The Effectiveness of Storytelling in Enhancing Understanding of Buddhist Values Among Elementary School Students
Keywords:
Buddhist Education, Elementary Students, Moral Values, Pedagogical Strategies, StorytellingAbstract
This study examines the effectiveness of storytelling as a pedagogical approach in enhancing elementary school students’ understanding and application of Buddhist moral values, including Metta (loving-kindness), Karuna (compassion), Mudita (sympathetic joy), and Upekkha (equanimity). Using a quasi-experimental design with pre-test and post-test assessments, the research compared the outcomes of students taught through storytelling with those taught using conventional methods. Statistical analysis demonstrated that the storytelling group exhibited a significant improvement in moral comprehension (p < 0.05), aligning with Vygotsky’s (1978) social learning theory and Bruner’s (1986) narrative cognition framework. Qualitative observations revealed increased student engagement, empathy, and collaboration within the storytelling group. Feedback from students and teachers confirmed that storytelling facilitated deeper moral understanding and active participation. The findings suggest that integrating storytelling into Buddhist education curricula enhances moral learning outcomes. While the study acknowledges limitations such as a small sample size and short intervention period, it highlights the need for further research to explore long-term effects and innovative storytelling techniques for value-based education.
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