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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan dan Sastra Inggris
Rumondang Bellania Sibarani
Institut Agama Kristen Negeri Tarutung
Education

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Filsafat Pendidikan Kristen dari Perspektif Teologi Kristen Arip Surpi Sitompul; Yohana Nelly P.; Ridwan Junaedi Tinambunan; Rumondang Bellania Sibarani; Dame Munte
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.6324

Abstract

This article examines the philosophy of Christian education from a theological perspective that emphasizes the integration of faith, knowledge, and divine values as the foundation for shaping the whole person. Christian educational philosophy is understood as a theological reflection encompassing three central dimensions: ontology, epistemology, and axiology. Ontologically, the highest reality is God as the Creator, while humans are understood as His creation, endowed with dignity and spiritual responsibility. Epistemologically, the source of true knowledge originates from God through His revelation, both general and special, so that the learning process must be rooted in a faith-based relationship that leads to divine truth. Axiologically, Christian education is oriented toward forming Christlike character expressed through love, honesty, responsibility, and service to others. This study employs a qualitative approach using a literature review method, analyzing theological and philosophical sources related to the concept of Christian education. The findings reveal that Christian education is theocentric, transformative, and holistic, integrating intellectual, moral, and spiritual aspects within the learning process. A Christian philosophy of education rooted in Scripture is expected to serve as a foundation for addressing modern challenges such as secularization, relativism, and the post-truth era, as well as forming a generation that is faithful, knowledgeable, and Christlike for the glory of God.
IMPLEMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING DALAM PEMBELAJARAN IPA DI KELAS VII UPT SMP 032 KARYA KECAMATAN PAKKAT, KABUPATEN HUMBANG HASUNDUTAN T.A. 2025/2026 Elsina Sihombing; Siskawati Panjaitan; Rajiman Simanullang; Alex Bob Siringoringo; Rumondang Bellania Sibarani; Nikita Sibarani; Leli Dame Marisa Pardede
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14465

Abstract

This study aims to describe the implementation of the Discovery Learning model in science learning for seventh-grade students at UPT SMP 032 Karya, Pakkat District, Humbang Hasundutan Regency, Academic Year 2025/2026. This research employed a qualitative approach with a descriptive research type. The research subjects consisted of science teachers and seventh-grade students. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study showed that the implementation of the Discovery Learning model in science learning was carried out through the stages of stimulation, problem statement, data collection, data processing, verification, and generalization. The application of this learning model was able to increase students’ activity and involvement in the learning process. Students became more active in asking questions, participating in discussions, and expressing opinions during the learning activities. In addition, the teacher acted as a facilitator, motivator, and guide in helping students discover learning concepts independently. However, the implementation of Discovery Learning still faced several obstacles, such as limited learning time, inadequate learning facilities, and the presence of students who were still less active in group discussions. To overcome these obstacles, the teacher made various efforts such as providing learning motivation, guiding students directly, managing the classroom effectively, and utilizing simple learning media. Therefore, the implementation of the Discovery Learning model was able to create a more active, interesting, and meaningful science learning process for students
Co-Authors Alex Bob Siringoringo Arip Surpi Sitompul Dame Munte Elsina Sihombing Leli Dame Marisa Pardede Nikita Sibarani Rajiman Simanullang Ridwan Junaedi Tinambunan Siskawati Panjaitan Yohana Nelly P.