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All Journal Cerdika: Jurnal Ilmiah Indonesia Enrichment: Journal of Multidisciplinary Research and Development
Emi Seli
Sekolah Tinggi Teologi Tenggarong
Humanities Economics, Econometrics & Finance Education Engineering Health Professions Public Health Social Sciences

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Pedagogi Transformatif Pendidikan Agama Kristen untuk Membangun Kesadaran Multikultural dalam Komunitas Belajar Kristen Diliyus; Emi Seli
Cerdika: Jurnal Ilmiah Indonesia Vol. 6 No. 5 (2026): Cerdika: Jurnal Ilmiah Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/cerdika.v6i5.3499

Abstract

Meningkatnya kompleksitas masyarakat multikultural pada era globalisasi menuntut institusi pendidikan tinggi, termasuk perguruan tinggi teologi, untuk mengembangkan pendekatan pembelajaran yang mampu memperkuat kesadaran multikultural dan sensitivitas sosial mahasiswa. Dalam konteks Pendidikan Agama Kristen, pedagogi transformatif dipandang mampu mendorong proses pembelajaran yang reflektif, dialogis, dan berorientasi pada tindakan sehingga membentuk karakter Kristiani yang inklusif. Penelitian ini bertujuan untuk menganalisis penerapan pedagogi transformatif dalam Pendidikan Agama Kristen untuk membangun kesadaran multikultural mahasiswa di komunitas belajar Kristen STT Tenggarong. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif, jurnal reflektif, dan dokumentasi terhadap 30 mahasiswa dan 5 dosen yang dipilih menggunakan purposive sampling. Data dianalisis menggunakan analisis tematik dengan triangulasi sumber untuk menjaga validitas temuan. Hasil penelitian menunjukkan bahwa pedagogi transformatif mampu meningkatkan pemahaman mahasiswa terhadap keberagaman budaya, empati, toleransi, dan kemampuan kolaborasi dalam lingkungan multikultural. Diskusi reflektif, dialog lintas budaya, dan kegiatan pelayanan sosial kolaboratif mendorong mahasiswa menginternalisasi nilai kasih, keadilan, dan solidaritas Kristiani. Penelitian ini menyimpulkan bahwa pedagogi transformatif dalam Pendidikan Agama Kristen dapat menjadi model pendidikan yang efektif dalam membangun komunitas belajar Kristen yang inklusif, reflektif, dan multikultural di perguruan tinggi teologi.
Critical Pedagogy and the Crisis of Humanization in Education: An Analysis of the Dehumanization of the Education System and Efforts for Restoration Through the Perspective of the Theology of Imago Dei Emi Seli; Eny Oktavia
Enrichment: Journal of Multidisciplinary Research and Development Vol. 3 No. 11 (2026): Enrichment: Journal of Multidisciplinary Research and Development
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/enrichment.v3i11.614

Abstract

Christian Religious Education (Pendidikan Agama Kristen / PAK) is called to be a human praxis that affirms the dignity of human beings as God's creation. However, in the context of modern education, PAK also faces a humanization crisis due to the dominance of instrumental paradigms, competition orientation, and cognitive achievement-based assessments that reduce students to objects of the system. This article aims to analyze dehumanization in the education system through a critical pedagogical perspective and to formulate PAK’s theological contribution in restoring human dignity based on the concept of imago Dei. This research uses a literature review method with a reflective-critical and interdisciplinary approach, integrating the critical pedagogical thought of Paulo Freire, Henry A. Giroux, and Peter McLaren with the theological reflections of Karl Barth and John R. Middleton. The results of the study show that an education system that emphasizes efficiency, quantitative evaluation, and structural compliance has implications for the alienation of students and weakens the spiritual and relational dimensions of education. Critical pedagogy provides a framework for liberation through dialogical and transformative education, while imago Dei theology affirms the ontological and ethical foundations of PAK as a restorative pedagogy. This article concludes that the integration of critical pedagogy and imago Dei theology strengthens the role of PAK as a liberating praxis of faith, restoring human dignity, and presenting an education oriented toward love, justice, and solidarity.
Co-Authors Diliyus Eny Oktavia