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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Educatio FKIP UNMA Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Edukasiana: Jurnal Inovasi Pendidikan Innovative: Journal Of Social Science Research SUMIKOLAH Edumaspul: Jurnal Pendidikan
Robert Siby
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Guru Sebagai Fasilitator Pendidikan Agama Kristen di Era Modern Kasingku, Juwinner Dedy; Siby, Robert
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i1.2741

Abstract

Penelitian ini menjelaskan peran guru sebagai fasilitator dalam pendidikan, terutama dalam Pendidikan Agama Kristen (PAK), seiring perubahan dari pembelajaran yang berpusat pada guru menjadi pembelajaran yang berpusat pada siswa. Metode yang digunakan adalah studi literatur dengan meninjau berbagai konsep tentang fasilitator, perbedaannya dengan cara mengajar tradisional, serta kaitannya dengan nilai dan ajaran Alkitab. Tujuan penelitian ini adalah menggambarkan peran guru sebagai fasilitator dengan jelas dan menunjukkan bagaimana peran ini dapat diterapkan dalam pembelajaran PAK. Hasil kajian menunjukkan bahwa guru sebagai fasilitator memiliki tanggung jawab dalam memberikan suasana belajar yang aman, aktif, dan terbuka, serta membantu siswa belajar melalui pengalaman dan diskusi. Dalam PAK, peran ini sangat sesuai dengan ajaran kasih, pelayanan, dan keteladanan, sehingga guru tidak hanya mengajar, tetapi juga membimbing pertumbuhan iman dan karakter siswa. Pembahasan memperlihatkan bahwa guru fasilitator berbeda dari guru tradisional karena lebih mendorong siswa untuk berpikir, bekerja sama, bertanya, dan mandiri, termasuk dalam memahami firman Tuhan. Kesimpulannya, peran fasilitator membuat pembelajaran PAK lebih hidup, bermakna, dan membantu siswa berkembang secara menyeluruh baik dalam pengetahuan, keterampilan, maupun kehidupan rohani.
GURU PENDIDIKAN AGAMA KRISTEN DAN PENGGUNAAN KECERDASAN BUATAN: LITERATURE REVIEW Kasingku, Juwinner; Robert Siby
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41810

Abstract

This study examines the perceptions of Christian Religious Education (CRE) teachers regarding the use of Artificial Intelligence (AI) in the learning process. The rapid development of AI in the field of education has brought significant changes to teaching and learning practices, including in religious education. On the one hand, AI offers various advantages, such as more personalized learning, the provision of interactive learning materials, and greater efficiency in managing teachers’ administrative tasks. On the other hand, CRE teachers face new challenges, particularly related to digital literacy demands, technological readiness, and ethical and spiritual responsibilities in using AI so that it does not conflict with Christian faith values. The purpose of this study is to identify the benefits and challenges of integrating AI into Christian Religious Education, as well as to examine the factors that influence teachers’ perceptions of this technology. This research employs a qualitative method using a literature review approach, in which data are obtained from books, scholarly journal articles, and relevant documents discussing AI in education and Christian Religious Education. The data are analysed thematically to identify patterns of perspectives, opportunities, and challenges. The findings indicate that, in general, CRE teachers hold a fairly positive attitude toward the use of AI, especially because of its potential to support adaptive and engaging learning. However, significant obstacles remain, including limited technological infrastructure, a lack of specialized training for teachers, and concerns about reduced personal relationships and students’ spiritual development. Therefore, it can be concluded that the successful integration of AI in Christian Religious Education largely depends on teacher readiness, technological support, and the wise and ethical use of AI, so that it truly serves as a supportive tool that strengthens students’ faith formation and character development rather than replacing them.
Co-Authors Andrew Christian Aseng Aseng, Andrew C. Desy Tris Tatengkeng Gracella Kaparang, Gracella Juwinner Dedy Kasingku Kaeng, Angelie Thresia Nangin, Monica Chrysta