Mayani Mayani, Partono Nyanasuryanadi, Budi Utomo

Pembelajaran Sila dan Meditasi Cinta Kasih Terhadap Perubahan Perilaku Adaptif siswa-siswa SDN 2 Mareje

Introduction

Pembelajaran sila dan meditasi cinta kasih terhadap perubahan perilaku adaptif siswa-siswa sdn 2 mareje. Teliti pengaruh pembelajaran Sila & meditasi cinta kasih terhadap perilaku adaptif 85 siswa SDN 2 Mareje. Variabilitas perilaku adaptif dijelaskan 77,9%.

Abstract

The purpose of this study is to examine the influence of Sila learning (X₁) and loving-kindness meditation (X₂) on adaptive behavior among 85 students at SDN 2 Mareje. Data collection techniques consisted of questionnaires and observations, while data analysis techniques included classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination. The results of multiple linear regression analysis showed that the coefficient of determination (R Square) was 0.779, indicating that 77.9% of the variability in students’ adaptive behavior was explained simultaneously by Sila learning and loving-kindness meditation, while the remaining 22.1% was influenced by other factors outside the research model. The multiple correlation coefficient (R) of 0.738 indicates a strong and positive relationship between the combination of the two independent variables and students’ adaptive behavior.

Review

This study investigates the impact of Sila learning and loving-kindness meditation on the adaptive behavior of students at SDN 2 Mareje, a highly relevant topic given the increasing focus on socio-emotional development in educational settings. By employing a quantitative approach with a sample of 85 students, the research aims to provide empirical evidence for the efficacy of these specific interventions. The chosen data collection methods, questionnaires and observations, offer a balanced perspective, capturing both self-reported perceptions and observable behavioral changes. The statistical analysis, including classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination, is commendably robust. The findings demonstrate a particularly strong association, with Sila learning and loving-kindness meditation collectively explaining 77.9% of the variability in students' adaptive behavior (R Square = 0.779). Furthermore, the multiple correlation coefficient (R = 0.738) indicates a strong and positive relationship, suggesting that these combined interventions are highly effective in promoting desirable adaptive behaviors. This substantial explanatory power underscores the significant potential of integrating such practices into the school curriculum. While the statistical results are compelling, the abstract leaves several questions unanswered that would be critical for a comprehensive understanding of the study's implications. The duration and specific content of "Sila learning" and "loving-kindness meditation" are not detailed, making it challenging to replicate or fully appreciate the mechanisms behind the observed changes. Moreover, as 22.1% of the variability remains unexplained, further research could profitably explore these "other factors" influencing adaptive behavior. The study's focus on a single school in a specific context also warrants caution regarding the generalizability of these findings, suggesting that future studies could benefit from larger, more diverse samples across various educational environments.

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