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All Journal Aletheia Christian Educators Journal Edukris: Jurnal Pendidikan Agama Kristen
Septiana Feni Kurniastuti
Universitas Kristen Petra
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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MEMBANGUN KELAS KONDUSIF: PERSPEKTIF PENDIDIKAN KRISTEN Amsal Gea; Septiana Feni Kurniastuti
Aletheia Christian Educators Journal Vol. 5 No. 2 (2024): OKTOBER 2024
Publisher : Universitas Kristen Petra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/aletheia.5.2.49-54

Abstract

Penelitian kualitatif deskriptif ini dilakukan untuk mendeskripsikan peran guru Kristen dalam menerapkan lingkungan belajar yang kondusif. Lingkungan belajar merupakan bagian dari pengelolaan kelas yang bertujuan untuk mencapai tujuan pembelajaran. Untuk mencapai hal ini, guru merupakan salah satu faktor penting. Hal ini diteliti melalui peran yang dijalankan untuk mencapai tujuan tersebut. Pengumpulan data dilakukan pada Februari hingga April 2024. Data dalam penelitian ini diperoleh dari observasi dan wawancara seorang guru Kristen di kelas 2 di sebuah sekolah teologi Kristen di Surabaya. Hasil yang didapat dalam penelitian ini mendeskripsikan peran guru sebagai pendidik, pembimbing dan fasilitator dalam menerapkan lingkungan belajar yang kondusif. Secara khusus, peran guru Kristen ditumbuhkan dari identitas dan karakternya sebagai pendidik Kristen yang dipanggil untuk melayani murid.
Transforming Classroom Practices: A Christian Worldview Perspective on Teacher Beliefs Mendrofa, Helni Berlian; Feni, Septiana; Puspitasari, Dani
Edukris: Jurnal Pendidikan Agama Kristen Vol. 1 No. 02: Agustus 2025
Publisher : Sekolah Tinggi Teologi Bethel The Way

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54793/edukris.v1i02.247

Abstract

Belief and faith are two interchangeable dimensions that possibly affect one’s decision. Significance literature shows that beliefs are formed by knowledge and experience. However, this study also incorporates faith as part of one’s journey in shaping a professional teacher’s belief. This study examines a Christian teacher believes in managing her classes with misbehaving students and whether the actual classroom practices follow these beliefs. A qualitative method through observation and interviews was implemented. Findings generate that a teacher's knowledge and experience are closely related to the Christian Worldview. It guides her decisions and actions. However, in some situations, the teacher could not perform her beliefs because of external factors.
Becoming Teachers: Alumni Experiences of Faith Learning Integration in a Christian Teacher Education Institution Kurniastuti, Septiana Feni; Salinding, Viona Evelin
Aletheia Christian Educators Journal Vol. 7 No. 1 (2026): APRIL 2026
Publisher : Universitas Kristen Petra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/aletheia.7.1.85-90

Abstract

This study aims to explore how alumni, now teachers, describe their experiences of faith learning integration in a teacher education institution. Qualitative research is chosen to provide a rich description of this study. The data was collected from interviews with six alumni of a Christian teacher education institution. The interview provides more in-depth information about the participants' experiences and offers insight into how individual experiences shape their understanding of faith and learning integration. The alumni described the integration of faith and learning throughout their study experiences. Their understanding of faith and learning integration was articulated using common terminology, capturing the essence of God’s Word as truth and source, and reflecting a holistic approach to education in their past studies. They shared how this integration was experienced across the curriculum and courses, teaching methodologies, institutional programs, and student activities, as well as teacher–student relationships. The analysis revealed several emerging themes including spiritual and identity formation, student learning experiences, Christian teacher capacity building, and central role of teachers. Future research should use longitudinal studies tracking teacher education students into their careers to examine how faith-learning integration evolves over time.
Co-Authors Amsal Gea Dani Puspitasari Mendrofa, Helni Berlian Viona Evelin Salinding