Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Bahasa Jurnal Teologi Injili dan Pendidikan Agama
Jimiana Bunga
Sekolah Tinggi Agama Katolik Negeri Pontianak
Religion Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Respons Mahasiswa terhadap Penggunaan Model Gallery Walk dalam Perkuliahan Bahasa Indonesia Yusi Kurniati; Jimiana Bunga; Serapina
Jurnal Pendidikan Bahasa Vol. 15 No. 1 (2026): Jurnal Pendidikan Bahasa
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v15i1.10413

Abstract

Penelitian ini mengkaji respons mahasiswa terhadap penerapan model Gallery Walk dalam perkuliahan Bahasa Indonesia di Sekolah Tinggi Agama Katolik Negeri Pontianak. Penelitian ini menggunakan metode deskriptif kuantitatif dan melibatkan 37 mahasiswa semester 1 tahun akademik 2023-2024. Data dikumpulkan melalui angket dan wawancara tidak terstruktur. Hasil penelitian menunjukkan respons sangat positif dengan rata-rata skor 3,40 (84,93%). Pada indikator ketertarikan terhadap perkuliahan, respons mencapai 85,11% dengan persentase tertinggi pada pernyataan "Model Gallery Walk membuat perkuliahan Bahasa Indonesia menjadi lebih menarik" (89,86%). Indikator kemudahan memahami materi mendapat respons 84,46%, sementara indikator keberanian mengungkapkan pendapat mencapai 84,68%. Model Gallery Walk terbukti efektif meningkatkan motivasi belajar, pemahaman materi, dan keaktifan mahasiswa dalam perkuliahan. Penelitian menyimpulkan bahwa model Gallery Walk dapat menciptakan lingkungan belajar yang aktif, kolaboratif, dan menyenangkan, sehingga direkomendasikan untuk diterapkan dalam perkuliahan Bahasa Indonesia.
Penerapan Pendekatan Deep Learning oleh Guru Pendidikan Agama Katolik dalam Meningkatkan Pemahaman Iman Peserta Didik di Kota Pontianak Adi Ria Singir Meliyanto; Jimiana Bunga; Yohanes Lino; Gabriel James Panolo Sihombing
Jurnal Teologi Injili dan Pendidikan Agama Vol. 4 No. 4 (2026): Oktober : Jurnal Teologi Injili dan Pendidikan Agama
Publisher : Sekolah Tinggi Pastoral Kateketik Santo Fransiskus Assisi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jutipa.v4i4.720

Abstract

Catholic Religious Education is not only directed toward the mastery of religious knowledge but also toward students’ ability to understand, internalize, and practice Christian values in their daily lives. In the context of learning that increasingly requires active student engagement, the deep learning approach is one approach that can promote conscious, meaningful, critical, and reflective learning. This study aims to analyze the implementation of the deep learning approach by Catholic Religious Education teachers, its influence on students’ faith understanding, and the supporting and inhibiting factors affecting its implementation in Pontianak City. This study employed a qualitative approach, with data collected through interviews and Focus Group Discussions (FGDs) involving Catholic Religious Education teachers at the junior and senior high school levels in Pontianak City. The findings show that teachers implement deep learning through prompting questions, experience sharing, group discussions, case analysis, problem-based learning, the use of digital media, and reflection that connects faith teachings with students’ life experiences. The implementation demonstrates positive changes in students’ engagement, reflective abilities, learning independence, and ability to practice Christian values within their families, schools, and Church communities. Supporting factors include student engagement, learning facilities, and school support, while inhibiting factors include limited facilities, differences in student participation, limited spaces for religious learning, and class size. The implication is that deep learning should be strengthened through teacher competency development, improved learning facilities, and contextual learning that integrates students’ life experiences with faith formation.
Co-Authors Adi Ria Singir Meliyanto Gabriel James Panolo Sihombing Kurniati, Yusi Serapina Yohanes Lino