An Integration of Emotional Intelligence and Peers on Strengthing Buddhist Character

Julia Surya; Diah Arum Puji Astuti; Kabri

doi:10.23887/jere.v8i4.80213

Authors

Julia Surya Sekolah Tinggi Ilmu Agama Buddha Smaratungga, Jawa Tengah, Indonesia
Diah Arum Puji Astuti Sekolah Tinggi Ilmu Agama Buddha Smaratungga, Jawa Tengah, Indonesia
Kabri Sekolah Tinggi Ilmu Agama Buddha Smaratungga, Jawa Tengah, Indonesia

DOI:

https://doi.org/10.23887/jere.v8i4.80213

Keywords:

Emotional Intelligence, Peers, Buddhist Character Strengthening

Abstract

Bad characteristics, such as greed, arrogance, hatred, laziness, anxiety, and restlessness, must be eliminated. Therefore, it is necessary to strengthen the Buddhist Character by increasing emotional intelligence and having peers. Therefore, this study aims to analyze the influence of emotional intelligence and peers on strengthening Buddhist Character. This research uses quantitative methods with a causal associative research design. The population of this study was 342 students, and the sample used was 120 students. The data collection method is a questionnaire. The instrument in this research is a questionnaire sheet. The data analysis technique uses inferential statistical analysis. The data analysis results show a significant positive influence between emotional intelligence and strengthening Buddhist Character by 74.4%. Apart from that, there is a significant positive influence between peers on strengthening Buddhist Character by 62.8%. Apart from that, there is a significant positive influence between emotional intelligence and peers on strengthening Buddhist Character by 82.5%. It was concluded that the higher a person's emotional intelligence, the stronger their Buddhist Character. Apart from that, the better the quality of your peers, the higher your Buddhist Character will be strengthened. So, the higher the emotional intelligence and peer friends, the stronger the Buddhist Character will be. So, the higher the emotional intelligence and peer friends, the stronger the Buddhist character will be.

References

Agustini, N. K., Sujana, I. W., & Putra, I. K. A. (2019). Korelasi Antara Kecerdasan Emosional dengan Interaksi Sosial Siswa Kelas V SD Gugus VI Pangeran Diponegoro Denpasar Barat. Jurnal Pedagogi dan Pembelajaran, 2(1). https://doi.org/10.23887/jp2.v2i1.17620.

Arifin, M., Rofiq, A., & Aliani, S. O. (2022). Pengaruh Kecerdasan Intelektual (Intellectual Quotient) Dan Kecerdasan Emosional (Emotional Quotient) Terhadap Pembentukan Karakter Religius. Jurnal Administrasi dan Manajemen Pendidikan, 1(1). https://doi.org/10.59373/kharisma.v1i1.3.

Astawa, I. W. W., Putra, M., & Abadi, I. B. G. S. (2020). Pembelajaran PPKN dengan Model VCT Bermuatan Nilai Karakter Meningkatkan Kompetensi Pengetahuan Siswa. Jurnal Pedagogi dan Pembelajaran, 3(2), 199–210. https://doi.org/10.23887/jp2.v3i2.25677.

Astuti, D. A. P., Kabri, K., & Surya, J. (2023). Perspektif Buddhis Mengenai Pendekatan Perilaku Realita. Journal on Education. 6 (1), 10265-10270. https://doi.org/10.31004/joe.v6i1.4723.

Bawono, B., Nyanasuryanadi, P., & Prasetyo, E. (2023). Pengaruh Puja Bakti Terhadap Kecerdasan Spiritual Siswa Agama Buddha. Jurnal Ilmiah Religiosity Entity Humanity (JIREH, 5(2), 208–217. https://doi.org/10.37364/jireh.v5i2.163.

Chan, F., Kurniawan, A. R., Melinda, L. G., Priantini, R., Zubaedah, Z., Suharti, S. R., & Khodijah, S. (2020). Implementasi Pendidikan Karakter Disiplin Pada Peserta Didik Di Sd Negeri 187/1 Teratai. PENDAS MAHAKAM: Jurnal Pendidikan Dasar, 4(2), 137–145. https://doi.org/10.24903/pm.v4i2.405.

Chusna, V. J., Ibda, H., & Wahyuningsih, E. (2022). Emotion Intelligence and Polite Character of Elementary School Students: A Correlation Study. Jurnal Diklat Keagamaan, 16(2), 175–187. https://doi.org/10.52048/inovasi.v16i2.364.

Dhammika, S. (2010). A Guide to Buddhism A to Z. The Buddha Dhamma Mandala Society.

Dini, J. (2022). Pengaruh pembiasaan, kecerdasan emosional dan dukungan orang tua terhadap kemandirian anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia, 6(4), 3034–3049. https://doi.org/10.31004/obsesi.v6i4.2301.

Farhani, H., Wiwin, & Sekarini, R. (2022). Penyuluhan Edukasi Program Marketing dalam Sekolah Bebas Bullying di SMA Sederajat Pare Kediri Jawa Timur. Sarwahita, 19(2), 283–292 10 21009 192 4. https://doi.org/10.21009/sarwahita.192.4.

Feng, X., Han, Z., & Zheng, S. (2023). Peer influence on prosocial behavior in adolescence. Journal of Education, Humanities and Social Sciences, 8, 1879–1885. https://doi.org/10.54097/ehss.v8i.4604.

Ferry, F., Kabri, K., & Surya, J. (2023). The Effect of Mindful Breathing and Mindful Sitting Practices on Academic Stress of Nanyang Zhi Hui High School Students in Medan. Devotion: Journal of Research and Community Service, 4(10), 1924–1937. https://doi.org/10.59188/devotion.v4i10.580.

Ghozali, I. (2018). Aplikasi Analisis Multivariate Dengan Pogram IBM SPSS”Edisi Sembilan.Semarang:Badan Penerbit Universitas Diponegoro.

Güler, B., & Turan, S. (2022). The Role of Emotional Intelligence in Predicting Peer Relationships in Adolescents. Journal of Educational Issues, 8(1), 73–83. https://doi.org/10.5296/jei.v8i1.19464.

Hasir, H., & Sohrah, S. (2021). Tindakan Bullying di Media Sosial; Komparasi Hukum Pidana Islam dan Undang-Undang Nomor 19 Tahun 2016 Tentang ITE. Shautuna: Jurnal Ilmiah Mahasiswa Perbandingan Mazhab dan Hukum, 9(2020), 704–712. https://doi.org/10.24252/shautuna.v2i3.21577.

Hayati, Y. L. S., Djatmika, E. T., & As’ari, A. R. (2018). Pengaruh Model Pembelajaran Tutor Sebaya terhadap Kemampuan Komunikasi Matematis Siswa Sekolah Dasar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(8), 1056–1058. https://doi.org/10.17977/jptpp.v3i8.11463.

Igbokwe, I. C., Egboka, P. N., Thompson, C. C., Etele, A. V, Anyanwu, A. N., Okeke-James, N. J., & Uzoekwe, H. E. (2023). Emotional Intelligence: Practices to Manage and Develop it. European Journal of Theoretical and Applied Sciences, 1(4), 42–48. https://doi.org/10.59324/ejtas.2023.1(4).05.

Kabri, K., & Budiyanto, B. (2023). the Role of Synchronous and Asynchronous Multimedia in Efl Listening Comprehension. NextGen Education Review Journal, 1(2), 44–53. https://doi.org/10.58660/nextgen.v1i2.39.

Khairunnisa, R., & Alfaruqy, M. Z. (2022). Hubungan Antara Kecerdasan Emosional Dengan Cyberbullying Di Media Sosial Twitter Pada Siswa Sman 26 Jakarta. Jurnal EMPATI, 11(4), 260–268. https://doi.org/10.14710/empati.0.36471.

Khalimah, E., & Prasetyo, I. (2022). Penanaman Nilai-Nilai Karakter Anak Usia Dini di Wilayah Sekitar Candi Borobudur. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6). https://doi.org/10.31004/obsesi.v6i6.3280.

Kurniawan, Y., & Sudrajat, A. (2017). Peran Teman Sebaya Dalam Pembentukan Karakter Siswa MTs (Madrasah Tsanawiyah). Jurnal Ilmu-Ilmu Sosial, 14(2). https://doi.org/10.21831/socia.v14i2.17641.

Liu, Y., Wu, X., Liu, Z., Zhang, K., Peng, S., Gu, X., Lian, Z., Hu, Y., Yang, S., Jiang, X., Cheng, W., Feng, J., Sahakian, B., Robbins, T., Becker, B., & Zhang, J. (2023). Peers in adolescence influence brain architecture, cognition and psychopathology. https://doi.org/10.21203/rs.3.rs-2941306/v1.

Maghfiroh, W., & Putri Mahanani, N. (2021). Pengaruh Kecerdasan Emosional terhadap Prestasi Belajar Siswa Kelas IV SD Selama Pembelajaran Daring. Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan, 1(7), 552–562. https://doi.org/10.17977/um065v1i72021p552-562.

Maitrianti, C. (2021). Hubungan Antara Kecerdasan Intrapersonal Dengan Kecerdasan Emosional. Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam, 11(2), 291–305. https://doi.org/10.22373/jm.v11i2.8709.

Mantu, A., Masaong, A. K., & Asrin. (2018). Pengaruh Kecerdasan Emosional, Kecerdasan Spiritual dan Kecerdasan Intelektual Terhadap Pengembangan Karakter Guru Sekolah Dasar Negeri di Kecamatan Botumoito. JPs: Jurnal Riset dan Pengembangan Ilmu Pengetahuan, 03(1), 110.

Mavroveli, S., & Sanchez-Ruiz, M. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. The British journal of educational psychology, 1(1), 112–134. https://doi.org/10.1348/2044-8279.002009.

Menesini, E., & Salmivalli, C. (2017). Bullying in Schools: the State of Knowledge and Effective Interventions. Psychology, Health & Medicine, 22(sup1), 240–253. https://doi.org/10.1080/13548506.2017.1279740.

Merianah, M. (2019). Pengaruh Kecerdasan Emosional dan Adversity Quotient terhadap Kemampuan Pemecahan Masalah Matematika Siswa SDIT IQRA’1 Kota Bengkulu. Jurnal Pendidikan Matematika Raflesia, 4(1), 29–35. https://doi.org/10.33449/jpmr.v4i1.7526.

Mounts, N. (2022). Introduction to the Special Issue: Peer Relationships across Diverse Ethnic, Racial, and Cultural Contexts. The Journal of Genetic Psychology, 183, 359–363. https://doi.org/10.1080/00221325.2022.2103393.

Nikmah, I., & Ahmad, B. (2022). Kajian Komprehensif Karakteristik Masyarakat Dan Peninggalan Sejarah Bercorak Hindhu-Budha Di Gunung Wajak. Dewaruci: Jurnal Studi Sejarah dan Pengajarannya, 1(1).

Nurbaiti, A., Supriyono, S., & Kurniawan, H. (2022). Karakter Peduli Sosial Anak Usia Dini dalam Film Animasi Diva the Series. PAUDIA : Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini, 11(1), 373–386. https://doi.org/10.26877/paudia.v11i1.9318.

Nurlizawati, N. (2019). Penerapan Model Pembelajaran Tutor Teman Sebaya Di SMAN 1 PASAMAN. Jurnal Socius: Journal of Sociology Research and Education, 6(1), 24036 6 1 127. https://doi.org/10. 24036/scs.v6i1.127.

Nurmala, Sukayasa, & Paloloang, B. (2016). Penerapan Model Pembelajaran Tutor Sebaya untuk Meningkatkan Hasil Belajar siswa kelas V SDN 20 Toli-Toli pada Operasi Hitung Campuran Bilangan Bulat. Jurnal Kreatif Tadulako Online, 4(9), 199–211.

Oktaviani, S. N., & Syawaluddin, S. (2023). Peran Guru Bimbingan Konseling Dalam Menguatkan Karakter Siswa. Educativo: Jurnal Pendidikan, 2(1), 115–119. https://doi.org/10.56248/educativo.v2i1.120

Pranata, J., Wijoyo, H., & Surya, J. (2021). Akulturasi Nilai-Nilai Kearifan Lokal Mengawe Dalam Agama Buddha. Jurnal Maitreyawira, 2(1), 58–64.

Ramadhani, F. E., & Khotimah, K. (2023). Memahami Kecerdasan Emosional dan Spiritual Melalui Lensa Islam. MERDEKA: Jurnal Ilmiah Multidisiplin, 1(2), 1–17. https://doi.org/10.62017/merdeka.v1i2.196.

Rambe, Hasanah, & Chairunnisa. (2018). Hubungan Kecerdasan Emosional Dengan Hasil Belajar Biologi Siswa Kelas X MIA MAN 3 Medan T.P. 2017/2018. Jurnal Pelita Pendidikan, 6(2). https://doi.org/10.24114/jpp.v6i2.10145.

Riza, F., & Yoto, Y. (2023). Membangun Kecerdasan Emosional Siswa SMK untuk Menjawab Tantangan Industri Modern. Briliant: Jurnal Riset dan Konseptual, 8(4), 940–947. https://doi.org/10.28926/briliant.v8i4.1643.

Rosadi, K. (2023). The effect of emotional intelligence, spiritual intelligence, and school culture on strengthening senior high school student's Character in Jambi Province. Cogent Social Sciences, 9, 1–15. https://doi.org/10.1080/23311886.2023.2194564.

Sa'diyah, R. (2013). Urgensi Kecerdasan Emosional Bagi Anak Usia Dini. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 4(1). https://doi.org/10.17509/cd.v4i1.10375.

Saferdin, W., Jani, S., Jislan, F., & Rosidi, R. (2023). The Relationships between Emotional Intelligence and Leadership Effectiveness in Selected Malaysian Public Sectors. Information Management and Business Review, 15(3), 466–476. https://doi.org/10.22610/imbr.v15i3(i).3556.

Santoso, G., Salsabilla, E., Murod, M., Susilahati, Faznur, L. S., & Asbari, M. (2023). Pengaruh Pergaulan Teman Sebaya terhadap Karakter Cinta Damai Anak. Jurnal Pendidikan Transformatif, 2(1). https://doi.org/10.9000/jupetra.v2i1.129.

Sari, O. R., & Handayani, T. (2022). Hubungan Pola Asuh Orang Tua Terhadap Pembentukan Karakter Religius Siswa Sekolah Dasar Islam Terpadu. Jurnal Cakrawala Pendas, 8(4), 1011–1019. https://doi.org/10.31949/jcp.v8i4.2768.

Sena, I. G. M. W., & Ulansari, N. L. P. (2020). Peranan Dhyana (Meditasi) Dalam Mengurangi Stres Pada Mahasiswa Semester Akhir. Guna Widya: Jurnal Pendidikan Hindu, 7(2). https://doi.org/10.25078/gw.v7i2.1368.

Setyawan, A. A., & Simbolon, D. (2018). Pengaruh Kecerdasan Emosional Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar. JPPM (Jurnal Penelitian Dan Pembelajaran Matematika), 1(1). https://doi.org/10.30870/jppm.v11i1.2980.

Siswanto, D., Nyanasuryanadi, P., & Prasetyo, E. (2023). Pengaruh Teman Sebaya Terhadap Predisposisi Mengikuti Pembelajaran Agama Buddha Siswa Kelas XII SMA Negeri 1 Donorojo, Kecamatan Donorejo, Kabupaten Jepara. Jurnal Review Pendidikan Dan Pengajaran, 6(3), 676–680. https://doi.org/10.31004/jrpp.v6i3.19308.

Sucito, F., Kabri, & Andanti, M. F. (2024). Multimedia pembelajaran interaktif berbasis Android pada materi etika dan moralitas untuk tingkat SMP. Jurnal Penelitian, Pendidikan dan Pengajaran (JPPP), 5(1), 24-34. https://doi.org/10.30596/jppp.v5i1.16524.

Sugiyanti, A. F. P., & Sakti, H. (2015). Hubungan Antara Kecerdasan Emosional Dengan Kerjasama Tim Pada Pemain Futsal Mahasiswa Universitas Diponegoro. Empati, 4(3). https://doi.org/10.14710/empati.2015.12989.

Surono, Y., Utomo, B., & Muslianty, D. (2023). Minat Membaca dalam Upaya Meningkatkan Perilaku Belajar Siswa pada Mata Pelajaran Pendidikan Agama Buddha dan Budi Pekerti. Journal on Education, 6(1), 8134–8148. https://doi.org/10.31004/joe.v6i1.4232.

Surya, J. (2021). Kajian Penyebab Kemarahan Menurut Suttapiṭaka dalam Masyarakat Multikultural: Perspektif Psikologi Sosial. Journal of Education, Humaniora and Social Sciences (JEHSS, 3(3), 1124–1133. https://doi.org/10.34007/jehss.v3i3.501.

Surya, J., Wibowo, M. E., & Mulawarman. (2021). Mindfulness-Based Cognitive Therapy (MBCT) Approach in Counseling Practice. Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020), 574 (Iset 2020), 463–466. https://doi.org/10.2991/assehr.k.211125.086.

Susanto, R., & Sofyani, N. (2019). Analisis Keterkaitan Kecerdasan Emosional ( Emotional Quotient ) Dan Ketahanmalangan ( Adversity Quotient ) Dalam Pembentukan Motivasi Belajar Siswa Kelas VA Di Sekolah Dasar Negeri Jelambar Baru 01. Jurnal Dinamika Sekolah Dasar, 1(1), 1–13. https://doi.org/10.23887/ijee.v6i3.53497.

Tansel, E., Suherman, S., & Khiong, K. (2022). The role of the quality of educational services and the discipline of Buddhist education teachers affects student learning outcomes. Smaratungga: Journal of Education and Buddhist Studies, 2(2), 103-112. http://dx.doi.org/10.53417/sjebs.v2i2.76.

Untari, M. F. A., & Purnomo, F. U. (2016). Kajian Nilai Moral Dalam Film Kartun Upin Dan Ipin Edisi “Ikhlas Dari Hati” Produksi Les’ Copaque. Malih Peddas (Majalah Ilmiah Pendidikan Dasar), 6(1), 9–18. https://doi.org/10.26877/malihpeddas.v6i1.1113.

Vadia Asti Riandini, P., Gde Wawan Sudatha, I., & Putu Parmiti, D. (2020). Korelasi antara Kecerdasan Emosional dan Motivasi Belajar dengan Hasil Belajar PPKn. Mimbar PGSD Undiksha, 8(3), 468–478. https://doi.org/10.23887/jjpgsd.v8i3.26072.

Wahyudi, A., & Jamal, N. A. (2021). Pengembangan Bahan Ajar Ips Berbasis Karakter Dengan Media Kartu Pintar Pada Materi Tokoh-Tokoh Hindu, Budha, Dan Islam Di Indonesiapada Siswa Kelas V SDN 01 Sriwijaya. Tadzkirah : Jurnal Pendidikan Dasar, 2(1).

Wijayanto, A. (2020). Peran Orangtua dalam Mengembangkan Kecerdasan Emosional Anak Usia Dini. Diklus: Jurnal Pendidikan Luar Sekolah, 4(1), 55–65. https://doi.org/10.21831/diklus.v4i1.30263.

Wijoyo, H., & Surya, J. (2020). Analisis Penerapan Meditasi Samatha Bhavana Di Masa Covid-19 Terhadap Kesehatan Mental Umat Buddha Vihara Dharma Loka Pekanbaru. School Education Journal Pgsd Fip Unimed, 10(2), 121. https://doi.org/10.24114/sejpgsd.v10i2.18565.

Winarsih, & Saragih, S. (2016). Keharmonisan Keluarga, Konformitas Teman Sebaya dan Kenakalan Remaja. Persona, 5(1). https://doi.org/10.30996/persona.v5i01.743.

Wulandari, P., Sudjarwo, S., & Rufaidah, E. (2021). The Effect of Emotional Intelligence and Intelligence Spiritual with Student Characters. International Journal of Multicultural and Multireligious Understanding, 8, 108–114. https://doi.org/10.18415/IJMMU.V8I6.2677.