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Makna Teologis Bahtera Nuh Ditinjau Dari Ibrani 11:7 Serta Relevansinya Terhadap Pertumbuhan Iman Pada Jemaat GESBA Shaloom Kaima Kambong, Hizkia Joel; Ranting, Hermin; Rakim, Ristan; Nendissa, Julio Eleazer
Jurnal Teologi dan Pelayanan Kerusso Vol 9 No 2: Jurnal Teologi & Pelayanan Kerusso - September 2024
Publisher : Sekolah Tinggi Teologi Injili Indonesia Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33856/kerusso.v9i2.405

This study aims to examine the theological meaning of Noah's Ark based on Hebrews 11:7 and analyze its relevance to the faith growth of the GESBA Shaloom Kaima congregation. Noah is portrayed as a righteous and blameless figure entrusted by God to carry out the mission of saving humanity through the construction of Noah's Ark. Due to his faith, Noah and his family were saved from the Flood. This research employs a qualitative method with a descriptive approach, supported by data collection techniques such as interviews and literature studies. The interviews were conducted in an unstructured manner, allowing the researcher to interview 9 individuals, consisting of 1 pastor, 2 church council members, and 6 congregants, without strict guidelines. Literature studies were used to interpret and gather data from books and journals relevant to this research. The results show that the theological meaning of Noah's Ark significantly influences the faith growth of the GESBA Shaloom Kaima congregation and effectively nurtures the congregation's spiritual life. The study identified several key points related to the theological meaning of Noah's Ark, including a general understanding of the story of Noah's Ark in the Bible, an interpretation of the theological meaning of Noah's Ark from the perspective of Hebrews 11:7, and its relevance when integrated into Christian education and sermon materials. These findings also indicate a connection between the theological meaning of Noah's Ark and the faith growth of the GESBA congregation, including the application of the principles of Noah's Ark in daily life. Therefore, the meaning of Noah's Ark can serve as a guide for the GESBA Shaloom Kaima congregation in building a foundation for their faith growth.

Implementation of Vygotsky's Constructivism Theory Through the Project Based Learning Model of PAK Teachers Impacts Problem Solving of Grade XI Students at SMA Negeri 1 Kauditan Ranting, Hermin; Rumetor, Jelty Juriaty; Liud, Yahya Herman; Rakim, Ristan; Kambong, Hizkia Joel; Nendissa, Julio Eleazer; Wohon, Frimsi
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 1 (2025): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i1.1144

The era of education that increasingly demands an increase in the quality of human resources (HR) has positioned teachers as an important component in the learning process. The application of learning methods that are relevant to the demands of the times is needed to encourage the development of students' increasingly complex problem-solving skills. Christian Religious Education (PAK) teachers are expected to be able to present a learning environment that is conducive to the development of students' abilities through a contextual and project-based approach. Project Based Learning (PjBL) is one of the learning models that aims to provide real project-based learning experiences to students. This model is based on the principles of Vygotsky's constructivism, which emphasizes the importance of social interaction and collaboration in learning. In the context of PAK learning, project based learning helps students develop critical, analytical, and creative thinking skills, as well as problem-solving abilities. This study uses a descriptive qualitative approach to analyze the impact of implementing the project based learning model on improving the problem-solving abilities of grade XI students at SMA Negeri I Kauditan. Data collected through observations, interviews, and questionnaires involving students and Christian Religious Education (PAK) teachers show that project based learning has proven effective in developing students' critical and analytical thinking skills. Students feel more confident in facing challenges, more collaborative in working in groups, and more disciplined in completing tasks. Teacher evaluations also confirm that the process of working on a project is as important as the end result, because it can describe the development of students' problem-solving skills as a whole.

Implementation of Vygotsky's Constructivism Theory Through the Project Based Learning Model of PAK Teachers Impacts Problem Solving of Grade XI Students at SMA Negeri 1 Kauditan Ranting, Hermin; Rumetor, Jelty Juriaty; Liud, Yahya Herman; Rakim, Ristan; Kambong, Hizkia Joel; Nendissa, Julio Eleazer; Wohon, Frimsi
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 1 (2025): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i1.1144

The era of education that increasingly demands an increase in the quality of human resources (HR) has positioned teachers as an important component in the learning process. The application of learning methods that are relevant to the demands of the times is needed to encourage the development of students' increasingly complex problem-solving skills. Christian Religious Education (PAK) teachers are expected to be able to present a learning environment that is conducive to the development of students' abilities through a contextual and project-based approach. Project Based Learning (PjBL) is one of the learning models that aims to provide real project-based learning experiences to students. This model is based on the principles of Vygotsky's constructivism, which emphasizes the importance of social interaction and collaboration in learning. In the context of PAK learning, project based learning helps students develop critical, analytical, and creative thinking skills, as well as problem-solving abilities. This study uses a descriptive qualitative approach to analyze the impact of implementing the project based learning model on improving the problem-solving abilities of grade XI students at SMA Negeri I Kauditan. Data collected through observations, interviews, and questionnaires involving students and Christian Religious Education (PAK) teachers show that project based learning has proven effective in developing students' critical and analytical thinking skills. Students feel more confident in facing challenges, more collaborative in working in groups, and more disciplined in completing tasks. Teacher evaluations also confirm that the process of working on a project is as important as the end result, because it can describe the development of students' problem-solving skills as a whole.

PERAN KOMPETENSI SOSIAL GURU PAK TERHADAP SUASANA PEMBELAJARAN DAN MINAT BELAJAR SISWA KELAS IX DI SMP NEGERI II KAUDITAN Adelin Langi, Elsjani; Ranting, Hermin; Kambong, Hizkia Joel; Nendissa, Julio Eleazer
Jurnal Kala Nea Vol. 5 No. 2 (2024): Desember
Publisher : Sekolah Tinggi Teologi Immanuel Sintang Kal-Bar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61295/kalanea.v5i2.155

Facing the 5.0 era, Christian religious education is one of the important pillars for instilling social and cultural values in society. In the 21st century, science and technology have increased, requiring Christian religious education teachers to teach effectively while motivating students to actively learn. Teachers' social competence, including interpersonal skills, the ability to build positive relationships, and empathy are the main things in realizing a conducive learning process. The purpose of this study is to explore the obligations of Christian religious education teachers' social competence in creating a pleasant learning atmosphere and increasing the learning interest of grade IX students of SMP Negeri II Kauditan. Data were obtained through interviews with the principal, vice principal, teachers, and students. The author obtained results in the form of effective communication between teachers and students, harmonious relationships, and a supportive learning environment that contributed significantly to increasing student participation and motivation to learn. The conclusion obtained is that the success of Christian religious education teachers in creating a productive and interesting teaching atmosphere is highly dependent on the teacher's social abilities. Thus, teacher social competence is a crucial factor in encouraging active student involvement so that they can achieve effective and good learning outcomes.

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