Education can be interpreted as a form of learning interactions. In the process of learning, the teacher and students are engaged in learning activities. Learning activities interact and exchange information between teachers and students and among students. However in teaching, the teachers still tend to be boring and to utilize minimal instructional media. The inability of teachers is an example of the lack of ability in choosing the forms of interaction accordingly.
The scientific research with the “Forms of Interaction Between Teachers and Students on Learning Buddhism in Improving Students¢ Academic Ability” intents to describe the concept of interaction between teachers and students, students¢ academic ability, and the interaction of teachers and students in learning Buddhism in improving the academic skills of students. Thus, the forms of interaction between teachers and students in learning Buddhism can be interpreted as an effort to improve students’ academic ability.
The method used is a descriptive analysis. The descriptive method was used to systematically describe the phenomenon, while the analysis was used to dissect the concepts associated with the object of research. The primary data source is from the Buddhist scriptures, and the secondary sources are from Buddhist books and other common data sources such as books, journals, articles, dictionaries, and data from the Internet.
Based on this research, the concept of interactions between teacher and student, students¢ academic ability, and the interaction between teachers and students in learning Buddhism in improving students’ academic ability can be understood. The results of the study explained: (1) the interaction of teachers and students include the one-direction interaction, two-direction interaction, and multidirectional interaction; (2) academic ability refers to the development of cognitive (thinking), affective (attitude), and psychomotoric (skills); and (3) the interaction in one-direction is more towards the development of thought processes (cognitive) on students; the two-direction interaction leads to the development of knowledge (cognitive) and forming attitudes (affective) when students respond to the learning from the teacher; the use of multidirectional interaction aims to master the material presented both in theory and practice in everyday life so as to improve the cognitive, affective, and psychomotoric abilities combined.