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Sogiato Lastri Hasonangan Cibro
IAKN Tarutung

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The Role of Social Competence of Christian Religious Education Teachers (Pak) in Increasing Student Learning Motivation Sogiato Lastri Hasonangan Cibro; Dorlan Naibaho; Daniel Solano Vargas
Journal of Cross Knowledge Vol. 1 No. 02 (2024): Journal of Cross Knowledge
Publisher : edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jck.v1i02.97

Abstract

Social competence is the ability of an educator to communicate and interact effectively with students, educational staff, parents, and the surrounding community. Therefore, the social competence of Christian Religious Education teachers is required to be adequate, especially in activities related to learning practices in schools and the surrounding environment. Communication skills are a system of knowledge, skills, motivation, and attitudes that are part of the most important competencies of teachers. Communication and interaction between Christian Religious Education teachers with students, fellow students, educational staff, parents, and the community must be built on the values ​​of God's truth.The social competence of PAK teachers with students' PAK learning motivation begins with the PAK teacher's ability to communicate and communicate effectively with students, pupils, parents or guardians of students and the community. Student learning motivation has a very important role in student learning success, because motivation is a means of encouraging students to be enthusiastic in learning activities, so in this case it must be a concern for every PAK teacher. The ability of a PAK teacher is very decisive in achieving the above goals, a PAK teacher is not enough if he only knows how to pray, sing and lecture. A competent PAK teacher is a teacher who is able to teach, organize and manage and master the classroom and understand psychology that can provide good learning motivation to students.
Analisis Metode Pembelajaran Langsung Pada Anak Tunagrahita Di Slb Negeri Siborong Borong Sogiato Lastri Hasonangan Cibro; Wesli Edrianto Bancin; Helena Turnip
Journal of Cross Knowledge multi science
Publisher : edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jck.v1i2.125

Abstract

Anak tunagrahita mengacu pada anak yang mengalami keterbatasan intelektual atau kecerdasan di bawah rata rata yang signifikan,serta memiliki keterbatasan adaptif dalam berfungsi secara mandiri dalam kehidupan sehari hari. Artikel ini bertujuan untuk menganalisis berbagai metode pembelajaran yang sesuai dengan kebutuhan anak tunagrahita di Sekolah Luar Biasa (SLB) Negeri Siborong Borong. Dengan fokus pada konteks pembelajaran inklusif, penelitian ini mengidentifikasi dan mengevaluasi metode-metode pembelajaran yang efektif untuk meningkatkan keterampilan kognitif, sosial, dan adaptif anak tunagrahita.Penelitian ini menggunakan metode kualitatif dengan kajian pustaka dari berbagai sumber dan observasi langsung pada SLB Negeri Siborong borong,Sumatera Utara. Penelitian ini memberikan wawasan mendalam tentang keberhasilan berbagai metode pembelajaran dan memberikan rekomendasi untuk pengembangan strategi pembelajaran inklusif yang lebih baik..
Co-Authors Daniel Solano Vargas Helena Turnip Naibaho, Dorlan Wesli Edrianto Bancin