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Kepemimpinan Transformasional dalam Rekonstruksi Peran Agama di Indonesia Lesilolo, Herly Janet
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 1, No 1 (2012): Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi
Publisher : Graduate School, Universitas Negeri Yogyakarta

Abstrak Indonesia dalam Orde Baru sangat kuat menekankan ideal-ideal sentralisasi, otoritarianisme dan birokratisme. Konteks ini mengakibatkan terjadinya kemerosotan peran agama. Satu sisi, praktek ketidakpedulian etik, ketidakpedulian moral dan ketidakpedulian sosial semakin melekat dengan perilaku manusia beragama. Disinilah letak peran penting pemimpin agama, untuk merekontsruksi peran agama, hingga peran agama menjadi suatu kebutuhan utuh bagi pemeluknya. Kepemimpinan transformasional, dengan ciri utama perubahan diri diharapkan dapat merekonstruksi peran agama di Indonesia dengan: Pertama, menginternalisasi hak, kesamaan dan kesetaraan dalam lingkung kehidupan beragama. Kedua, membumikan makna martabat manusia yang bernilai dalam berinteraksi dan berkomunikasi. Ketiga, menerapkan apresiasi toleransi keragaman. Keempat, memobilisasi kolektif dengan adaftif sebagai upaya penghilangan diskriminasi, stereotipe dan prasangka, dan Kelima, membangun demokrasi dalam dialog, dengan keadilan, kedamaian, kebebasan dan humaniterisme.

KEBEBASAN SISWA DALAM BUDAYA DEMOKRATIS DI SEKOLAH (STUDI MULTI KASUS DI SMA YOGYAKARTA) Lesilolo, Herly Janet; Zamroni, Zamroni; Suyata, Suyata
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 3, No 1 (2015): Juni
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian bertujuan untuk: (1) mendekripsikan alasan sekolah memberi kebebasan kepada siswa; (2) mendeskripsikan alasan bahwa kebebasan siswa dapat dilaksanakan, jika budaya sekolah adalah budaya demokratis; dan (3) mendekripsikan praktik kebebasan siswa dalam budaya demokratis di sekolah. Metode penelitian: kualitatif naturalistik dengan strategi studi kasus, dan menggunakan jenis studi kasus multiple case study. Tempat penelitian, SMA Kolese De Britto Yogyakarta dan SMA Negeri 1 Yogyakarta. Hasil penelitian menunjukkan, (1) Sekolah memberikan kebebasan kepada siswa karena, siswa memiliki keunggulan dan kapasitas. Siswa seharusnya dibiarkan menjadi apa yang mereka pikirkan, rasakan, hadirkan dan lakukan sehingga siswa menjadi mandiri, terinsiprasi dalam mengeksplorasikan kreativitas dan imajinasi. (2) Alasan praktik kebebasan siswa dapat dilakukan dalam budaya demokratis di sekolah karena, budaya demokratis dapat berperan sebagai tenaga penggerak dalam ruang lifelong pembelajaran demokrasi sehingga interaksi, relasi dan perilaku kebebasan siswa tetap teratur secara demokratis, dan (3) Praktik kebebasan siswa yaitu, kebebasan akademik dengan kontrol sosial dan menerapkan kegiatan belajar mandiri. Dalam belajar mandiri, siswa belajar tanpa intervensi guru, siswa secara kritis dan kreatif belajar dengan mengamati, menganalisis, dan sharing. Siswa melakukan interaksi sosial berupa toleransi, saling menghormati dan menerima ide dan kritik, serta kerjasama menciptakan relasi sharing dengan siswa lain membedakan prestasi akademik.

PROSES PEMBELAJARAN YANG DEMOKRATIS DI SEKOLAH (STUDI DI SMA KOLESE DE BRITTO YOGYAKARTA) Herly Janet Lesilolo
TANGKOLEH PUTAI Vol. 17 No. 2 (2020): Jurnal Ilmiah Tangkoleh Putai
Publisher : IAKN Ambon

This study aims to explore the democratic learning process at SMA Kolese De Britto Yogyakarta as an effort to find a democratic way in the learning system in schools. The research method used in this research is naturalistic qualitative research in order to analyze learning that is democratic in a natural (natural setting). The subjects in this study were the principal, administrative staff, teachers, and students. The object of research is the overall symptoms and democratic behavior in curriculum orientation and the learning process. The subjects in this study were the principal, administrative staff, teachers, and students. The results of the research can be described as follows: 1) the democratic learning process in schools is carried out by grounding the school environment into a social world by promoting free and responsible learning processes. Teachers and students become democratic actors who free themselves from the influence of indoctrination and authority, 2) a democratic curriculum characterizes small people who live with social structures and behaviors. Upholding human rights through the human education system mechanism. Learning activities emphasize proactive dialogue through problem solving and critical thinking, group work and social skill development, and 3) the role of teachers and students, relating and interacting with mutual influence, interdependence, participation and cooperative behavior. The teacher provides a pathway for students to explore students' own values, meanings, and choices by working together to develop learning steps.

KESULITAN GURU MENDEFENISIKAN DAN MENERAPKAN KONSEP MERDEKA BELAJAR Herly Janet Lesilolo
TANGKOLEH PUTAI Vol. 19 No. 1 (2022): Jurnal Ilmiah Tangkoleh Putai
Publisher : IAKN Ambon

Independent learning which has been rolled out since 2019 until this research was conducted has not shown a change in the attitude of teachers' teaching and independent student learning. The teacher's limited understanding of the concept of independent learning results in teachers finding it difficult to apply independent learning as they should. This writing answers the question of how teachers define independent learning and why teachers find it difficult to apply independent learning. The independent learning program aims to provide freedom of thought for teachers and students without being burdened by grades. The research location is SMA Negeri 2 Amahai Central Maluku. This type of research is qualitative where the teacher is the focus of the research and uses primary and secondary data. Data analysis was carried out in three stages, namely data reduction, data display and data verification. The results of the study show that there are three important elements that trigger teacher difficulties in defining and applying the concept of independent learning, namely 1) the teacher's long experience with conventional teaching and learning processes and being confronted with the concept of independent learning that has never been 2) the teacher's understanding is still limited about the meaning, the basis and principles of independent learning, and 3) the teacher lacks mastery of environmental and instrumental factors, for example, the curriculum and learning model of independent learning. Freedom of learning in reality is still understood in a limited way at the implementation level. Likewise with the immature teacher's readiness to apply learning with the concept of independent learning. It turns out that not all teachers know the concept of independent learning. The interpretation that professional teachers easily understand and apply independent learning in reality is not true. Independent learning is not mere science but procedural knowledge so that it is necessary to master factual understanding and experience about independent learning. Taking into account the limitations of time and research methods, it is necessary to carry out further research by paying attention to the quantitative elements of and the absorption of meaning and implementation of independent learning from teachers and students.

PROSES PEMBELAJARAN YANG DEMOKRATIS DI SEKOLAH (STUDI DI SMA KOLESE DE BERITTO YOGYAKARTA) Lesilolo, Herly Janet
Jurnal Bimbingan dan Konseling Terapan Volume 4, Issue 1, January 2020
Publisher : Guidance and Counseling Study Program, Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jbkt.v4i1.843

AbstrakPenelitian ini bertujuan mendalami proses pembelajaran yang demokratis di SMA Kolese De Britto Yogyakarta sebagai upaya menemukan cara demokratis dalam sistem pembelajarandi sekolah. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif naturalistik guna menganalisis pembelajaran yang demokratis secara alamiah (natural setting). Subjek dalam penelitian ini adalah kepala sekolah, staf admnistrasi, guru, dan siswa. Objek penelitian adalah keseluruhan gejala dan perilaku demokratis dalam orientasi kurikulum dan proses pembelajaran. Subjek dalam penelitian ini adalah adalah kepala sekolah, staf admnistrasi, guru, dan siswa.Hasil penelitian dapat dideskripsikan sebagai berikut: 1) Proses pembelajaran yang demokratis di sekolah dilakukan dengan membumikan lingkungan sekolah menjadi dunia sosial dengan mengedepankan proses pembelajaran bebas dan bertanggungjawab. Guru dan siswa menjadi pelaku-pelaku demokratis yang membebaskan diri dari pengaruh indoktrinasi dan otoritas, 2) Kurikulum yang demokratis mencirikan masyarakat kecil yang hidup dengan struktur dan perilaku sosial. Menjunjung hak-hak asasi manusia melalui mekanisme sistem pendidikan manusiawi. Aktivitas pembelajaran menekankan dialog yang proaktif melalui pemecahan masalah dan berpikir kritis, kelompok kerja dan pengembangan keterampilan sosial, dan 3) Peran guru dan siswa, berelasi dan berinteraksi dengan perilaku saling mempengaruhi, saling ketergantungan, partisipasi dan kooperatif. Guru memberikan jalur bagi siswa mengeksplorasi nilai, makna, dan pilihan siswa sendiri melalui agar bekerja sama mengembangkan langkah-langkah pembelajaran. Kata Kunci: Pembelajaran, Demokrasi di Sekolah

Aktualisasi Diri Siswa dalam Proses Pembelajaran Pendidikan Agama Kristen dan Budi Pekerti Berdasarkan Perspektif Carl R. Rogers Lesilolo, Herly Janet
Jurnal Bimbingan dan Konseling Terapan Volume 1, Issue 1, January 2017
Publisher : Guidance and Counseling Study Program, Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jbkt.v1i1.140

This study aims to examine the application of self-actualization of students according to Carl, R. Rogers in the teaching and learning process of Christian Religious Education and Character Based on the curriculum 2013. Background of research problem is the teaching and learning process of Christian Education and Character Budi Pekerti Based on the 2013 curriculum in the fourth grade of school Basic has not developed self-actualization of students. Teachers have not helped students develop themselves, know themselves as unique human beings and help students realize the potentials that exist within students. As a result students are not critical and sensitive to social reality and have not been able to direct themselves in solving a problem. The objectives of the research are: (1) to describe the way of learning of students who self-actualize in teaching and learning process of PAK and morality based on curriculum 2013, (2) to describe the role of teacher so that students can mengatualisasikan self-learning process of PAK and Budi Pekerti based on curriculum 2013, 3) describe the teaching and learning process of PAK and Budi Pekerti based on the 2013 curriculum that self-actualizes students. The results showed, (1) Students become active learners, students develop thinking skills, communicate, act, and be virtuous; Students seek answers with their own student efforts based on correct facts; Students and teachers show the mutual relationships meet the needs because teachers and students have different roles in the PBM. (2) Teachers are not patronizing, teachers build trust between students and teachers, students with students, teachers invite students to participate, teachers do not patronize, do not restrict students looking and finding, independent of other students pouring ideas. (3) The learning process from the students 'experience, whether cognitive, attitudes, or skills, develops students' courage and skills, active interactional relationships include active communication, media utilization and social relationships so that teachers and students are free to ask or respond to questions or opinions.

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