Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Luxnos : Jurnal Sekolah Tinggi Teologi Pelita Dunia Jurnal Pendidikan Agama Kristen (JUPAK)
Ndolu, Faransina
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Profesionalisme Guru Dalam Menjalankan Tugas Mengajar Dan Mendidik Siswa Di Sekolah Ndolu, Faransina
JURNAL LUXNOS Vol. 11 No. 2 (2025): LUXNOS: JURNAL SEKOLAH TINGGI TEOLOGI PELITA DUNIA EDISI DESEMBER 2025
Publisher : STT Pelita Dunia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47304/2m2vap84

Abstract

Teacher professionalism is a main and strategic component in the national education system. Teachers have the dual role of transferring knowledge (teaching) and instilling moral, social, and spiritual values (educating) in students. Law No. 14 of 2005 affirms that teachers are professionals crucial for achieving national education goals. Ideally, teachers should possess four core competencies: pedagogical, personal, professional, and social, and be able to effectively plan, implement, and evaluate learning. However, teacher professionalism in Indonesia faces significant challenges. Studies reveal consistently low performance, the use of conventional lecture methods, limited use of technology, and hindrances from external factors like insufficient training and high administrative burdens. Teacher certification has not fully resulted in significant improvements in teaching quality, and internal factors like low motivation also play a role. This situation highlights a gap between the ideal conditions and reality, necessitating in-depth research. This study aims to bridge this gap by viewing teacher professionalism holistically, emphasizing the balance between teaching and educating tasks (character building). The novelty of this research lies in the exploration of factors like values, motivation, and professional ethics, while considering the context of the school environment. Employing a descriptive quantitative approach, the research will outline the level of teacher professionalism, covering aspects such as competence, the impact of certification, school principal leadership, organizational culture, and digital literacy. The findings are expected to serve as a factual basis for formulating more effective and sustainable strategies for enhancing teacher professionalism in Indonesian education.
Application of the Constructivist Method and Its Implementation in Christian Religious Education at Paulus Theological Seminary Jakarta Ndolu, Faransina
Jurnal Pendidikan Agama Kristen (JUPAK) Vol. 6 No. 1 (2025)
Publisher : Sekolah Tinggi Teologi Kadesi Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52489/jupak.v6i1.290

Abstract

This study examines the application of constructivist pedagogy within Christian Religious Education at Sekolah Tinggi Teologi Paulus Jakarta. Constructivism rooted in the work of Jean Piaget and Lev Vygotsky posits that knowledge is actively built by learners through experience, reflection, and social interaction rather than passively transferred from instructors. In theological education, this shift reframes lecturers as facilitators who scaffold students’ personal and communal engagement with Scripture and Christian doctrine. Employing a qualitative descriptive design that integrates literature review, non-participant observation, and semi-structured interviews with lecturers and students, the study finds that constructivist practices at STT Paulus Jakarta promote higher-order thinking, contextual biblical interpretation, and collaborative learning. Notwithstanding these benefits, challenges persist in lecturer readiness, student self-regulation, and resource availability. The paper argues that constructivism is both relevant and effective for Christian education, provided it is supported by institutional commitment to professional development and pedagogical innovation.
Co-Authors