Musik Instrumental Sebagai Pendukung Meditasi Samatha Pada Siswa Sekolah Minggu Buddha

Abstract

This study aimed to explore the experiences of Buddhist Sunday School students in using instrumental music as a supportive medium for samatha meditation. A qualitative approach with a transcendental phenomenological design was employed. The participants consisted of eight Buddhist Sunday School students aged 9–14 years from Pusdiklat Buddha Belitung, selected through purposive sampling. Data were collected through semi-structured in-depth interviews, participant observation, and documentation. Data analysis followed Moustakas’ transcendental phenomenological procedures, including epoche, phenomenological reduction, imaginative variation, and synthesis of meanings and essences. The findings revealed four major themes: instrumental music as a pathway to inner calm (samatha), instrumental music as an attentional anchor that enhances concentration, instrumental music as a trigger for personal emotional experiences, and instrumental music as a medium that strengthens resonance with Buddhist values. All participants reported experiencing greater calmness and improved concentration during meditation accompanied by instrumental music. Most participants also associated their meditation experiences with Buddhist teachings, including inner peace, patience, mindfulness, and meditative practice. These findings indicate that instrumental music can serve as an effective supportive medium in children’s meditation by facilitating cognitive, emotional, and spiritual development. The study contributes to the growing body of literature on Buddhist phenomenology in children and offers practical implications for the development of more contextualized meditation programs within Buddhist Sunday School education.