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Spiritualitas Diakonia Guru Pendidikan Agama Katolik (Sebuah Refleksi atas Panggilan Guru PAK di Tahun Diakonia) Emanuel Haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 9 No. 1 (2020): Jurnal Alternatif - Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

A Catholic Religious Education Teacher is called to become a servant. He/She dedicate Him/Her self to present the Kingdom of God for others, wherever He/She work. Ruteng Diocese has decided the year of 2019 as Diacony Year. It is one of the implementations of Third Synod of this Diocese. Diacony is the preaching of the Church to serve all the creatures. The specialty of Diacony is presenting the Kingdom of God in concrete work in the fields of economics, politics, law, education, culture, including technology and the world of social communication.As thecitizens of the Church of God’s People, every person (and group of people) is called to carry out the mission of service that is to present the Kingdom in to the world in accordance with the professions and fields of duty entrusted to it. Likewise, a teacher. Teachers, including Catholic Religious Education Teachers who work in education field, have the responsibility to implement this year of service (diacony) through their specific duties as a teacher and educator as well as a catechist. Through his/her work as a teacher and educator, Catholic Religious Education Teachers present the Kingdom of God to students in the school. Likewise in carrying out its function as a catechist. He/She presents the kingdom of God to anyone wherever He/She works as a catechist.This paper is a reflection of the implementation of the duties of a Catholic Religious Education Teacher who must actually have a diacony spirituality. Diacony spirituality is inherent in a Catholic Religious Education Teacher when He/She is on a mission as a servant, not as a mere worker. In the context of interpreting this Year of service/diacony, there is a reflective question which is evocative and suing which is asked, “Is the Catholic Religious Education Teacher still aware of his calling as a minister with some virtues inherent in the ministry of service?

Memahami Teori Inteligensi Ganda Howard Gardner Dan Aplikasinya Dalam Proses Pembelajaran Di Sekolah Dewasa Ini Emanuel Haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 1 No. 2 (2017): Jurnal Alternatif - Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

Howard Gardner is well-known because of his multiple intelligences theory. According to him, there are many kinds of intelligences. At least, there are nine kinds of intelligences. And all these intelligences owned by everyone with different grade/ quality. Commonly, people proud when his/ her intelligence quotient (IQ) is high. And people think that the high intelligence quotient (IQ) is the main guarantee to reach the successful. Actually, one’s successful not only determined by intelligence quotient (IQ), but by all these intelligences. In this case, we must know what benefit of knowing the various intelligences in ourselves. Especially, it is important for a teacher to know all kinds of intelligences in his/ her students. Thus, in learning process, a teacher not only pay attention to a certain intelligence (such as intelligence quotient), but he/ she also has to pay attention to many kinds of intelligences. By this way, a teacher accomodate all students in exploring their capabilities.

Kompetensi Guru Pendidikan Agama Katolik (Pak) Di Era Milenial Dan Pengaruhnya Terhadap Peningkatan Motivasi Belajar Siswa Emanuel Haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 1 No. 1 (2019): Jurnal Alternatif - Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

Being a teacher in the millenial era is not an easy profession to run. He/ She has to fulfil many demands. He/ She is challenged to have various competencies. Among those that must be fulfilled are competence in technology part. A teacher in the millenial era must be master in using technology tools,such as computer and internet. At least, a teacher must know to operate basic computer programs. By this way, a learning will take place interesting and effectively. For example, a teacher must be able to present His/ Her subject with power point. Besides, a teacher must be able to use e-mail and several other internet programs which are important to support the learning process. By mastering technology, a teacher is expected to explore many sources of knowledge. Therefore, He/ She hasmore knowledge better than students. In addition, a teacher must also prove his professionalism as a teacher by perform all four competencies namely pedagogical, personal, social and professional competencies. A Catholic Religious Education Teacher must also have such competencies. Apart from those mentioned, one of the typical competencies possessed by Catholic Religious Education Teachers is spiritual competence. By having the competencies as mentioned above, a teacher (including Catholic Religious Education Teachers) is able to increase students’ learning motivation in the entire of learning process in a school. In this article, the writer presents several studies that prove the influence of the competencies of a teacher (including Catholic Religious Education Teacher) on student learning motivation, especially in this millennial era. These studies concluded that the higher competency of a teacher, cause the students have a good motivation in learning. In contrary, the lower competence of a teacher cause the lower motivation of students to learn.For this reason, the Catholic Religious Education Teacher is expected to be able to apply these competencies in the daily learning process so that students’ learning motivation increases and in the end, the students’ learning achievements also increase.

Peran Guru Pendidikan Agama Katolik Sebagai Gembala Emanuel Haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 10 No. 1 (2020): Jurnal Alternatif - Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

Ruteng Diocese has launched 2020 as a pastoral year. This designation of a pastoral year is closely related to the pastoral focuses of previous years. Previously, a focus on pastoral care has been launched which includes four areas, namely sanctification (2016), proclamation (2017), fellowship (2018) and ministry (2019). These four focuses assume a leadership (shepherd) who is responsible for directing this pastoral care. Of course, the ordained shepherds, the bishop and priests, were responsible first. In addition, the participation of the people is also important. For the success or failure of these pastoral programs is dependent on the commitment and also good cooperation between ordained pastors and baptized pastors throughout the Ruteng Diocese. Catholic Religious Education Teacher is one of the many baptized pastors. He/ She is one of the components that has an important role in carrying out pastoral programs, especially in the field of education. A Catholic Religious Education Teacher is obliged to carry out the role of a shepherd in the sphere of education. The pastoral role of a Catholic Religious Education Teacher is based on the dignity of the sacrament of baptism and also by a special vocation as a pastoral officer who is specially prepared through education with a pastoral or catechetic background. In this article, the author emphasizes the role of a Catholic Religious Education Teacher as a school pastor in his capacity as a teacher/ educator. He/ She plays his/ her pastoral role in schools when teaching, guiding and motivating students and other faith formation activities in the context of implementing pastoral programs launched by the diocese. In carrying out the role of a baptized pastor, a Catholic Religious Education Teacher must have his own spirituality. And the spirituality of the shepherding of a Catholic Religious Education Teacher comes from Jesus himself as the True Shepherd. By being guided by the spirituality of pastoral originating from Jesus the true Shepherd, it is hoped that a Catholic Religious Education Teacher will be able to carry out his/ her pastoral mission well in the school.

Perspektif dan Analisis Seputar Fenomena Kenakalan Remaja Emanuel Haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 10 No. 2 (2021): Jurnal ALternatif Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

When we talk about teenagers, stereotypes often stick to them. Teenagersare often synonymous with deviant behavior. That’s why the termjuvenile delinquency emerged. There are many examples of juveniledelinquency, such as speeding on the highway, fighting between gangsand schools, skipping school, threatening others, extortion, stealing,robbing, drinking, free sex, drug addiction, etc. Juvenile delinquencyoccurs because of factors that come from the youth themselves andfrom outside, in the form of family parenting, inadequate education atschool, an unsupportive community environment and peer influence.Juvenile delinquency has a negative impact on adolescents themselvesand others. For teenagers, juvenile delinquency has a physical andmental impact. Physically, these teenagers can suffer from variousdiseases due to an irregular lifestyle. Mentally, teenagers will growup as vulnerable individuals. In addition, juvenile delinquency alsohas a negative impact on the environment. Parents can be stressedbecause they feel they have failed to educate their children. For schools,juvenile delinquency damages the reputation of the school. For thecommunity, juvenile delinquency causes security disturbances in thesurrounding community. There are several efforts to prevent andovercome juvenile delinquency. The effort is so that adults can begood examples for teenagers, equip them with religious values froman early age. In addition, create a conducive family atmosphere withdemocratic parenting so that teenagers grow up normally. In addition,it is necessary to create a conducive school environment. In schools, student personality development programs should be improved. Finally,the role of the community environment is also important. Society mustcontrol the behavior of teenagers in their environment. All people inthe community must also show the right behavior, obey the norms andrules that apply in society so that teenagers can imitate them.

MEMBANGUN RESILIENSI DALAM DIRI MAHASISWA DI MASA PANDEMI COVID -19 Emanuel Haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 11 No. 1 (2022): Jurnal ALternatif Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

The COVID -19 pandemic has had a serious impact on the people of the world, including Indonesians. In Indonesia itself, the COVID -19 pandemic has had a very serious impact on the community in several aspects. They are health, economic, social, educational and religious aspects. One component of society that has felt the impact of the COVID -19 pandemic, is students at a college. In these affected conditions, there are few students experience psychological pressure. Therefore, in dealing with difficult situations, students need to build psychological resilience or what is commonly known as resilience. Resilience is important so that students do not fall into more serious problems as a result of this pandemic. On the other hand, with resilience in them, students persist, adapt and ultimately overcome these difficult situations. Resilience in students at a college can be built by increasing the protective factors in themselves. Protective factors are personal, social, family, and institutional or community safety nets that enable individuals to be able to deal with life's stressors. There are two protective factors that can help increase resilience in students during this pandemic. They are internal protective factors and external protective factors. Internal protective factors are personal safety nets that come from the individual himself in the form of self-esteem, self-efficacy, problem-solving ability, emotion regulation and optimism. This is an internal resource (capacity) that a student can optimize in increasing psychological endurance during this pandemic. While external protective factors are protective factors that come from outside the student, for example support from family and environment.

MENGENAL TEORI KOGNITIF SOSIAL ALBERT BANDURA DAN IMPLIKASINYA DALAM DUNIA PENDIDIKAN Emanuel Haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 1 No. 1 (2016): Jurnal ALternatif Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

Talking about education never be separated from terminology of education psychology. One of theories in relation with this topic is beaviorism learning theory.The beaviorism concept is elaborated by Albert Bandura in social cognitive theory.For him,most ofhuman learning occurs in social environment. In contacting with others, the man gets the knowledges, rules, skills, strategies, convictions and attitudes. At the same time,the man also sees the models, by those they will learn the advantage, conformity and the results of those behaviours. So, individuals act upon their convictions about their capabilities and the expected results from their acts. In this writing, Emanuel Haru will go further in presenting some constucts of social cognitive theory of Albert Bandura. The way of learning concept, modeling process, its effect on learning and performance, goal and expectation, self eficacy and the application of learning theory in education realm.

PERILAKU BULLYING DI KALANGAN PELAJAR Emanuel Haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 11 No. 2 (2022): Jurnal ALternatif Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

Bullying is a form of violent behavior that often occurs among students. This article aims to discuss the phenomenon of bullying among students. There are several formulations of the problem posed. First, what are the forms of bullying among students? Second, what factors cause bullying among students? Third, what are the impacts caused by bullying among students? Fourth, what are the strategies used to overcome bullying among students? By using the literature study method, including reviewing research findings regarding the bullying phenomenon, the writer concludes. First, the forms of bullying among students are verbal, physical, social, cyber and sexual bullying. Second, the factors that influence bullying are distinguished between internal and external factors. Internal factors are related to the individual factors themselves in the form of introverted personality and wrong self-concept. While external factors in the form of family, school, peers, mass media. Third, the effects of bullying can occur for both victims and perpetrators. For victims, the impact occurs physically and psychologically. As for the perpetrator, the act of bullying that he does makes him a person who is not empathetic, considers this action as normal and becomes a perpetrator of a criminal act. Fourth, several strategies were implemented to prevent and overcome bullying among students are exploring the root causes of bullying, giving punishments, forming study groups, providing advice and adequate information about bullying, running a "stop bullying" program and supervising.

UPAYA MENINGKATKAN MOTIVASI BERPRESTASI PADA MAHASISWA emanuel haru
Jurnal Alternatif Wacana Ilmiah Interkultural Vol. 12 No. 01 (2023): Jurnal Alternatif Wacana Ilmiah Interkultural
Publisher : STIPAS St. Sirilus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60130/ja.v12i01.117

Achievement motivation is one of the variables that determine one's success. This article aims to discuss achievement motivation as an important factor that also determines the success of a student in his study. There are several formulations of the problem posed. First, what is achievement motivation? Second, what are the dimensions of achievement motivation? Third, what factors influence student achievement motivation? Fourth, how are the efforts made to increase achievement motivation in students? By using the literature study method and reviewing research findings regarding achievement motivation, the writer concludes. First, achievement motivation is an internal driving force that drives an individual to achieve high goals in an effort to achieve success and high performance. Second, the dimensions of achievement motivation are goal orientation, need for achievement, locus of control and fear of failure. Third, the factors that influence student achievement motivation are internal factors, consisting of personal goals, self-expectations, independence and external factors consist of the learning environment, environmental support, rewards and recognition. Fourth, efforts to increase achievement motivation are setting clear goals, providing constructive feedback, creating a supportive environment, applying interactive learning methods and building connections with subjects. [Motivasi berprestasi merupakan salah satu variabel yang menentukan keberhasilan seseorang. Artikel ini bertujuan untuk membahas motivasi berprestasi sebagai salah satu faktor penting yang turut menentukan keberhasilan seorang mahasiswa dalam proses perkuliahannya. Ada beberapa rumusan masalah yang diajukan dalam artikel ini. Pertama, apa itu motivasi berprestasi? Kedua, apa-apa saja dimensi motivasi berprestasi? Ketiga, faktor-faktor apa saja yang mempengaruhi motivasi berprestasi mahasiswa? Keempat, bagaimana upaya-upaya yang dilakukan untuk meningkatkan motivasi berprestasi pada mahasiswa? Dengan menggunakan metode studi literatur dan mengkaji temuan penelitian seputar motivasi berprestasi, penulis menyimpulkan sebagai berikut. Pertama, motivasi berprestasi merupakan penggerak internal yang mendorong individu untuk mencapai tujuan yang tinggi dalam upaya mencapai keberhasilan dan kinerja yang tinggi. Kedua, dimensi-dimensi motivasi berprestasi adalah orientasi tujuan, kebutuhan berprestasi, lokus kontrol dan ketakutan akan kegagalan. Ketiga, faktor-faktor yang mempengaruhi motivasi berprestasi pada mahasiswa adalah sebagai berikut: faktor internal yang terdiri dari tujuan pribadi, harapan diri, kemandirian dan faktor eksternal yang terdiri dari lingkungan belajar, dukungan lingkungan (keluarga, teman sebaya dan dosen), penghargaan dan pengakuan. Keempat, upaya-upaya yang dilakukan untuk meningkatkan motivasi berprestasi pada mahasiswa yaitu menetapkan tujuan yang jelas, memberikan umpan balik yang konstruktif, menciptakan lingkungan belajar yang mendukung, menerapkan metode pembelajaran interaktif dan membangun koneksi dengan mata pelajaran.]

Internalisasi Karakter Katolik Berbasis Communio untuk Mewujudkan Smart Student pada Sekolah Menengah Atas Katolik di Ruteng Keristian Dahurandi; Emanuel Haru; Rikardus Moses Jehaut
Jurnal Penelitian Pendidikan Agama Katolik Vol 3 No 2 (2023): Jurnal Penelitian Pendidikan Agama Katolik Edisi September 2023
Publisher : Perkumpulan Perguruan Tinggi Agama Katolik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52110/jppak.v3i2.92

This paper aims to describe the form of internalization of Catholic character in Catholic High School as an effort for community literacy. The study used the qualitative method. Data were analyzed by collecting, reducing, display and drawing conclusions or verification. Data processing is assisted by Atlas.ti software version 9.0.15. The result show that the obstacles to internalize Catholic characters are inconducive environmental, lack of teachers modeling, low learning motivation of student, and negative impact of digital technology. The form of internalizing Catholic character in the High School context must be inspired by “Communio” paradigm of the Catholic church. The basic spirit of Communio is Bible reflection by reading and member’s sharing experience to each other. There are forth efforts to internalize Catholic character. The first, environmental design with Catholic Spiritual nuances. Second, the formation of small spiritual groups such as Bible sharing groups, catechesis, devotions, Bible reading and quizzes competitions, and pilgrimages to the Catholic Spiritual sites. Third, integration of Information Technology-based spiritual development such as used of e-Catholic applications, Bible catechism vlogs, catholicity website, and other prophetic software. Fourth, character Catholic internalization based on dormitory system. This method is chosen to compose the sustainable, integrative, collaborative, and systematic of Catholic character internalization. However, this research, is still limited to the High School context, so it has not examined other level of formal school context. In addition, this research is still limited to formal school managed by Catholic foundations and headed by Catholic priest, clergy and religious sisters.

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