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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.
Huma Betang Philosophy as A Contextual Theological and Educational Framework in Indonesian Multiculturalism Eny Oktavia; Emi Seli
Enrichment: Journal of Multidisciplinary Research and Development Vol. 4 No. 5 (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.v4i5.727

Abstract

Indonesia’s multicultural context requires theological and educational approaches that can engage cultural diversity while strengthening social harmony, peace, and ecological responsibility. This study examines the Huma Betang philosophy of the Dayak people of Central Kalimantan as a contextual theological and educational framework for Christian education in Indonesia. Specifically, it aims to identify its core ethical and theological values, explore their relevance to Christian theological reflection and educational praxis, and formulate practical implications for multicultural learning. The study employed a qualitative descriptive design using contextual theological inquiry and ethnopedagogical analysis. Secondary data were drawn from theological writings, ethnographic studies, educational literature, journal articles, and relevant reports and were analyzed through hermeneutical and thematic analysis with source triangulation. The findings show that Huma Betang integrates principles of justice, communal solidarity, ethical living, spirituality, consensus, and ecological awareness, which correspond with Christian concepts such as koinonia, diakonia, martyria, reconciliation, and stewardship. It also provides an ethnopedagogical model that supports dialogical learning, character formation, peacebuilding, and ecological discipleship. The study concludes that Huma Betang is a dynamic Indigenous resource for contextualizing Christian theology and education while strengthening multiculturalism, intercultural dialogue, social responsibility, and national unity within Indonesia’s culturally plural churches and educational institutions.
Internalizing Handep Values in Christian Religious Education Teachers' Learning Communities as A Strategy for Educational Adaptability in The Digital Age Sosensi Sosensi; Emi Seli
Enrichment: Journal of Multidisciplinary Research and Development Vol. 4 No. 5 (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.v4i5.737

Abstract

Digital transformation requires teachers to develop adaptive competencies that extend beyond technical skills to encompass pedagogical, reflective, social, and ethical capacities. For Christian Religious Education teachers, this challenge is particularly significant because digital learning must remain responsive to students’ spiritual, moral, and relational needs. This study aimed to formulate a conceptual framework for internalizing Handep values within Christian Religious Education teachers’ learning communities as a strategy for strengthening educational adaptability in the digital age. The study employed a qualitative descriptive approach using a literature review method. Relevant books and journal articles were selected, thematically coded, compared, and synthesized through data reduction, thematic coding, comparative interpretation, and conceptual synthesis, while source triangulation was used to enhance interpretive reliability. The findings identified six interrelated Handep values: mutual cooperation, solidarity, togetherness, collective responsibility, deliberation, and social concern. The internalization of these values through value transformation, transaction, and transinternalization supported reflection, knowledge sharing, peer mentoring, pedagogical experimentation, emotional resilience, and responsible digital innovation. The resulting framework consisted of value foundations, internalization processes, professional praxis, and adaptive outcomes. In conclusion, Handep-based learning communities offer a culturally grounded and ethically oriented strategy for enhancing teacher adaptability, although empirical and participatory testing remains necessary in specific Christian Religious Education teacher learning community contexts.
Co-Authors Diliyus Eny Oktavia Sosensi Sosensi