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All Journal Tamilis Synex: Multidimensional Collaboration Relevancia: Jurnal Pendidikan dan Pembelajaran Journal of Cross Knowledge
Daniel Solano Vargas
School of Education University of Costa Rica San José, Costa Rica
Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Religious Character Education as a Strategy for Forming Religious Moderation in Students Trismiwati Hulu; Daniel Solano Vargas
Relevancia: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 02 (2025): Relevancia: Jurnal Pendidikan dan Pembelajaran
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/rjp.v2i02.914

Abstract

This study aims to determine the implementation of religious character education in shaping students' religious moderation at SMK Negeri 3 Alasa. This study uses a qualitative descriptive approach with data collection techniques through observation and interviews with the principal, teachers, homeroom teachers, and students from grades X to XII. Religious character education is implemented through various activities such as the celebration of the beginning of the month service, prayer and reflection on the Holy Scriptures before and after learning, as well as student involvement in service activities in the church. In addition, during special months such as the celebration of ecclesiastical holidays such as Easter and Christmas. The results of the study show that these activities have a positive impact on student behavior, such as increasing tolerance, discipline, respect, solidarity, and concern for the environment. Religious character education has been proven to be an effective strategy in instilling the values ​​of religious moderation among students, especially in forming an attitude of mutual respect and living peacefully in diversity.
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.
Education for Sustainable Development in Costa Rica Daniel Solano Vargas
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 02 (2026): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.v4i02.1550

Abstract

Education for Sustainable Development (ESD) has emerged as a cornerstone of Costa Rica's national identity, reflecting a historical commitment to environmental conservation, social equity, and educational excellence that distinguishes the country within Latin America and globally. This study examines the implementation, evolution, and outcomes of ESD across Costa Rica's education system, drawing upon national policy frameworks, curricular analysis, and empirical evidence from institutional practices and international assessments. Costa Rica's approach is distinguished by the early constitutional commitment to free and compulsory education since 1869, the 1949 abolition of the military redirecting resources toward education and environmental programmes, the systematic integration of environmental themes into the national curriculum since 1977, and the innovative "Peace with Nature" Presidential Initiative that positions ESD as a transformative pedagogical framework. The research identifies four critical dimensions of Costa Rican ESD: the transversal integration of sustainability themes across all educational levels, the whole-institution approach linking schools with conservation areas and communities, the development of teacher competencies through the Earth Charter framework, and the alignment of education with national decarbonisation goals. Findings indicate that Costa Rica has achieved remarkable success in establishing policy frameworks and public awareness, with 79% of citizens knowledgeable about climate change and the country reversing deforestation to restore over 50% forest cover. However, persistent challenges include the gap between policy intention and classroom implementation, insufficient teacher training in ESD pedagogies, limited climate change-specific content in higher education, and the need for more robust monitoring mechanisms to assess the behavioural impacts of ESD. The study concludes that Costa Rica's model offers valuable insights for nations seeking to integrate sustainability into education, while highlighting the necessity of sustained investment in teacher professional development, systematic curriculum monitoring, and the translation of environmental awareness into transformative action.
Co-Authors Naibaho, Dorlan Sogiato Lastri Hasonangan Cibro Trismiwati Hulu