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All Journal Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Unversitas Muhammadiyah Aceh Jurnal Penelitian Pendidikan IPA (JPPIPA) LOGOS (Jurnal Filsafat - Teologi) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Didaktika: Jurnal Kependidikan Logos Jurnal Penelitian Pendidikan Agama Katolik VOCAT: Jurnal Pendidikan Katolik Journal of Education Research Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Jurnal Riset Rumpun Agama dan Filsafat JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Sepakat : Jurnal Pastoral Kateketik In Veritate Lux : Jurnal Ilmu Kateketik Pastoral Teologi, Pendidikan, Antropologi, dan Budaya Jurnal Pendidikan Non formal Prosiding Seminar Nasional Pendidikan dan Agama Jurnal Magistra Coram Mundo: Jurnal Teologi dan Pendidikan Agama Kristen Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan Jurnal Budi Pekerti Agama Kristen dan Katolik Journal New Light Green Philosophy: International Journal of Religious Education and Philosophy
Sergius Lay
STP Dian Mandala Gunungsitoli
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Rekonstruksi Konsep Eudaimonia dan Phronesis Aristoteles dalam Pengembangan Pendidikan Karakter Kontemporer Laurentius Tinambunan; Sergius Lay; Largus Nadeak; Antonius P Sipahutar; Martina Rosmaulina Marbun; Fitra Zebua
Coram Mundo: Jurnal Teologi dan Pendidikan Agama Kristen Vol. 8 No. 1 (2026): Coram Mundo : Jurnal Teologi dan Pendidikan Agama Kristen
Publisher : Sekolah Tinggi Teologi Injili Arastamar (SETIA) Ngabang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/corammundo.v8i1.700

Abstract

This research reconstructs the concept of the ideal human being in Aristotelian philosophy and formulates its implications for contemporary character education. The study is grounded in modern educational challenges that require not only intellectual mastery but also the cultivation of complete character based on virtue. Using library research with a hermeneutic approach, this study critically interprets Aristotle’s key concepts, particularly eudaimonia, phronesis, and virtue ethics, and contextualizes them within current educational needs. Data were collected from relevant primary and secondary literature and analyzed through thematic and conceptual analysis to identify the relationship between Aristotelian ideas and character education. The findings show that the ideal human being, according to Aristotle, is one who achieves eudaimonia through the balanced development of moral and intellectual virtues, guided by phronesis as practical wisdom. Education is therefore understood as a gradual process of character formation through habituation, experience, role modeling, reflection, and ethical deliberation. This study proposes five strategies for Aristotelian character education: virtue habituation, experiential learning, educator role modeling, ethical deliberation, and context-based integral education. The study contributes a virtue-based educational model that emphasizes wisdom, responsibility, virtue, and the realization of the good life within society.
Reflective Learning in Catholic School Catechesis: An Integrative Review and Pedagogical Framework Lay, Sergius; Marbun, Martina Rosmaulina; Binji, Pedro; Zebua, Fitra; Zebua, Betty Novriani; Hondo, Marcella; Telaumbanua, Petra Pebriani
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4771

Abstract

Reflective learning is frequently recommended for religious education, yet its pedagogical use in Catholic school catechesis remains conceptually fragmented and supported by uneven evidence. This integrative review examined how reflective learning is conceptualised, which reflective practices are reported in Catholic and related religious-education contexts, what outcomes and enabling conditions are identified, and how the evidence can inform a catechetical framework. Searches and source verification were conducted through Google Scholar, GARUDA, ERIC, and DOAJ, with the direct evidence corpus restricted to peer-reviewed journal articles published from January 2021 to 19 August 2026; earlier works were used only for theoretical, methodological, or contextual framing. The final verified reference base comprised 56 scholarly sources: 52 peer-reviewed journal articles and four foundational books. Thirty-six recent journal articles formed the direct pedagogical-evidence corpus and were included in the thematic synthesis, while 16 journal articles provided methodological, foundational, or contextual background and were not coded as direct evidence. Four non-exclusive themes emerged: experience-based meaning-making, guided and dialogical reflection, faith-tradition integration, and enabling conditions and safeguards. The synthesis suggests that reflective catechesis is best understood not as unrestricted personal introspection but as a guided process moving from lived experience to critical reflection, communal dialogue, integration with Scripture, Catholic tradition, and doctrinal teaching, and responsive action. The review proposes a six-stage Reflective Catechesis Cycle (RCC) and six design principles for translating these thematic findings into pedagogical practice. Because intervention and longitudinal evidence remain limited, the framework is presented as an evidence-informed pedagogical model rather than as evidence of causal effectiveness.
Co-Authors , Anastasia Lasmaria Manalu . D, Hamidah Alexius Poto Obe Anastasia Manalu Anisa Putri Hulu Anisa Putri Hulu Antonius P Sipahutar Antonius P Sipahutar Antonius P. Sitahutar Ardiana Waruwu Atanasius Arianto Halawa Atanasius Zai Bartolomeus Sihite Betty Novriani Zebua Binji, Pedro Blasius Superma Yese Br. Panjaitan, Sonia Pratika Elisabeth Clara Cici Ceriawati Waruwu Dominkus Wardoyo Sihite Donobakti, Yohanes Anjar Elisa Br Ginting Elisabeth Firdalis Zagoto Elvin Paska Juang Waruwu Emerensia Werihati Ndruru Enisa Bulolo Ester Fosumange Laia Ester Fosumange Laia Evimawati Harefa Fendirianus Harefa Fidelis Samosir Fidelis Samosir Fitra Zebua Halawa, Rosaria Alami Harefa, Tetinia Hermina Sarumaha Hildegardis Dwinag Angelita Lahagu Hondo, Marcella Irsan Irsan Junita Hulu Junita Hulu Kristiana Mendrofa Kristiani Putri Lase Largus Nadeak Laurentius Tinambunan Laurentius Tinambunan Linda Kurniawati Waruwu Linda Nasran Waruwu M. Joharis Lubis Marbun, Martina Rosmaulina Marcella Hondo Maria Winar Hati Waoma Martina Rosmaulina Marbun Marudut Bernadtua Simanjuntak Mawarni Gea Megawati Naibaho Mei Trisnawati Harefa Mei Trisnawati Harefa Mersianis Laia Monika Simpati Gea Muhsin Muhsin Muhsin Naibaho, Yanti Vidarosa Natalia Harefa Natalianoriana Giawa Ndoa, Paulus Kanisius Patria Fidema Warni Mendrofa Paulinus Kanisius Ndoa Renata Jernih Putri Gea Reza Noprial Lubis Rikardo Gulo Ripka Eklesia Harianja Rosalia Gulo Selamat Triono, Selamat Selvianti Dakhi Sibagariang, Susy Alestriani Silvester Tree Doni Waruwu Sitepanus Zebua T Teviana Telaumbanua, Petra Pebriani Teti Gusni Waruwu Teti Gusni Waruwu Velika Carles Farma Putri Bate'e Venida Anastasya Limbong Waruwu, Florentina Widia Baeha Yasman Handayani Lase Yessi Florentina Pasaribu Yessi Florentina Pasaribu Yohanes Jok Pendopo Laoli Zebua, Betty Novriani Zebua, Fitra Zebua, Putranias