Enhancing Concentration, Symbolic Understanding, and Spirituality through Paper Clay Figurative Sculpture in Buddhist Religious Education for Children
Abstract
This study examines the effectiveness of figurative sculpture using paper clay as a pedagogical medium to enhance concentration, symbolic understanding, and spirituality among children at the Buddhist Sunday School of Vihara Jakarta Dhammacakka Jaya. The research addresses the need for more creative and experiential methods in Buddhist education, which often relies on verbal and ritual instruction. Using a qualitative Participatory Action Research (PAR) design, the study involved 15 students aged 8–13 years over two learning cycles. Data were collected through observation, interviews, and documentation, then analysed using Miles and Huberman’s interactive model. Findings show significant improvement in students’ concentration (longer focus and calmer behaviour), symbolic understanding (recognition of the lotus as a moral and spiritual symbol), and spirituality (patience, reflection, and emotional regulation). The creative process served as a form of active meditation, integrating aesthetic creation with contemplative learning. This study contributes to Buddhist education and art-based pedagogy by introducing a humanistic and constructivist model that transforms students into active participants in moral and spiritual learning. It also highlights paper clay as an accessible medium for nurturing mindfulness in children. Despite limited scope and duration, the research offers valuable insights for integrating contemplative art into Buddhist education in Indonesia.
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