Pengaruh Mindfulness dan Refleksi Diri terhadap Kemampuan Mengendalikan Perilaku Impulsif pada Siswa SD Budi Luhur Kota Sukabumi

Abstract

ABSTRACT

Meri, 20240100012, 2026. The Influence of Mindfulness and Self-Reflection on Elementary School Students’ Ability to Control Impulsive Behavior at Budi Luhur Elementary School, Sukabumi City. Master’s Program in Buddhist Religious Education, Smaratungga Buddhist College, Boyolali. Supervisor I: Dr. Kabri, S.Ag., M.Pd., M.Pd.B.; Supervisor II: Dr. Partono, M.Pd., M.Pd.B. Keywords: mindfulness, self-reflection, self-control, impulsive behavior, elementary school students

The ability to control impulsive behavior is an important component of self-regulation development among elementary school students because it involves inhibiting spontaneous responses, regulating emotions, considering consequences, and directing behavior in accordance with established rules. Mindfulness and self-reflection are expected to contribute to this ability by fostering awareness of ongoing experiences and the evaluation of personal experiences and actions. This study aimed to analyze the influence of mindfulness on the ability to control impulsive behavior, the influence of self-reflection on the ability to control impulsive behavior, and the simultaneous influence of both variables among students at Budi Luhur Elementary School, Sukabumi City. This study employed a quantitative, cross-sectional, non-experimental correlational design. The respondents consisted of 33 students selected using total sampling. Data were collected using closed-ended questionnaires with a five-point Likert scale. The analyses included descriptive statistics, validity and reliability testing, model-assumption checks, simple and multiple linear regression, t-tests, F-tests, the coefficient of determination, and a 5,000-resample bootstrap. All statistical analyses were performed using IBM SPSS Statistics version 27 at a significance level of .05. Simple linear regression showed that mindfulness made a positive and significant predictive contribution to students’ ability to control impulsive behavior (B = .806, β = .723, t(31) = 5.823, p < .001, R² = .522). Self-reflection also made a positive and significant predictive contribution (B = .851, β = .861, t(31) = 9.421, p < .001, R² = .741). The multiple linear regression used for the third objective produced a significant simultaneous model, F(2, 30) = 54.654, p < .001, with R = .886, R² = .785, and adjusted R² = .770. Thus, the simultaneous model explained 78.5% of the variance in the outcome in the study sample, with an adjusted estimate of 77.0%. A 5,000-resample bootstrap yielded 95% confidence intervals excluding zero for mindfulness [.110, .558] and self-reflection [.443, .851]. Because the study used a quantitative, cross-sectional, non-experimental design, the findings indicate statistical predictive contributions rather than causal effects.