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PERAN GURU KRISTEN DALAM MENDIDIK KARAKTER KESANTUNAN BERBAHASA SISWA BERDASARKAN TINJAUAN FILSAFAT ETIKA KRISTEN [THE ROLE OF CHRISTIAN TEACHER IN EDUCATING STUDENTS’ LANGUAGE CHARACTER BASED ON CHRISTIAN ETHICS PHILOSOPHY] Pitaya Rahmadi; Meyviane Pricilia Gloria
Polyglot Vol 17, No 2 (2021): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v17i2.3565

The character of students in class can be shown through the attitude of talking to others. The politeness of using the language is something that must be considered when someone interacts. However, the facts that occur in the world of education show that there are still students and teachers who do not pay attention to the politeness of the language while the lesson is taking place. This shows the lack of awareness of educators to apply and educate the character of students' politeness in the class. The purpose of this paper is to explain the important role of Christian teachers in educating the character of politeness in students' language use based on a review of Christian ethical philosophy. This writing is reviewed using the literature review method. The teachers as the example of morals, ethical mentors, and effective givers are responsible for educating the character of students holistically, in fulfilling God's calling to clarify the values of God's giving to the lives of each student. The politeness of the language is one realization of obedience to an ethic. Christian teachers need to have perspectives that refer to truth to avoid moral relativism. Through this perspective, the teachers are able to help students to have the right motivation in applying politeness in language, which are the response to the salvation of Christ and the tools for them to grow more like Christ. Suggestions for the teacher, it is better to develop sensitivity to the condition of students 'politeness of the language use and explore the principle of the language use politeness, and innovative ways to educate the character of students’ politeness in using the language.BAHASA INDONESIA ABSTRACT: Karakter siswa di kelas dapat ditunjukkan melalui sikap berbicara dengan orang lain. Kesantunan berbahasa menjadi hal yang harus diperhatikan ketika seseorang melakukan interaksi. Namun, fakta yang terjadi di dunia pendidikan menunjukkan masih terdapat siswa dan guru yang tidak memperhatikan kesantunan berbahasa saat pelajaran tengah berlangsung. Hal ini menunjukkan kurangnya kesadaran pendidik untuk menerapkan serta mendidik karakter kesantunan berbahasa siswa di kelas. Tujuan dari penulisan ini adalah menjelaskan pentingnya peran guru Kristen dalam mendidik karakter kesantunan berbahasa siswa berdasarkan tinjauan filsafat etika Kristen. Penulisan ini dikaji menggunakan metode kajian literatur. Guru sebagai contoh moral, mentor etika, dan pemberi yang efektif bertanggung jawab untuk mendidik karakter siswa secara holistis, dalam memenuhi panggilan Tuhan untuk memperjelas nilai-nilai pemberian Tuhan kepada kehidupan setiap siswa. Kesantunan berbahasa merupakan salah satu realisasi dari kepatuhan akan suatu etika. Guru Kristen perlu memiliki perspektif yang mengacu pada kebenaran untuk menghindari relativisme moral. Melalui perspektif tersebut, guru mampu menolong siswa untuk memiliki motivasi yang tepat dalam menerapkan kesantunan berbahasa, yakni sebagai tanggapan terhadap keselamatan Kristus serta sarana untuk mereka bertumbuh semakin menyerupai Kristus. Saran terhadap guru, sebaiknya perlu menumbuhkan kepekaan akan kondisi kesantunan berbahasa siswa dan mengeksplorasi prinsip kesantunan berbahasa, serta cara-cara inovatif untuk mendidik karakter kesantunan berbahasa siswa.

Perpektif Makna Cinta dalam Kumpulan Puisi Esai Atas Nama Cinta Karya Denny JA [The Perspective of Meaning of Love in the Compilation of Poetry Titled "Atas Nama Cinta" by Denny JA] Pitaya Rahmadi
Diligentia: Journal of Theology and Christian Education Vol 3, No 2 (2021): May
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/dil.v3i2.3564

The community plays a role in empowering the use of literary works, including, in this case, poetry essays to express the realities that happened in society. Through the five essay poems written by Denny JA, various facts are presented to be used as lessons for readers as part of society. This collection of stories of different kinds of love offered by Denny JA opens the eyes and awakens the readers' minds that love is no love is never free or natural. Love is still imprisoned by religion, discrimination, by the moral norms of society. Is there true love that transcends religion, overcomes discrimination, and is above the moral norms of society? This collection of five poetry essays Atas Nama Cinta by Denny JA serves as a starting point for reflections to answer the restlessness expressed inf the series of questions above. The meaning of love as described by Denny JA raises the perspective of both internal social problems related to the psyche due to conflicting thoughts that exist in the person's character—and externally associated with the character's interaction with the surrounding environment. The meaning of love needs to be reconstructed to convey educational values to readers as part of society. Literary works, including poetry, are not only psychological expressions of the author but also reflect recorded records of various events in a community so that poetry can present a history of conflicts that exist in the author's memory.

Relasi Antara Guru dan Siswa: Sebuah Tinjauan dari Sudut Pandang Alkitabiah [The Relationship Between Teachers and Students: A Biblical Review] Pitaya Rahmadi; Chusmiaty Rombean
Diligentia: Journal of Theology and Christian Education Vol 3, No 1 (2021): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/dil.v3i1.2567

Humans are social creatures who are inseparable from interactions or relationships with each other. This interaction can occur because of communication. It contributes to realizing the Cultural Mandate, the Great Commandment, and the Great Commission from God. Communication has a significant role in education, especially in the learning because communication can help to achieve learning goals in education. However, in the learning process communication between teachers and students does not always work effectively, this fact impedes achieving educational goals. One of reasons is teachers and students do not understand the basis of communication and their nature as teachers and students. Therefore, this paper aims to discuss more deeply about the basis of communication in building relationships between teachers and students viewed from biblical perspectives as a guide to true truth. Basically, communication created by God for His glory. A teacher is there to guide students to the path of wisdom for knowing Jesus Christ especially through Christian education. Students need to be guided because students are individuals who have sin but also have their own potential and uniqueness. Therefore, through effective communication, this issue can be achieved. Communication that builds relationships occurs when based on the principle of Christianity by respecting the image and likeness of God that is in our communicant.

MENINGKATKAN MOTIVASI BELAJAR SISWA MELALUI BIMBINGAN BELAJAR DARING DI TENJO Kurnia Putri Sepdikasari Dirgantoro; Pitaya Rahmadi; Tanti Listiani; Ernie Bertha Nababan
Jurnal Sinergitas PKM & CSR Vol 6, No 2 (2022): OCTOBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jspc.v6i2.5673

Pandemic conditions are continuing and have an impact on learning. Under such conditions, perhaps students are already familiar with distance learning and adapt to those conditions. However, it is undeniable that not all children can still have good motivation during online learning. Student learning motivation must still be moved so that students' enthusiasm for learning continues to be encouraged and can follow the learning. Although there are already several schools that implement Limited Face-to-Face Learning (PTMT), students still need assistance, for example during independent study hours in developing their knowledge. Especially children of Junior High School (SMP) and High School (SMA) or Vocational High School (SMK) age 7, 8, 9, 10, and 11 are in the adolescent stage that requires attention so that they can focus on learning. One of the things that can be done to give real attention is to accompany them to study outside of school hours. Tenjo tutoring in collaboration with GKI Gading Serpong is here to answer these problems. The goal is to provide services that directly impact the needs of junior high and high school / vocational school students, especially in encouraging student learning motivation. This tutoring activity is carried out online. After being implemented for 5 months, the student's learning motivation score did not appear to have increased significantly. However, based on open-ended questions, 92% of students stated that they became enthusiastic about learning when taking this tutoring.abstract in BahasaKondisi pandemi masih terus berlanjut dan berdampak terhadap pembelajaran. Dalam kondisi demikian, mungkin siswa sudah terbiasa dengan pembelajaran jarak jauh dan beradaptasi dengan kondisi tersebut. Namun tidak dapat dipungkiri bahwa tidak semua anak bisa tetap memiliki motivasi yang baik selama pembelajaran daring. Motivasi belajar siswa harus tetap digerakkan sehingga semangat belajar siswa terus terpacu dan dapat mengikuti pembelajaran. Meski sudah ada beberapa sekolah yang melaksanakan Pembelajaran Tatap Muka Terbatas (PTMT), siswa tetap memerlukan pendampingan misalnya pada saat jam belajar mandiri dalam mengembangkan pengetahuannya. Khususnya anak usia Sekolah Menengah Pertama (SMP) dan Sekolah Menengah Atas (SMA) atau Sekolah Menengah Kejuruan (SMK) kelas 7, 8, 9, 10, dan 11 berada di tahap remaja yang membutuhkan perhatian sehingga mereka bisa fokus dalam pembelajaran. Salah satu yang bisa dilakukan untuk memberikan perhatian yang nyata adalah mendampingi mereka belajar di luar jam sekolah. Bimbingan belajar Tenjo bekerja sama dengan GKI Gading Serpong hadir untuk menjawab permasalahan tersebut. Tujuannya adalah menghadirkan pelayanan yang langsung berdampak bagi kebutuhan siswa SMP dan SMA/SMK khususnya dalam mendorong motivasi belajar siswa. Kegiatan bimbingan belajar ini dilaksanakan secara daring. Setelah dilaksanakan selama 5 bulan, secara skor motivasi belajar siswa tidak terlihat mengalami peningkatan secara signifikan. Namun berdasarkan pertanyaan terbuka, 92% siswa menyatakan menjadi semangat belajar ketika mengikuti bimbingan belajar ini.

Guru Kristen sebagai Pembimbing dan Penuntun dalam Konsep Kelas Tiga Dinding Ki Hajar Dewantara Melalui Pembelajaran Autentik [The Christian Teacher as Mentor and Guide in Ki Hajar Dewantara's Third Wall Classroom Concept Through Authentic Learning] Sarali Sihombing; Pitaya Rahmadi
Diligentia: Journal of Theology and Christian Education Vol 6, No 1 (2024): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/dil.v6i1.7788

The Christian teacher as guide and mentor is not focused on academic achievement only, but rather guides and assists students to become like Christ and responsible individuals. However, the reality is that many teachers still adopt traditional learning, neglect other skills, and distance themselves from Biblical truth. This article presents the role of the Christian teacher as a guide and mentor in the context of the relevance of science to the environment, especially Ki Hajar Dewantara's "Three Wall Classroom" concept through authentic learning based on biblical insights using a literature review. As a result, Christian teachers as mentors and guides are able to create holistic learning, meaningful and relevant learning, collaborate with reality, and bring students to the knowledge of God. In conclusion, the Christian teacher as a guide and mentor in the "Three Walls Classroom" through authentic learning is to center learning on Christ, motivate student development in all aspects, and become an agent of restoring students' relationship with God. As a suggestion, a teacher must understand the calling as a ministry. For future writers, it is suggested to dig deeper into educational issues and add relevant evidence or data.BAHASA INDONESIA ABSTRACT: Guru Kristen sebagai pembimbing dan penuntun bukanlah guru yang berfokus pada pencapaian akademik, melainkan membimbing dan mendampingi siswa serupa dengan Kristus dan menjadi pribadi yang bertanggung jawab. Namun, realitanya banyak guru masih mengadopsi pembelajaran tradisional, mengabaikan keterampilan lain, dan memberi jarak dengan kebenaran Alkitab. Karya tulis ini memaparkan peran guru Kristen sebagai pembimbing dan penuntun dalam konteks relevansi ilmu pengetahuan dengan lingkungan terkhusus konsep "Kelas Tiga Dinding" Ki Hajar Dewantara melalui pembelajaran autentik berlandaskan wawasan Alkitabiah menggunakan kajian literatur. Hasilnya, guru Kristen sebagai pembimbing dan penuntun mampu menciptakan pembelajaran holistis, pembelajaran bermakna dan relevan, berkolaborasi dengan realita, dan membawa siswa kepada pengenalan akan Allah. Kesimpulannya, guru Kristen sebagai pembimbing dan penuntun dalam Kelas Tiga Dinding melalui pembelajaran autentik adalah memusatkan pembelajaran pada Kristus, memotivasi perkembangan siswa dalam segala aspek, dan menjadi agen pemulihan hubungan siswa dengan Allah. Sebagai saran, seorang guru harus memahami panggilannya sebagai suatu pelayanan. Bagi penulis selanjutnya, disarankan menggali lebih dalam isu pendidikan dan menambah bukti atau data relevan.

PERAN GURU DALAM MEMBENTUK SIKAP DISIPLIN SISWA KELAS I SEKOLAH DASAR MELALUI PENGHARGAAN DAN KONSEKUENSI [THE ROLE OF TEACHERS IN SHAPING THE DISCIPLINE ATTITUDES OF GRADE 1 ELEMENTARY SCHOOL STUDENTS THROUGH REWARDS AND CONSEQUENCES] Rahmadi, Pitaya; Pancarania, Dinda Putri
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2755

During their teaching Field Experience Program, the researchers noticed that many students showed undisciplined attitudes during learning. The purpose this paper is to describe through a qualitative descriptive method the role of Christian teachers in building the disciplinary attitudes of grade 1 elementary school students through rewards and consequences. In Christian education, Christian teachers are called by God to help students develop character traits that are in accordance with the character of Christ, one of which is the attitude of discipline. Discipline can not grow properly without motivation. Therefore, Christian teachers need to motivate students continuously. A disciplined attitude that is instilled early on will help students have obedient personalities. The formation of students' disciplinary attitudes can be done by using rewards and consequences in the classroom. Rewards and consequences applied by Christian teachers must be guided by biblical values so that students realize that the attitude of discipline they have is not for themselves but for the glory of God. Thus Christian teachers play a very important role in shaping students' disciplinary attitudes in accordance with Christian values. Christian teachers should apply rewards and consequences to suit students' age, development, and biblical values.BAHASA INDONESIA ABSTRACT: Selama menjalani Program Pengalaman Lapangan khususnya dalam mengajar, peneliti memperhatikan banyak siswa yang menunjukan sikap yang tidak disiplin selama pembelajaran. Tujuan dari penulisan paper ini adalah untuk memaparkan peran guru Kristen di dalam membangun sikap disiplin siswa kelas 1 sekolah dasar melalui penghargaan dan konsekuensi melalui metode kualitatif deskriptif. Dalam pendidikan Kristen, guru Kristen dipanggil Tuhan untuk membantu siswa memiliki karakter yang sesuai dengan karakter Kristus, salah satunya adalah sikap disiplin. Sikap disiplin tidak dapat bertumbuh dengan baik tanpa adanya motivasi. Oleh sebab itu, guru Kristen perlu untuk memotivasi siswa secara terus menerus. Sikap disiplin yang ditanamkan sejak dini akan membuat siswa memiliki kepribadian yang taat. Pembentukan sikap disiplin siswa dapat dilakukan dengan menerapkan penghargaan dan konsekuensi di dalam kelas. Penghargaan dan konsekuensi yang diterapkan oleh guru Kristen harus berpedoman pada nilai Alkitabiah sehingga siswa menyadari bahwa sikap disiplin yang dimilikinya bukan untuk dirinya sendiri melainkan untuk kemuliaan Tuhan. Jadi guru Kristen memegang peran yang begitu penting dalam membentuk sikap disiplin siswa yang sesuai dengan nilai kristiani. Hendaknya guru Kristen dalam menerapkan penghargaan dan konsekuensi harus disesuaikan dengan usia, perkembangan, dan tentunya nilai-nilai Alkitabiah.

PENTINGNYA PENYAMPAIAN INFORMASI YANG TEPAT UNTUK MEMBANGUN KOMUNIKASI EFEKTIF KEPADA SISWA KELAS III SEKOLAH DASAR [THE IMPORTANCE OF DELIVERING INFORMATION APPROPRIATELY IN BUILDING EFFECTIVE COMMUNICATION TO GRADE 3 OF PRIMARY STUDENTS] Rombean, Chusmiaty; Rahmadi, Pitaya; Appulembang, Oce Datu
JOHME: Journal of Holistic Mathematics Education Vol 5, No 1 (2021): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i1.2055

The communication ability possessed by humans, especially Christians, is used to realize God's will. One of them is in carrying out the real Great Commission in the field of education, especially in the learning process. Learning in the classroom must take place effectively so that learning objectives are achieved through the realization of effective communication. Often, teachers have not been able to build effective communication because teachers are not able to manage the class properly through the delivery of appropriate information and according to the characteristics of student development, so that many students are less serious and disciplined in learning. Therefore, this article aims to discuss the importance of delivering the right information in building effective communication to third grade elementary school students as research subjects in this paper. Based on the results of the study, it was found that teachers experienced problems in managing the class, especially in attracting students' attention, giving instructions, conveying and applying class rules and procedures so that effective communication in classroom management had not been achieved, while in delivering subject matter, effective communication was quite built because students actively involved. Submission of appropriate information is very important for teachers to do, especially in building effective communication because it really determines the success or failure of learning activities by considering the characteristics of student development. Christian teachers also act as facilitators who reflect Christian values in every teaching they do.BAHASA INDONESIA ABSTRACT: Kemampuan berkomunikasi yang dimiliki oleh manusia terutama orang Kristen digunakan untuk mewujudkan kehendak Tuhan. Salah satunya dalam menjalankan Amanat Agung yang nyata dalam bidang pendidikan khususnya dalam proses pembelajaran. Pembelajaran di dalam kelas harus berlangsung dengan efektif agar tujuan pembelajaran tercapai melalui terwujudnya komunikasi efektif. Sering kali, guru belum dapat membangun komunikasi efektif tersebut karena guru tidak mampu mengelola kelas dengan baik melalui penyampaian informasi yang tepat dan sesuai karakteristik perkembangan siswa, sehingga banyak siswa yang kurang serius dan disiplin dalam belajar. Oleh karena itu, artikel ini bertujuan untuk membahas mengenai pentingnya penyampaian informasi yang tepat dalam membangun komunikasi efektif kepada siswa kelas III SD sebagai subjek penelitian dalam makalah ini. Berdasarkan hasil penelitian tersebut, ditemukan bahwa guru mengalami kendala dalam mengelola kelas khususnya dalam menarik perhatian siswa, memberi instruksi, menyampaikan dan menerapkan peraturan dan prosedur kelas sehingga komunikasi efektif dalam pengelolaan kelas belum tercapai, sedangkan dalam penyampaian materi pelajaran, komunikasi efektif cukup terbangun karena siswa terlibat aktif. Penyampaian informasi yang tepat sangatlah penting untuk guru lakukan khususnya dalam membangun komunikasi efektif karena sangat menentukan berhasil atau tidaknya kegiatan pembelajaran dengan mempertimbangakan karakteristik perkembangan siswa. Guru Kristen juga berperan sebagai fasilitator yang mencerminkan nilai-nilai Kristiani dalam setiap pengajaran yang dilakukannya.

Bimbingan Belajar untuk Meningkatkan Prestasi Belajar di Tenjo Nababan, Ernie Bertha; Dirgantoro, Kurnia Putri Sepdikasari; Rahmadi, Pitaya; Listiani, Tanti; Pardamean Sinaga, Darma Roh
Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) Vol 6 (2023): INOVASI PERGURUAN TINGGI & PERAN DUNIA INDUSTRI DALAM PENGUATAN EKOSISTEM DIGITAL & EK
Publisher : Asosiasi Sinergi Pengabdi dan Pemberdaya Indonesia (ASPPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37695/pkmcsr.v6i0.1870

Abstract The transition from online learning to offline learning still affects students' learning adaptation. Students' learning adaptation does not go smoothly in face-to-face learning. The impact of online learning has made students accustomed to studying on their own, and some students stop learning when they cannot complete their assignments. This leads to low understanding and motivation among students. Low motivation requires learning support to enhance students' learning achievements, which can be observed through their report card grades. Tenjo tutoring services aim to provide learning support for students. Tenjo tutoring accompanies each student through tutors who come every Saturday and teach students in their respective grade levels. The students who receive tutoring and guidance range from grades 3, 4, 5, and 6 in elementary school to grades 7, 8, and 9 in junior high school. The tutoring program lasts for approximately one year, from August 2022 to May 2023. Based on interviews with the person in charge of Tenjo who directly interacts with the students' parents, it is reported that Tenjo tutoring has greatly helped their children's learning. Students' learning achievements have shown improvement, as indicated by the increase in their report card grades. Keywords: Learning Achievement, Tenjo, GKI Gading Serpong

MENINGKATKAN MOTIVASI BELAJAR SISWA MELALUI BIMBINGAN BELAJAR DARING DI TENJO Dirgantoro, Kurnia Putri Sepdikasari; Rahmadi, Pitaya; Listiani, Tanti; Nababan, Ernie Bertha
Jurnal Sinergitas PKM & CSR Vol. 6 No. 2 (2022): OCTOBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jspc.v6i2.5673

Pandemic conditions are continuing and have an impact on learning. Under such conditions, perhaps students are already familiar with distance learning and adapt to those conditions. However, it is undeniable that not all children can still have good motivation during online learning. Student learning motivation must still be moved so that students' enthusiasm for learning continues to be encouraged and can follow the learning. Although there are already several schools that implement Limited Face-to-Face Learning (PTMT), students still need assistance, for example during independent study hours in developing their knowledge. Especially children of Junior High School (SMP) and High School (SMA) or Vocational High School (SMK) age 7, 8, 9, 10, and 11 are in the adolescent stage that requires attention so that they can focus on learning. One of the things that can be done to give real attention is to accompany them to study outside of school hours. Tenjo tutoring in collaboration with GKI Gading Serpong is here to answer these problems. The goal is to provide services that directly impact the needs of junior high and high school / vocational school students, especially in encouraging student learning motivation. This tutoring activity is carried out online. After being implemented for 5 months, the student's learning motivation score did not appear to have increased significantly. However, based on open-ended questions, 92% of students stated that they became enthusiastic about learning when taking this tutoring.abstract in BahasaKondisi pandemi masih terus berlanjut dan berdampak terhadap pembelajaran. Dalam kondisi demikian, mungkin siswa sudah terbiasa dengan pembelajaran jarak jauh dan beradaptasi dengan kondisi tersebut. Namun tidak dapat dipungkiri bahwa tidak semua anak bisa tetap memiliki motivasi yang baik selama pembelajaran daring. Motivasi belajar siswa harus tetap digerakkan sehingga semangat belajar siswa terus terpacu dan dapat mengikuti pembelajaran. Meski sudah ada beberapa sekolah yang melaksanakan Pembelajaran Tatap Muka Terbatas (PTMT), siswa tetap memerlukan pendampingan misalnya pada saat jam belajar mandiri dalam mengembangkan pengetahuannya. Khususnya anak usia Sekolah Menengah Pertama (SMP) dan Sekolah Menengah Atas (SMA) atau Sekolah Menengah Kejuruan (SMK) kelas 7, 8, 9, 10, dan 11 berada di tahap remaja yang membutuhkan perhatian sehingga mereka bisa fokus dalam pembelajaran. Salah satu yang bisa dilakukan untuk memberikan perhatian yang nyata adalah mendampingi mereka belajar di luar jam sekolah. Bimbingan belajar Tenjo bekerja sama dengan GKI Gading Serpong hadir untuk menjawab permasalahan tersebut. Tujuannya adalah menghadirkan pelayanan yang langsung berdampak bagi kebutuhan siswa SMP dan SMA/SMK khususnya dalam mendorong motivasi belajar siswa. Kegiatan bimbingan belajar ini dilaksanakan secara daring. Setelah dilaksanakan selama 5 bulan, secara skor motivasi belajar siswa tidak terlihat mengalami peningkatan secara signifikan. Namun berdasarkan pertanyaan terbuka, 92% siswa menyatakan menjadi semangat belajar ketika mengikuti bimbingan belajar ini.

Meningkatkan Hasil Belajar Matematika Siswa Melalui Bimbingan Belajar Daring di Tenjo Rahmadi, Pitaya; Dirgantoro, Kurnia Putri Sepdikasari; Listiani, Tanti; Nababan, Ernie Bertha
Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming Vol 6, No 2 (2023): Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstormin
Publisher : Politeknik Harapan Bersama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30591/japhb.v6i2.4212

Pembelajaran yang berjalan secara daring sejak pandemi menjadikan siswa harus gigih dalam mengembangkan pengetahuannya dengan menambah jam belajar mandiri. Hal ini sebagai salah satu dampak dari pembelajaran yang dibatasi dari segi durasi belajar di sekolah. Anak usia Sekolah Menengah Pertama (SMP) dan Sekolah Menengah Atas (SMA)/Sekolah Menengah Kejuruan (SMK) kelas 7, 8, 9, 10, dan 11 berada di tahap remaja yang membutuhkan perhatian sehingga mereka bisa fokus dalam pembelajaran. Salah satu yang bisa dilakukan untuk memberikan perhatian yang nyata adalah mendampingi mereka belajar di luar jam sekolah. Bimbingan belajar Tenjo bekerja sama dengan GKI Gading Serpong hadir untuk menjawab permasalahan tersebut. Bimbingan Belajar Tenjo membuka kesempatan bagi siswa SMP dan SMA/SMK yang mengalami kesulitan dan membutuhkan bimbingan, khususnya pada mata pelajaran matematika. Tujuannya adalah menghadirkan pelayanan yang langsung berdampak bagi kebutuhan siswa SMP dan SMA/SMK. Kegiatan ini diharapkan dapat membantu anak-anak usia sekolah dalam memahami materi pelajaran matematika yang disampaikan guru di sekolah. Setelah terlaksana selama hampir 1 semester, kegiatan bimbingan belajar daring di Tenjo memberikan dampak positif bagi berbagai pihak yang terlibat, yaitu tutee, orang tua tutee, dan juga tutor. Hal ini nampak dari kuesioner yang dibagikan pada para tutee dan orang tua tutee, juga dari hasil wawancara dengan tutor. Harapannya bimbingan belajar daring di Tenjo dapat terus dilaksanakan.

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