Peran Apersepsi dalam Membantu Kesiapan Belajar Siswa pada Mata Pelajaran Agama Katolik dan Budi Pekerti di Sekolah Dasar Negeri 003 Tumbit Dayak

Martina Nona Erlin (Sekolah Tinggi Kateketik Pastoral Katolik Bina Insan)
Simon Devung (Sekolah Tinggi Kateketik Pastoral Katolik Bina Insan)
Nikolaus Anggal (Sekolah Tinggi Kateketik Pastoral Katolik Bina Insan)

Jurnal Penelitian Pendidikan Agama Katolik
Vol 6 No 3 (2026): Jurnal Penelitian Pendidikan Agama Katolik Edisi Agustus 2026

This study aims to thoroughly describe the forms of apperception used, analyze how teachers implement apperception in the learning process, and identify the crucial role of apperception in enhancing students' learning readiness in Catholic Religion and Character Education subjects at State Elementary School 003 Tumbit Dayak. Employing a qualitative research approach, this study focuses on understanding the phenomenon contextually and in depth. Primary data was collected through a series of in-depth interviews with fourth, fifth, and sixth-grade students, as well as the Catholic Religion teacher at the school. In addition to interviews, direct classroom observations during the learning process and analysis of relevant documents were conducted to gather comprehensive data. The data processing technique involved stages of data reduction, data presentation, and conclusion drawing, utilizing coding, categorization, and thematic analysis of interview data to identify emerging patterns and themes. The research results consistently show that the Catholic Religion teacher routinely applied apperception at the beginning of each lesson. The most dominant forms of apperception used included stories, discussion-triggering questions, and brief lectures relevant to the material. Despite facing limitations in facilities and modern learning media, the teacher made significant efforts to create connections between students' daily experiences and new material, making the learning process more meaningful. The implementation of apperception proved to have a significant positive impact on students' mental and emotional readiness. Through appropriate apperception, students became more focused, enthusiastic, and showed increased active participation in lessons. These findings affirm that apperception not only functions as an opening strategy but also as an essential bridge facilitating understanding and connection between old and new knowledge, thereby preparing students to receive information more readily. However, challenges such as time constraints and a lack of supporting media remain concerns requiring further teacher creativity.