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All Journal Jurnal Teologi Injili dan Pendidikan Agama Jurnal Pendidikan dan Kewarganegara Indonesia (jupenkei) Educational Journal
Jen Katrin Enok
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Religion Education Social Sciences Other

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Perkembangan Kerajaan Allah Zaman Paulus Lukas Thelios Rangin; Jen Katrin Enok; Sinta Pembriani; Sarmauli Sarmauli
Jurnal Teologi Injili dan Pendidikan Agama Vol. 3 No. 2 (2025): April
Publisher : Sekolah Tinggi Pastoral Kateketik Santo Fransiskus Assisi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jutipa.v3i2.529

Abstract

This paper analyzes the development of the concept of the Kingdom of God in the teachings of the Apostle Paul based on his letters. The Kingdom of God is understood not only as an eschatological reality that will be fully realized at the second coming of Christ, but also as a spiritual reality that is already present today through the saving work of Christ and led by the Holy Spirit. Paul emphasizes the duality of the Kingdom of God as a reality that is already possessed by believers and a hope for its fulfillment in the future. This study also examines the social, political, and cultural factors in the Roman era that influenced the spread of the teachings of the Kingdom of God developed by Paul. This study makes an important contribution to the understanding of eschatological theology and Christian ethics and their implications for the lives of believers at that time and today.
Penerapan Strategi Pembelajaran Penguasaan untuk Meningkatkan Hasil Belajar Peserta Didik Angelika Natalycia; Deci Natalia; Siska Panduwinata; Richard Majefat; Jen Katrin Enok; Kalip Kalip
Jurnal Pendidikan dan Kewarganegara Indonesia Vol. 2 No. 4 (2025): Desember : Jurnal Pendidikan dan Kewarganegara Indonesia
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkei.v2i4.850

Abstract

The Mastery Learning Strategy is a learning approach oriented towards achieving comprehensive student competencies before they move on to the next material or learning stage. This approach is based on the assumption that every student has the potential to succeed, provided they are given the appropriate time, methods, and guidance. In its application, Mastery Learning emphasizes systematic learning planning, the establishment of clear learning objectives, and ongoing evaluation to measure the level of student mastery. Students who have not yet achieved competency standards will receive corrective feedback and remedial activities, while students who have completed them will be provided with enrichment programs to deepen their understanding. With this mechanism, learning gaps can be minimized so as not to hinder the learning process in the next stage. Furthermore, this strategy encourages individualized, structured, and measurable learning according to student needs. Therefore, the implementation of Mastery Learning is considered effective in improving the quality of the learning process, strengthening conceptual understanding, and contributing to optimal and sustainable learning outcomes.  
Implementasi Modul Ajar “Menerapkan Nilai Pengampunan Dalam Kehidupan” Pada Pembelajaran PAK Di Kelas X SMA Negeri 3 Palangkaraya Jen Katrin Enok; Nita Natalia; Martisia Fensia; Matius Timan Herdi Ginting
Educational Journal Vol. 1 No. 2 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/1pjy6h43

Abstract

This study aims to describe the implementation of the teaching module “Applying the Value of Forgiveness in Daily Life” in Christian Religious and Character Education learning for tenth-grade students at SMA Negeri 3 Palangkaraya. The implementation was based on the Merdeka Curriculum, which emphasizes character building and competency development through meaningful learning experiences. The learning process applied the Contextual Teaching and Learning (CTL) approach, involving group discussions, case study analysis, presentations, and reflection activities. Data were collected through observations of student participation, analysis of group work results, and project assessments. The findings reveal that 85% of students actively participated in the learning process, all groups successfully completed the assigned tasks, and assessment results showed 34 students categorized as “good” and 15 as “sufficient.” Learning media such as reflective videos and case studies effectively enhanced students’ understanding of the value of forgiveness. Challenges identified in the implementation included limited time for deep reflection and the reluctance of some students to share personal conflict experiences. The study concludes that the implementation of a forgiveness-based teaching module is effective in fostering empathy, conflict management skills, and mutual respect among students
Co-Authors Angelika Natalycia Deci Natalia Kalip Kalip Lukas Thelios Rangin Martisia Fensia Matius Timan Herdi Ginting Nita Natalia Richard Majefat Sarmauli Sarmauli Sinta Pembriani Siska Panduwinata