Articles
<![CDATA[Rancangan Blended Learning Berbasis Storytelling Pada Pembelajaran Agama dan Moral untuk PAUD Kristen di Surakarta ]]>
<![CDATA[Efi Nurwindayani]]>;
<![CDATA[Pantan, Frans]]>;
<![CDATA[Marbun, Purim]]>
<![CDATA[ SOPHIA: Jurnal Teologi dan Pendidikan Kristen Vol. 2 No. 2 (2021): SOPHIA: Jurnal Teologi dan Pendidikan Kristen ]]>
Publisher : <![CDATA[Institut Agama Kristen Negeri Toraja ]]>
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DOI: 10.34307/sophia.v2i2.59
<![CDATA[Abstract: The purpose of this study was to develop a blended learning design based on a special storytelling method for religious and moral learning in PAUD Kristen Surakarta. This study uses a qualitative method with a level 1 research and development model covering the stages of needs analysis, design, and design validation by experts and practitioners. The final result of this research is the finding of a blended learning design based on the storytelling method in religious and moral learning in PAUD Kristen Surakarta. The design has been conceptually validated by experts and practitioners. Keywords: Blended Learning, Storytelling, Religious and Moral Learning Abstrak: Tujuan penelitian ini adalah mengembangkan sebuah rancangan blended learning berbasis metode storytelling khusus pada pembelajaran agama dan moral di PAUD Kristen Surakarta. Penelitian ini menggunakan metode kualitatif dengan model penelitian dan pengembangan level 1 meliputi tahap analisis kebutuhan, membuat rancangan, dan validasi rancangan oleh ahli dan praktisi. Hasil akhir penelitian ini adalah temuan yaitu rancangan blended learning berbasis metode storytelling pada pembelajaran agama dan moral di PAUD Kristen Surakarta. Rancangan telah tervalidasi secara konseptual oleh ahli dan praktisi. Kata Kunci: Blended Learning, Storytelling, Pembelajaran Agama dan Moral]]>
<![CDATA[Model Pembinaan Warga Gereja Berbasis Pendampingan Pastoral ]]>
<![CDATA[Marbun, Purim]]>
<![CDATA[ Jurnal Ilmiah Religiosity Entity Humanity (JIREH) Vol 6 No 2 (2024): JIREH: Desember ]]>
Publisher : <![CDATA[Sekolah Tinggi Teologi Injili dan Kejuruan (STTIK) Kupang ]]>
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DOI: 10.37364/jireh.v6i2.252
<![CDATA[In general, the forms of community development in the church are predominantly carried out by creating coaching classes. The pattern that is often encountered by presenting coaching materials by pastors or spiritual coaches to the congregation, generally by presenting them in scheduled teaching. Basically, this adopts a structured coaching class by implementing a coaching curriculum. Pastoral assistance-based Church Community Development is a coaching model that is packaged informally, but its implementation is able to make a positive and direct contribution to the fostered congregation. The research method used in this paper is a qualitative study with an analysis approach of various literature sources. The researcher will build content and present practical steps for pastoral assistance-based church community development. The final result of this study is expected to provide a strategy for the implementation of community development with a mentoring approach.]]>
<![CDATA[Implementation of Professionalism and Spiritual Competencies of Christian Religious Education Teachers in Improving Learning Outcomes in the Form of Student Self-Transformation ]]>
<![CDATA[Paendong, Samuel Geovany]]>;
<![CDATA[Marbun, Purim]]>
<![CDATA[ BIA': Jurnal Teologi dan Pendidikan Kristen Kontekstual Vol 7, No 2 (2024): Desember 2024 ]]>
Publisher : <![CDATA[Institut Agama Kristen Negeri Toraja ]]>
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DOI: 10.34307/b.v7i2.558
<![CDATA[Today, we often see behavioral practices that do not follow the values of the truth of God’s Word. Christian Religious Education’s role in fostering Christ’s character is indispensable in this condition. Christian religious education transforms the attitudes and behavior of individuals or groups to mature humans in all respects. Christian Religious Education must be an education that brings learners to experience changes in their lives. Teachers play an important role in the process of learning Christian Religious Education. In carrying out its role, a Christian Religious Education teacher is greatly influenced by professionalism and spiritual competence. Therefore, this study aims to describe the implementation of professionalism and spiritual competencies of Christian Religious Education teachers in improving student learning outcomes. The research method used qualitative data with descriptive and literature study techniques. The results showed that implementation of good and appropriate professionalism and spiritual competencies of teachers is very necessary in improving student learning outcomes in the form of self-transformation of learners, such as curriculum preparation, application of learning methods, learning evaluation, effective teacher communication with students and parents, mastery of subject matter by teachers, spiritual growth and exemplary of a teacher for his students.]]>
<![CDATA[Menyemai Moderasi Beragama dalam Konteks Indonesia Negara Pancasila yang Plural ]]>
<![CDATA[Sidabutar, Hasudungan]]>;
<![CDATA[Marbun, Purim]]>
<![CDATA[ Integritas: Jurnal Teologi Vol 5 No 2 (2023): Integritas: Jurnal Teologi ]]>
Publisher : <![CDATA[Sekolah Tinggi Teologi Jaffray Jakarta ]]>
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DOI: 10.47628/ijt.v5i2.216
<![CDATA[Artikel ini dilatarbelakangi semakin sulitnya menghidupi moderasi beragama dengan baik di Indonesia. Dengan banyaknya peristiwa dan kejadian yang bertajuk intoleransi, ekstrimisme, radikalisme; hal ini melahirkan persekusi, tindak kekerasan dan tidak sedikit pemeluk agama baik sesama atau antar pemeluk agama menjadi korban. Dalam akumulasi waktu sudah sangat panjang ide-ide kerukunan beragama bukanlah hal baru di negeri ini, dan sampai kini kita belum menemukan moderasi beragama berjalan dengan konstruktif. Tulisan ini hendak menelusuri secara fundamental ideologi dibalik munculnya sikap ekstrim keagamaan dan dengan demikian akan memunculkan solusi untuk menyemai moderasi beragama di Indonesia. Salah satu tujuan yang ingin dicapai dari artikel ini ialah menemukan upaya menyemai moderasi beragama di Indonesia. Penelitian ini menggunakan pendekatan berbasis kepustakaan, peneliti mencoba memaparkan berbagai hal yang spesifik yang merupakan masalah utama dan memberikan gagasan-gagasan sebagai ide alternatif dalam menyemai moderasi beragama di Indonesia. Hasil akhir dari tulisan ini diharapkan memberi kesadaran kepada semua anak bangsa, para pengambil keputusan secara khusus dalam pemerintahan, pemeluk agama, tokoh agama dan para akademisi mampu memahami fungsi dalam menyemai moderasi beragama dan memerankan tanggung jawabnya dalam pembangunan moderasi yang efektif.]]>
<![CDATA[Belonging Education Model dalam Pendidikan Agama Kristen bagi Siswa Autis di Pendidikan Anak Usia Dini ]]>
<![CDATA[Marbun, Purim]]>;
<![CDATA[Tanonggi, Graciela Sharel]]>
<![CDATA[ DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani Vol 10, No 1 (2025): Oktober 2025 (In Progress) ]]>
Publisher : <![CDATA[Sekolah Tinggi Teologi Intheos Surakarta ]]>
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DOI: 10.30648/dun.v10i1.1376
<![CDATA[Abstract. Education is a fundamental human right and should be accessible to all children, including autistic children. However, inclusive education often fails to fully integrate autistic children with “normal” children. Therefore, a friendly educational model that goes beyond inclusivity is needed, such as the Belonging Education model. This study aimed to examine the implementation of Erik W. Carter's Belonging Education model in Christian Religious Education for autistic children in Early Childhood Education (PAUD). This study used a qualitative method through observation at Ecclesia Semanan PAUD. The result of the study indicated that the Belonging Education model goes beyond inclusive education by creating a learning environment that promotes a sense of belonging, acceptance, and inclusion for all students.Abstrak. Pendidikan adalah hak asasi manusia yang fundamental dan harus dapat diakses oleh semua anak, termasuk anak-anak autis. Namun, pendidikan inklusif sering kali gagal sepenuhnya mengintegrasikan anak-anak autis dengan anak-anak “normal.” Oleh karena itu, diperlukan model pendidikan yang ramah dan melampaui inklusivitas, seperti model Belonging Education. Penelitian ini bertujuan untuk mengkaji penerapan model Belonging Education dari Erik W. Carter dalam Pendidikan Agama Kristen bagi anak-anak autis di Pendidikan Anak Usia Dini (PAUD). Penelitian ini menggunakan metode kualitatif melalui observasi di PAUD Ecclesia Semanan. Hasil penelitian menunjukkan bahwa model Belonging Education melampaui pendidikan inklusif dengan menciptakan lingkungan belajar yang mempromosikan rasa memiliki, penerimaan, dan inklusi bagi semua siswa.]]>
<![CDATA[STRATEGI PENGEMBANGAN GEREJA PERKOTAAN BERBASIS KELOMPOK SEL ]]>
<![CDATA[Yansen, Jusry]]>;
<![CDATA[Marbun, Purim]]>
<![CDATA[ Teokristi: Jurnal Teologi Kontekstual dan Pelayanan Kristiani Vol 5 No 1 (2025): Mei 2025 ]]>
Publisher : <![CDATA[Sekolah Tinggi Teologi Berita Hidup ]]>
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DOI: 10.38189/tjt.v5i1.955
<![CDATA[Urban communities that are busy with various activities or work and also dense traffic often make most of the congregation in a dilemma. The basic needs of humans as creatures that require interaction are lost. Sunday worship is unable to provide solutions to these basic needs. Cell groups are a church development strategy that can be a driver of church growth. Cell groups are fellowships between fellow believers in a group of people who are driven by the spirit of caring for each other. From this life of caring for each other, cell groups become the most anticipated fellowship because in it there is togetherness in love, praying for each other, and growing together in the truth of God's word. This study was conducted using a descriptive qualitative approach with a literature study method and limited observation. The results of this study indicate that there is a correlative relationship between the implementation of cell groups and church development.]]>
<![CDATA[Implementasi Profesionalisme Guru Pendidikan Agama Kristen Bagi Peningkatan Kualitas Hasil Belajar ]]>
<![CDATA[Marbun, Purim]]>
<![CDATA[ Basileus Eirene: Jurnal Agama dan Pendidikan Vol 4 No 1 (2025) ]]>
Publisher : <![CDATA[Basilius Eirene Press ]]>
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DOI: 10.63436/bejap.v4i1.94
<![CDATA[Tujuan penelitian ini adalah untuk menjelaskan mengenai posisi dan fungsi profesionalisme keguruan yang harus dimiliki oleh para pendidik dalam rangka meningkatkan kualitas pembelajaran secara khusus bagi guru Pendidikan Agama Kristen. Masalah yang melatarbelakangi penelitian ini yakni ketidakmampuan guru secara professional melakukan tugas dan panggilan sebagai pendidik dan pengajar, dan juga minimnya karakter professional mengakibatkan tidak signifikan kualitas hasil belajar yang dicapai. Metode penelitian yang dipakai dalam tulisan ini yakni studi kepustakaan yakni dilakukan dengan mengkaji dan mengetengahkan konsep profesionalisme keguruan. Hasil akhir dari penelitian ini diharapkan memberikan sumbangsih bagi langkah-langkah praktis mengembangkan kemampuan guru dalam rangka peningkatan hasil belajar. Penelitian ini bemanfaat mendorong guru Pendidikan Agama Kristen meningkatkan profesionalisme dalam rangka meningkatkan kualitas belajar dan nilai yang dicapai peserta didik.]]>
<![CDATA[Metode dan Model Pengembangan Gereja Berbasis Layanan Digital ]]>
<![CDATA[Silaban, Ferdesly]]>;
<![CDATA[Marbun, Purim]]>
<![CDATA[ JURNAL ILUMINASI Vol 3 No 2 (2025): Oktober ]]>
Publisher : <![CDATA[Sekolah Tinggi Teologi Injili Indonesia Palu ]]>
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DOI: 10.71401/jil.v3i2.52
<![CDATA[The advancement of the modern era has significantly influenced human lifestyles and habits. Technological progress has transformed how people communicate, work, and access information, including a major shift from traditional print media to digital formats for reading and learning. This societal change extends to the realm of church ministry, which now faces the need to adapt in order to remain relevant and effective. Churches are called to respond to this shift by integrating digital services as part of their mission to fulfill Christ’s mandate. This study reveals that developing the church through digital platforms is not merely an option but a necessity in the contemporary world. Digital-based church ministry has shown substantial benefits in expanding outreach, enhancing congregational engagement, and supporting spiritual growth more effectively. A church that embraces digital service can become a powerful means to realize the mission of Christ in a rapidly changing world]]>
<![CDATA[DAMPAK KURIKULUM PENDIDIKAN AGAMA KRISTEN DAN METODE MENGAJAR TERHADAP PEMBENTUKAN KARAKTER SISWA ]]>
<![CDATA[Purim Marbun]]>;
<![CDATA[Shirley Lasut]]>;
<![CDATA[Penni Ani Simanungkalit]]>
<![CDATA[ Edukasi : Jurnal Pendidikan Agama Kristen Vol 14 No 2 (2023): Edukasi: Jurnal Pendidikan Agama Kristen ]]>
Publisher : <![CDATA[Bethel Press ]]>
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DOI: 10.47562/edk.v14i2.520
<![CDATA[Character education has become a crucial issue in the context of modern education, where schools are expected not only to produce intellectually competent graduates but also individuals with strong character. This study aims to analyze the impact of the Christian Religious Education (CRE) curriculum and teaching methods on character formation among students in Christian secondary schools. The research employed a qualitative approach with a case study design. The research subjects were CRE teachers and students selected purposively, while data were collected through interviews, observations, and document analysis. Data were analyzed using Miles and Huberman’s model with source triangulation techniques to ensure validity. The findings indicate that the CRE curriculum has a significant influence on the development of students’ moral, spiritual, and social character. Participatory, contextual, and project-based teaching methods proved to be more effective in internalizing character values compared to lecture-based methods. The synergy between curriculum and teaching methods serves as a key factor in realizing transformative character education, enabling students not only to understand Christian values conceptually but also to embody them in daily life. The study recommends strengthening school policies, enhancing teacher competencies, and providing supportive facilities to ensure that character education based on CRE can be implemented more optimally and sustainably.]]>
<![CDATA[INTEGRASI PENANAMAN NILAI KRISTIANI MELALUI KEGIATAN PRAMUKA TERHADAP KECEERDASAN EMOSIONAL DAN PRILAKU PROSOSIAL PESERTRA DIDIK ]]>
<![CDATA[Johni Hardori]]>;
<![CDATA[Yuel Sumarno]]>;
<![CDATA[Purim Marbun]]>;
<![CDATA[Debora Elim]]>
<![CDATA[ Edukasi : Jurnal Pendidikan Agama Kristen Vol 14 No 1 (2023): Edukasi: Jurnal Pendidikan Agama Kristen ]]>
Publisher : <![CDATA[Bethel Press ]]>
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DOI: 10.47562/edk.v14i1.528
<![CDATA[This study investigates the integration of Christian values through Scout activities and its influence on students’ emotional intelligence and prosocial behavior. Employing a quantitative correlational design, the research involved junior high school students who actively participated in Scout programs embedded with Christian teachings. Data were collected through Likert-scale questionnaires measuring the levels of value integration, emotional intelligence (self-awareness, self-regulation, motivation, empathy, and social skills), and prosocial behavior (helping, caring, and cooperation). The findings reveal that the integration of Christian values in Scout activities positively correlates with students’ emotional intelligence. Students who consistently engaged in value-based Scout practices demonstrated higher scores in emotional regulation and empathy. Furthermore, emotional intelligence was identified as a mediating factor that strengthened the relationship between value integration and prosocial behavior. Students with higher emotional intelligence exhibited greater willingness to help peers, cooperate in group tasks, and participate in community services. These results highlight the importance of integrating spiritual-ethical values in extracurricular activities as a holistic approach to character formation. Scout activities not only enhance technical and leadership skills but also foster emotional growth and moral motivation, enabling students to act prosocially as an expression of faith and service to others.]]>
