiluwih, Pringsewu Regency. Student discipline is an important factor in supporting learning success, while self-concept reflects an individual's perception of themselves, which can influence behavior and attitudes in the school environment. This study uses a quantitative approach with a survey method. The population in this study was all students at SMPN 1 Adiluwih, and the sample was taken randomly by stratification. Data collection was conducted through a closed questionnaire that had been tested for validity and reliability. The data analysis technique used was simple linear regression to determine the extent of the influence of self-concept on discipline. The more positive the students' self-concept, the higher their level of discipline in the school environment. These findings show the importance of strengthening self-concept in efforts to improve student discipline at school. The more positive the students' self-concept, the higher their level of discipline in the school environment. These findings show the importance of strengthening self-concept in efforts to improve student discipline at school. How many words are there in the above sentence? The higher the self-concept of students, the higher their level of discipline at school. The coefficient of determination (R²) value of 0.517 shows that self-concept contributes 51.7% to the variation in student discipline. The remaining 48.3% is influenced by factors other than the research variables, such as family environment, social circle, and the learning system at school

The synergistic influence of spiritual leadership and mindfulness on organisational behaviour: insights from the Buddhist college context

This study investigates the synergistic influence of spiritual Leadership and mindfulness on organisational behaviour within the context of a private Buddhist college in Medan, Indonesia. Drawing upon theories of leadership, mindfulness, and organisational behaviour, the research employs a quantitative associative design involving 25 respondents, comprising lecturers and administrative staff. Data were collected through standardised questionnaires that measured validated dimensions of spiritual Leadership, mindfulness, and organisational behaviour. The findings demonstrate that spiritual Leadership exerts a positive and significant impact on organisational behaviour, affirming the role of vision, altruistic love, and hope/faith in enhancing intrinsic motivation and organisational commitment. Likewise, mindfulness shows a positive and significant effect, supporting the proposition that conscious awareness, emotional regulation, and empathy foster more harmonious workplace interactions. Together, these variables explain 58% of the variance in organisational behaviour. The results highlight the importance of integrating spiritual values with psychological competencies to build a positive organisational culture. Practically, the study suggests that higher education institutions grounded in religious values should incorporate spiritual leadership development and mindfulness training as strategic interventions to promote harmony, resilience, and productivity within academic environments

Project-based learning and student motivation at SMB Dharma Virya Oku Timur

This study aims to determine the effect of project-based learning (PBL) on student learning motivation at SMB Dharma Virya OKU Timur. The problem addressed in this study is based on the low learning motivation of students due to the dominance of conventional learning methods. The research was conducted at SMB Dharma Virya Oku Timur using a quantitative survey method, in which students were divided into a group that applied PBL and a control group that used conventional methods. The research instrument was a learning motivation questionnaire that had been tested for validity and reliability. The results showed that there was a significant increase in learning motivation among students who participated in project-based learning compared to the control group. The application of PBL contributed significantly to increasing student motivation, activity, and learning achievement. Teachers can also implement several strategies to minimize shortcomings, such as providing a clear structure and sufficient basic knowledge before starting a project, as well as monitoring student progress regularly. The success of student learning can be determined by the motivation that the students themselves have. Students who have high learning motivation tend to have high achievement, whereas students who have low learning motivation will have low learning achievement. The level of motivation can determine the level of effort and enthusiasm a person has for an activity. Thus, the Project-Based Learning model can be an effective and meaningful learning approach for students. Therefore, it can be concluded that project-based learning is effective in increasing student learning motivation and can be used as an alternative learning strategy in schools