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All Journal JPAK: Jurnal Pendidikan Agama Katolik TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) Jurnal Pendidikan Indonesia (Japendi) Jurnal Reinha JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA JAPB JAPB: Jurnal Agama, Pendidikan dan Budaya Jurnal Reinha
Alfonsus Mudi Aran
Sekolah Tinggi Pastoral Reinha Larantuka
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PENGUATAN KARAKTER KEJUJURAN MELALUI PEMBELAJARAN AGAMA KATOLIK BERBASIS NARATIF-EKSPERIENSIAL Delviana Sawo Delvin; Alfonsus Mudi Aran
Bahasa Indonesia Vol 26 No 1 (2026): April 2026
Publisher : Lembaga Penelitian STKIP Widya Yuwana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34150/jpak.v26i1.969

Abstract

This research investigates the effectiveness of the narrative-experiential approach in shaping the character of honesty among students at SD Inpres Lewolere through Catholic Religious Education (CRE). Character education is essential in creating individuals who are not only intellectually capable but also morally responsible. However, the current state of education highlights a crisis in character, particularly in terms of honesty, as seen in incidents of cheating, plagiarism, and falsifying signatures. This indicates that academic education, which has been prioritized, has not yet fully succeeded in forming individuals with strong moral integrity. Honesty, a core value in Catholic teachings, is integral to developing healthy relationships and a dignified life. Despite this, the traditional teaching methods, especially in Catholic Religious Education, tend to be conventional, focused on lecturing, and lack the depth necessary to evoke true moral awareness among students. The narrative-experiential approach, which blends storytelling with direct personal experience, offers a transformative pedagogical model. By combining religious narratives with experiential learning, this method helps students not only understand moral values cognitively but also internalize them emotionally and spiritually. Previous research supports that this approach can effectively instill values like honesty, as it encourages students to reflect on and apply these values in real-life contexts. The study was conducted over four months at SD Inpres Lewolere, involving interviews and reflective activities with both a teacher and six students. The findings suggest that the narrative-experiential approach significantly impacts students’ ability to internalize and apply the value of honesty. It fosters active participation, moral reflection, and behavioral transformation. The study concludes that integrating narrative and experiential learning in CRE can be highly effective in character education, particularly in instilling honesty among students. This approach, when consistently applied, leads to the holistic development of students' character, integrating moral understanding, emotional reflection, and concrete actions.
Kompetensi Kepemimpinan Guru Pendidikan Agama Katolik dalam Menciptakan Lingkungan Belajar yang Kondusif di Smp Negeri 4 Nubatukan Novianti Gobay; Yoseb Belen Keban; Alfonsus Mudi Aran
JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Vol. 4 No. 3 (2026): Juli: Jurnal Ilmiah Pendidikan Kebudayaan dan Agama
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jipa.v4i3.1823

Abstract

This study aims to determine the leadership competency of Catholic religious education teachers in creating a conducive learning environment at SMP Negeri 4 Nubatukan. This research used a qualitative approach with a case study approach. Data collection was conducted through observation, interviews, and documentation involving Catholic religious education teachers, students, and school officials. The results indicate that Catholic religious education teachers have demonstrated leadership competency through their ability to manage the classroom, provide good role models, build positive relationships with students, and provide motivation during the learning process. Teachers also strive to create a safe, comfortable, and orderly learning environment to encourage students to be more active in learning. Furthermore, several supporting factors exist, such as collaboration between teachers and the school, parental support, and the application of religious values ​​in the school environment. However, this study also identified several obstacles, such as limited learning facilities, lack of student participation, and limited learning time. Based on the results, it can be concluded that the leadership competency of Catholic religious education teachers plays a crucial role in creating a conducive learning environment and supporting student development, both academically and spiritually.
PERSEPSI GURU AGAMA KATOLIK TERHADAP PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM KURIKULUM MERDEKA DI SMA NEGERI 1 ADONARA TIMUR Yustina Pramesti Perada Tolok; Alfonsus Mudi Aran; Krisantus Minggu Kwen
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.12790

Abstract

ABSTRACT The implementation of the Merdeka Curriculum emphasizes student-centered learning that accommodates students’ diverse needs, abilities, interests, and learning characteristics. In this context, differentiated learning in Catholic Religious Education is considered an important strategy to improve the quality of learning. This study aims to examine the implementation of differentiated learning in the Merdeka Curriculum in Catholic Religious Education at SMA Negeri 1 Adonara Timur. This research uses a qualitative method with a descriptive approach. Data sources were obtained from the principal, a Catholic Religious Education teacher, and students through interviews, observation, and documentation techniques. The findings show that differentiated learning has been implemented through content, process, product, and learning environment differentiation adjusted to students’ needs, abilities, interests, and characteristics. The implementation of differentiated learning contributes to increasing students’ activeness, motivation, participation, and understanding in the learning process. Student-centered learning provides opportunities for each learner to study according to their potential and learning style, enabling optimal learning outcomes. Therefore, differentiated learning is an effective strategy to support the implementation of the Merdeka Curriculum in Catholic Religious Education. This study is expected to serve as a reference for teachers, schools, and future researchers in developing differentiated learning practices to improve the quality of education. ABSTRAK Penelitian ini dilatarbelakangi oleh implementasi Kurikulum Merdeka yang menuntut guru menerapkan pembelajaran berdiferensiasi, namun dalam praktiknya masih ditemukan tantangan dalam penyesuaian pembelajaran dengan kebutuhan, minat, dan kemampuan peserta didik, khususnya pada mata pelajaran Pendidikan Agama Katolik di SMA Negeri 1 Adonara Timur. Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran berdiferensiasi yang mencakup persepsi, pengalaman, serta kendala guru dalam pelaksanaannya.Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Sumber data diperoleh dari 8 informan yang terdiri atas guru Pendidikan Agama Katolik, kepala sekolah, dan peserta didik melalui teknik wawancara, observasi, dan dokumentasi. Analisis data dilakukan dengan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berdiferensiasi dan memahaminya sebagai upaya menyesuaikan proses pembelajaran dengan karakteristik peserta didik. Implementasi dilakukan melalui diferensiasi konten, proses, dan produk yang membuat pembelajaran lebih aktif, inklusif, dan bermakna. Guru juga memiliki pengalaman dalam merancang dan melaksanakan pembelajaran yang disesuaikan dengan kebutuhan peserta didik, meskipun masih terdapat kendala seperti perbedaan kemampuan siswa dan keterbatasan sarana. Upaya adaptasi tetap dilakukan agar pembelajaran berjalan optimal. Penelitian ini menyimpulkan bahwa pembelajaran berdiferensiasi berkontribusi dalam meningkatkan keterlibatan dan pemahaman peserta didik serta menjadi strategi penting dalam mendukung implementasi Kurikulum Merdeka.
Co-Authors Adison Adrianus Sihombing Anastasia Fautina Pale Anna Theresia Golu Aran Anselmus Dorewoho Atasoge Barbara Leto Kolin Tukan Benedikta Yosefina Kebingin Delviana Sawo Delvin Falentina Siku Openg Fransiskus Xaverius Sabon Taka Hermania Bhoki Hermania Bhoki Ignasia Yofita Kuna Koten Krisantus Minggu Kwen Letitia Susana Beto Letek Margaretha Ema Tukan Margaretha Golu Sanga Maria Angela Dora Kelen Maria Fika Ayuningtias Dou Maria Hingi Ruron Maria Magdalena Wea Maria Rosario Biti Tupen Novianti Gobay Paulina Penun Lewar Pricila Devi P. Sili Skolastika Lelu Skolastika Lelu Beding Susana Konimila Bili Valentina Ina Abong Watun Veliksia Yohana Sano Yoseb Belen Keban Yosep Belen Keban Yovita Ina Peni B. Y. Yustina Pramesti Perada Tolok