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All Journal Jurnal Ilmiah Profesi Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Areopagus : Jurnal Pendidikan dan Teologi Kristen Edukasia: Jurnal Pendidikan dan Pembelajaran The International Conference on Education, Social Sciences and Technology (ICESST) Jurnal Pendidikan Agama dan Teologi Sinar Kasih: Jurnal Pendidikan Agama dan Filsafat Jurnal Ilmiah Research Student Jurnal Sains Student Research Jurnal Riset Multidisiplin dan Inovasi Teknologi Jurnal Pendidikan Non formal Prosiding Seminar Nasional Pendidikan dan Agama Jurnal Magistra Jurnal Parenting dan Anak Pendekar: Jurnal Pendidikan Berkarakter Jurnal Penelitian Pendidikan Indonesia (JPPI) MERDEKA: Jurnal Ilmiah Multidisiplin Journal of Cross Knowledge
Naibaho, Dorlan
IAKN Tarutung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Pengaruh Model Pembelajaran Collaborative Learning Terhadap Keaktifan Belajar Pendidikan Agama Kristen Siswa Kelas XI SMK Negeri 1 Simanindo Kabupaten Samosir Tahun Pembelajaran 2025/2026 Anggun Krisneria Manullang; Masniar H. Sitorus; Dorlan Naibaho; Lasmaria Lumban Tobing; Goklas J. Manalu
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4883

Abstract

Keaktifan belajar siswa merupakan salah satu faktor penting dalam menunjang keberhasilan proses pembelajaran. Penerapan model pembelajaran yang tepat, seperti collaborative learning, dapat meningkatkan partisipasi dan keterlibatan siswa dalam kegiatan belajar. Penelitian ini bertujuan untuk mengetahui pengaruh yang positif dan signifikan antara model pembelajaran Collaborative learning terhadap keaktifan belajar siswa kelas XI di SMK Negeri 1 Simanindo, Kabupaten Samosir Tahun Pembelajaran 2025/2026. Penelitian ini menggunakan metode kuantitatif dengan pendekatan statistik inferensial. Populasi penelitian adalah seluruh siswa kelas XI SMK Negeri 1 Simanindo Tahun Pembelajaran 2025/2026 sebanyak 150 orang. Sampel diambil menggunakan teknik purposive sampling, yaitu siswa kelas XI Perhotelan 1 sebanyak 32 orang. Instrumen penelitian berupa angket sebanyak 36 butir, terdiri atas 20 butir untuk variabel X dan 16 butir untuk variabel Y. Hasil analisis data menunjukkan bahwa terdapat pengaruh yang positif dan signifikan antara model pembelajaran collaborative learning terhadap keaktifan belajar siswa. Hal ini dibuktikan melalui uji korelasi yang menunjukkan nilai r_xy = 0,351 lebih besar dari r_tabel = 0,349 dan uji signifikansi yang menunjukkan nilai t_hitung = 2,053 lebih besar dari t_tabel = 2,042. Uji regresi menghasilkan persamaan Ŷ = 27,67 + 0,28X dengan koefisien determinasi sebesar 12,3%. Selanjutnya, uji hipotesis menggunakan uji F menunjukkan nilai F_hitung = 4,11 lebih besar dari F_tabel = 3,32. Kesimpulan penelitian ini menunjukkan bahwa terdapat pengaruh yang positif dan signifikan antara model pembelajaran collaborative learning terhadap keaktifan belajar Pendidikan Agama Kristen siswa kelas XI SMK Negeri 1 Simanindo Tahun Pembelajaran 2025/2026, sehingga hipotesis penelitian diterima dan H0 ditolak.
Analysis of PAK Teacher Personality Competencies in Improving the Quality of Fair, Honest and Objective Learning Samuel Moi Ganang Manik; Dorlan Naibaho
Journal of Cross Knowledge Vol. 1 No. 1 (2024): Journal of Cross Knowledge
Publisher : edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jck.v1i1.81

Abstract

Teachers are the most prioritized component in the education system which must receive maximum attention. Apart from that, the personality competence of PAK teachers must also truly have a fair, honest and objective nature and be based on love, where the teacher plays a very important role in efforts to achieve the desired learning goals. As a Christian Religious Education teacher, you must maintain faith. belief by diligently worshiping, praying, and following in the footsteps of Jesus as a great teacher, where Christian Religious Education teachers do not only focus on teaching but are able to become caregivers and coaches, PAK teachers in conveying the gospel not only in the form of teaching but especially in terms of example. highlighted in their lives. Christian religious education teachers must also realize that they still have to continue learning and imitating Jesus Christ in teaching.
Positive Attitude of Authoritative Teachers in Their Relationships with Students Angga Mahyuda Sinaga; Dorlan Naibaho
Journal of Cross Knowledge Vol. 1 No. 1 (2024): Journal of Cross Knowledge
Publisher : edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jck.v1i1.82

Abstract

The teacher's attitude includes emotional aspects, attitudes and values ​​that are owned and demonstrated in the learning process. Teachers who have a good attitude can create a positive learning environment, motivate students, and build good relationships between teachers and students. First, empathy is a key element in teachers' affective attitudes. Teachers who can understand students' feelings and experiences can respond better to their needs. Second, patience and tolerance are other characteristics. Patient teachers can provide additional support to students who are experiencing difficulties, while tolerance helps in respecting diversity in the classroom. Third, a positive attitude and motivation are also important. Teachers who demonstrate a positive spirit can inspire students, create an environment that supports active learning, and encourage students' desire to learn. Fourth, professionalism in communicating and interacting with parents and school staff also reflects the teacher's strong affective attitude. Open and collaborative communication strengthens relationships between schools, teachers, and parents, creating effective educational teams. Overall, teachers' affective attitudes are not only about knowledge and teaching skills, but also involve emotional and social dimensions that play an important role in shaping meaningful learning experiences for students.
Bangga Sebagai Pendidik Maharani Kristina Manik; Dorlan Naibaho
Journal of Cross Knowledge multi science
Publisher : edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jck.v1i2.90

Abstract

Pendidikan adalah proses mengubah pengetahuan dari guru hingga siswa agar mempunyai sikap dan semangat yang sama wawasan dan pemahaman yang tinggi terhadap hidup Anda sehingga terbentuk sikap shaleh, akhlak yang baik, dan berkepribadian luhur. motivasi merupakan salah satu faktor yang dapat meningkatkan mutu pembelajaran, karena siswa belajar dengan sungguh-sungguh ketika mereka memilikinya motivasi tinggi Oleh karena itu, tingkatkan kualitasnya Dalam pembelajaran, guru harus mampu membangkitkan motivasi belajar pada diri peserta didik siswa sehingga mereka dapat mencapai tujuan belajarnya. Dalam dunia pendidikan, guru bertanggung jawab menjadikan kehidupan siswanya cerdas dan cerdas bertanggung jawab atas segala sikap, perilaku dan tindakan dalam pembangunan dan untuk membangun karakter positif agar peserta didik menjadi individu yang berprestasi dan berakhlak mulia
Peran Kompetensi Sosial Guru Pendidikan Agama Kristen (Pak) Dalam Meningkatkan Motivasi Belajar Siswa Sogiato Lastri Hasonangan Cibro; Dorlan Naibaho
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

Kompetensi sosial merupakan kemampuan seorang pendidik untuk berkomunikasi dan bergaul secara efektif dengan peserta didik, tenaga kependidikan, orangtua dan masyarakat sekitar. sehingga dari itu kompetensi sosial guru Pendidikan Agama Kristen dituntut harus memadai terutama pada kegiatan yang berhubungan dengan praktek pembelajaran di sekolah dan dilingkungan sekitarnya. Kemampuan komunikasi merupakan sebagai sistem pengetahuan, keterampilan, motivasi dan sikap bagian dari kompetensi paling penting dari guru. Komunikasi dan pergaulan guru PAK dengan peserta didik, sesama peserta didik dan tenaga kependidikan, orangtua dan masyarakat harus dibangun dari nilai nilai kebenaran Allah. kompetensi sosial guru PAK dengan motivasi belajar PAK siswa dimulai dari kemampuan guru PAK dalam berkomunikasi dan berkomunikasi secara efektif dengan peserta peserta didik, murid, orang tua atau wali peserta didik dan masyarakat. Motivasi belajar siswa mempunyai peranan sangat penting dalam keberhasilan belajar siswa, karena motivasi adalah sarana pendorong pemberi semangat kepada siswa dalam kegiatan belajar, sehingga dalam hal ini harus menjadi perhatian setiap guru PAK. Kemampuan seorang guru PAK sangat menentuan dalam pecapaian tujuan yang diatas, seorang guru PAK tidaklah cukup jika ia hanya tahu berdoa, bernyanyi dan berceramah. Seorang guru PAK kompeten adalah guru yang mampu mengajar, mengatur dan mengelola serta menguasai ruangan kelas serta memahami psikologi yang dapat memberi motivasi belajar yang baik kepada peserta didik.
Penguatan Kompetensi Sosial Guru Dalam Terampil Berkomunikasi Fourman Joyarto Simatupang; Dorlan Naibaho
Journal of Cross Knowledge multi science
Publisher : edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jck.v1i2.114

Abstract

Social competence is an educator's ability to communicate and interact effectively with students, education staff, parents and the surrounding community. So because of that, teachers' social competence is required to be adequate, especially in skilled communication skills. Communication is a system of knowledge, skills, motivation and attitudes, part of the most important competencies of teachers. With good communication support, it will be easier for teachers to convey various information about certain lessons to be taught to students This research aims to explore and analyze strategies for strengthening teachers' social competence in improving their communication skills. The research results show that strengthening teachers' social competence involves aspects such as communication training, social skills development, and public speaking practice. Structured and ongoing training is considered effective in increasing self-confidence and verbal and non-verbal communication skills. The findings of this research provide practical implications for teacher professional development. Improving teacher communication skills is expected to support a more effective learning process and create a positive learning environment in the classroom and outside. This research contributes to further understanding of efforts to strengthen teachers' social competence as an important factor in improving the quality of education
Guru Pak Mampu Memberikan Pengajaran Berdasarkan Prinsip Alkitab Hana ekklesia br. Perangin-angin; Dorlan Naibaho
Journal of Cross Knowledge multi science
Publisher : edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jck.v1i2.116

Abstract

Ien an eera wheeree deeveelopmeents aree affeectieng thee world so quieckly, iet ies a challeengee for studeents and eespeecieally teeacheers ien proviedieng eeducatieonal rolees and tasks, eespeecieally Chriestiean eeducatieon. Howeeveer, thee rolee of teeacheers ien wrietieng usieng liebrary reeseearch wieth a deescrieptievee qualietatievee approach ies eexpeecteed to iencreeasee human reesourcees and brieng studeents to grow ien spierietualiety and characteer that can buield thee natieon through strong iendievieduals who reely on God. Thee rolee of PAK teeacheers as thosee who proviedee teeachieng baseed on biebliecal priencieplees ien iemprovieng thee spierietualiety and characteer of studeents must bee a prieoriety ien leearnieng as a form of conveeyieng valuees ​​affeectieveely. Teeacheers as proviedeers of teeachieng ien iemprovieng thee spierietualiety and characteer of studeents, thee teeacheers ien thies reeseearch weeree askeed to havee thee fierst reesponsiebieliety ien carryieng out thee tasks, rolees and reesponsiebielietieees of Chriestiean reeliegieous eeducatieon teeacheers. Theen teeacheers must reealiezee that Chriestiean Reeliegieous Eeducatieon teeacheers aree eexeemplary leeadeers and proviedee teeachieng and biebliecal priencieplees. And theen thee Masteer works togeetheer wieth thee church and famiely to brieng about spierietual and characteer iemproveemeent. And fienally, thee teeacheer must bee leed by thee Holy Spieriet.
Co-Authors Agnesia Carmelita Mahulae Alisia Klara Marpaung Anakampun, Risden Andre Ariwesly Sigalingging Angelica Bakkara Angga Mahyuda Sinaga Anggun Krisneria Manullang Ariawan, Sandy Aritonang, Dina Infantri Bancin, Wesli Edrianto Bertha Panggabean Betris Susi Yanti Simbolon Christian E H Sihite Dahlia J. Butarbutar Damaiyanti Nababan Dame Taruli Dani Gabriel Puwarno David Marthen Pardosi Deva Kusrini Br Manik Duma priscila Munthe Eka Hutagalung Epa Gracelia Ferals Sitorus Ester Paulina Feni Sulistiani Sitorus Fernidia Br. Siburian Fourman Joyarto Simatupang Friska Romauli Hutasoit Goklas J. Manalu Habel P Simanjuntak Hana ekklesia br. Perangin-angin Hasudungan Simatupang Hasugian, Jessi Manuella Hutasoit, Friska Romauli Hutasoit, Murni Ingrina Simaremare Ira Tripena Silalahi Kevin Martin Sijabat Kristina Veronika Sianturi Lamsari Dameria Situmorang Lasmaria Lumban Tobing Lasminar Nababan Lastry Rohani Panjaitan Lestari Hutahaean Lince Rauli Ture Simamora Louisa Silalahi Maharani Kristina Manik Malani Simanungkalit Manalu, Goklas J Manik, Samuel Moi Ganang Manurung, Tri putri Romaito Maria Widiastuti, Maria Marudut Situmorang Masniar H. Sitorus Mawarni Hutagalung Metaledi Esterica Lumbantobing Michael Sihite Monalisa Anesti Juniati Tampubolon Nababan, Benida Dina Nadapdap, Indah Naibaho, Septi Enjelika Naomi Rose Mariani Silaban Napitupulu, Tianggur Medi Nathanael Elsadai Banjarnahor Netti Lorensia Turnip Palentina Pebryanti Munte Pebrina Br Ginting Munthe Pestaria Naibaho Philpres Simatupang Putri Sinpur Sinaga Raja, Santi Lumban Rawatri Sitanggang Renauli Simajuntak Reza Fahlevi Marbun Riris Simatupang Risden Anakampun Riski Aprilia Lumban Tobing Rona Napitupulu Sabar Rudi Sitompul Sammi Lumbantobing Samuel Moi Ganang Manik Samuel Moi Ganang Manik Sandri Yanti Sihotang Sandy Ariawan Saryna Natalia Purba Seapril Manurung Senida Harefa Sianturi, Feni Yolanda Sigalingging, Rico Herbet Sihombing, Roysaputra Silalahi, Maryska Debora Simangunsong , Fransiska Natalia Simanjuntak, Dahlia Vebriani Simatupang, Hasudungan Simatupang, Ronny Simion D Harianja Sipahutar, Friska Mawarni Sitanggang, Anggita Anggraini Sitanggang, Rawatri Sitompul, Desi Andriani Sogiato Lastri Hasonangan Cibro Sonia Putri Hutauruk Sri Melati Sinambela Surbakri, Lilis Sri Bertina Taripar A. Samosir Taripar Aripin Samosir Tianggur Medi Napitupulu Titin Marito Simarmata Tiur.L.R.Butarbutar Tiurma Barasa Widia Aprilia Sinaga Yohana Olivia Sitorus