scholarly journals IMPLIKASI PENEBUSAN KRISTUS DALAM PENDIDIKAN KRISTEN [THE IMPLICATION OF CHRIST’S REDEMPTION ON CHRISTIAN EDUCATION]

2019 ◽  
Vol 15 (2) ◽  
pp. 203
Author(s):  
Musa Sinar Tarigan
Keyword(s):  
Christian Education ◽  
Literature Research ◽  
Educational Challenges ◽  
God's Love ◽  
True Meaning ◽  
Education Today ◽  
In Christ ◽  
Biblical Principles ◽  
Bahasa Indonesia

<p>The challenge of Christian education today is how to implement biblical principles in the context of education properly to distinguish Christian education from other educational concepts. Christian education will have no true meaning without the work of Christ. This principle is important for answering various educational challenges that are incompatible with biblical truth. The role of Christian education is very important in the effort to implement God's truth in a world of creation that longs for freedom from slavery of sin. That's why Christian education must be holistic, rooted, grow, and bear fruit in Christ. This article aims to show that biblical truth must be the foundation of a holistic Christian education. This article uses literature research by examining the biblical concept of Christ's atonement and its implementation in the practice of Christian education. This research was carried out from 2018 until 2019, and concluded that Christ's atonement has very strong implications in the practice of biblical Christian education in realizing God's love for humans and restoring God's creation to His original purpose.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Tantangan pendidikan Kristen dewasa ini adalah bagaimana mengimplementasikan prinsip Alkitab dalam konteks pendidikan dengan benar untuk membedakan pendidikan Kristen dengan konsep pendidikan lainnya. Pendidikan Kristen tidak akan memiliki makna tanpa karya Kristus. Prinsip ini penting untuk menjawab berbagai tantangan pendidikan yang tidak sesuai dengan kebenaran Alkitab. Peran pendidikan Kristen sangat penting dalam upaya mengimplementasikan kehendak Allah dalam dunia ciptaan yang merindukan kemerdekaan dari perbudakan dosa. Itu sebabnya pendidikan Kristen harus holistis, berakar, bertumbuh, dan berbuah di dalam Kristus. Artikel ini bertujuan untuk menunjukkan bahwa kebenaran Alkitab harus menjadi landasan pendidikan Kristen yang holistis. Artikel ini menggunakan riset literatur dengan meneliti konsep Alkitab tentang penebusan Kristus dan implementasinya dalam praktek pendidikan Kristen. Riset ini dilaksanakan pada tahun 2018 hingga 2019, dan menyimpulkan bahwa karya penebusan Kristus memiliki implikasi yang sangat kokoh dalam praktek pendidikan Kristen yang alkitabiah dalam mewujudkan kasih Allah kepada manusia dan memulihkan ciptaan Allah kepada tujuan semula.</p>

Some Implications of the Self-Concept for Christian Education

1973 ◽  
Vol 1 (1) ◽  
pp. 66-75
Author(s):  
F. Franklyn Wise
Keyword(s):  
Christian Education ◽  
Leadership Training ◽  
Life Style ◽  
The Self ◽  
Self Concept ◽  
Christian Life ◽  
Value System ◽  
Biblical Principles

Factors involved in the development of the self-concept and some pertinent questions concerning the agreement between the secular and Christian profile of the self-concept are discussed. The problems which an impaired self-concept poses for teaching certain theological concepts are raised. Areas of needed research, educational methodological possibilities, leadership training, challenges, and the role of conversion are discussed. Christian education is perceived as the confrontation of growing persons with Jesus Christ's demands to effect intentionally, through conversion, consistency between their value system and His — i.e., to develop a Christian life style through nurture and growth in Biblical principles of living and witnessing.

A Wesleyan-Ignatian Approach to Spiritual Formation: A Case Study in Jesuit Higher Education

2018 ◽  
Vol 15 (3) ◽  
pp. 447-464
Author(s):  
Luisa J. Gallagher
Keyword(s):  
Higher Education ◽  
Christian Education ◽  
Spiritual Formation ◽  
Formation Model ◽  
Jesuit Higher Education ◽  
Shared Identity ◽  
Education Today ◽  
In Christ ◽  
The Church

Christ’s call to unity in the Church is an imperative for Christian education today. An ecumenical approach to spiritual formation reaffirms a common shared identity rooted in Christ, and strengthens a common witness in a troubled world. Through an examination of Wesleyan and Ignatian Christian education, a complementary holistic discourse emerges. This article explores a Wesleyan-Ignatian model of spiritual formation that is holistic in nature: engaging cognitive thinking, inward journey, and an outward expression of faith. Furthermore, this article provides a case study applying this ecumenical spiritual formation model in a Jesuit higher education setting.

scholarly journals PERAN GURU DALAM MEMBENTUK SIKAP DISIPLIN SISWA KELAS I SEKOLAH DASAR MELALUI PENGHARGAAN DAN KONSEKUENSI [THE ROLE OF TEACHERS IN SHAPING THE DISCIPLINE ATTITUDES OF GRADE 1 ELEMENTARY SCHOOL STUDENTS THROUGH REWARDS AND CONSEQUENCES]

2020 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Pitaya Rahmadi ◽  
Dinda Putri Pancarania
Keyword(s):  
Elementary School ◽  
Christian Education ◽  
Elementary School Students ◽  
School Students ◽  
Christian Teachers ◽  
Qualitative Descriptive ◽  
Biblical Values ◽  
Descriptive Method ◽  
Bahasa Indonesia

<p>During their teaching Field Experience Program, the researchers noticed that many students showed undisciplined attitudes during learning. The purpose this paper is to describe through a qualitative descriptive method the role of Christian teachers in building the disciplinary attitudes of grade 1 elementary school students through rewards and consequences. In Christian education, Christian teachers are called by God to help students develop character traits that are in accordance with the character of Christ, one of which is the attitude of discipline. Discipline can not grow properly without motivation. Therefore, Christian teachers need to motivate students continuously. A disciplined attitude that is instilled early on will help students have obedient personalities. The formation of students' disciplinary attitudes can be done by using rewards and consequences in the classroom. Rewards and consequences applied by Christian teachers must be guided by biblical values so that students realize that the attitude of discipline they have is not for themselves but for the glory of God. Thus Christian teachers play a very important role in shaping students' disciplinary attitudes in accordance with Christian values. Christian teachers should apply rewards and consequences to suit students' age, development, and biblical values.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Selama menjalani Program Pengalaman Lapangan khususnya dalam mengajar, peneliti memperhatikan banyak siswa yang menunjukan sikap yang tidak disiplin selama pembelajaran. Tujuan dari penulisan paper ini adalah untuk memaparkan peran guru Kristen di dalam membangun sikap disiplin siswa kelas 1 sekolah dasar melalui penghargaan dan konsekuensi melalui metode kualitatif deskriptif. Dalam pendidikan Kristen, guru Kristen dipanggil Tuhan untuk membantu siswa memiliki karakter yang sesuai dengan karakter Kristus, salah satunya adalah sikap disiplin. Sikap disiplin tidak dapat bertumbuh dengan baik tanpa adanya motivasi. Oleh sebab itu, guru Kristen perlu untuk memotivasi siswa secara terus menerus. Sikap disiplin yang ditanamkan sejak dini akan membuat siswa memiliki kepribadian yang taat. Pembentukan sikap disiplin siswa dapat dilakukan dengan menerapkan penghargaan dan konsekuensi di dalam kelas. Penghargaan dan konsekuensi yang diterapkan oleh guru Kristen harus berpedoman pada nilai Alkitabiah sehingga siswa menyadari bahwa sikap disiplin yang dimilikinya bukan untuk dirinya sendiri melainkan untuk kemuliaan Tuhan. Jadi guru Kristen memegang peran yang begitu penting dalam membentuk sikap disiplin siswa yang sesuai dengan nilai kristiani. Hendaknya guru Kristen dalam menerapkan penghargaan dan konsekuensi harus disesuaikan dengan usia, perkembangan, dan tentunya nilai-nilai Alkitabiah.</p>

scholarly journals PERAN PENDIDIKAN AGAMA KRISTEN DALAM MASYARAKAT MAJEMUK

2021 ◽  
Author(s):  
Talizaro Tafonao
Keyword(s):  
Christian Education ◽  
Education Program ◽  
Central Place ◽  
Christian Religion ◽  
Religious Intolerance ◽  
God's Love ◽  
The World ◽  
Plural Society

This study departs from the writer's observation that the Theological Colleges in Indonesiahave one of the compulsory course in the Christian Education Program, namely ChristianReligion Major in Compound Communities. This course has a very central place in studyingand seeing various problems that occur in this nation. Based on these symptoms, the writerdiscusses the role of Christian religion course in plural society. The author sees that thepresence of Christian Religion Course in the midst of a plural society becomes very importantso that believers can live and apply their faith in different areas. The writer wants to conveythat the followers of Christ should not be closed to differences, but believers must have thecourage to demonstrate God's love in the midst of the world as a manifestation of God'spresence itself since the condition of the Indonesian people is currently being shaken withvarious issues that can destroy the integrity of the Indonesian Nation. One of the issues thatoften occur today is terrorism, religious intolerance, hoaxes and politics.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

Introduction

2018 ◽  
Author(s):  
Emma Mason
Keyword(s):  
Nineteenth Century ◽  
Environmental Crisis ◽  
Church Fathers ◽  
Communal Experience ◽  
In Christ ◽  
The Church ◽  
Francis Of Assisi

This chapter locates Rossetti in the context of the book’s ecotheological argument, which traces an ecological love command in her writing through her engagement with Tractarianism, the Pre-Raphaelite Brotherhood, the Church Fathers, and Francis of Assisi. It establishes her Anglo-Catholic imagining of the cosmos as a fabric of participation and communal experience embodied in Christ. The first section reads Rossetti in the context of current Victorian ecocriticism, which underplays the role of Christianity in the development of nineteenth-century environmentalism. The next sections question critical readings of Rossetti as a reclusive thinker and argue instead for an educated and politicized Christian for whom indifference to the spiritual is complicit with an environmental crisis in which the weak and vulnerable suffer most. This introduction also refers to the wider field of Rossetti studies and introduces her reading of grace and apocalypse as a major contribution to the intradiscipline of Christianity and ecology.

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