scholarly journals KOMPETENSI PEDAGOGIK YESUS BERDASARKAN MATIUS 5-7 DAN IMPLEMENTASINYA DALAM PELAYANAN SEKOLAH MINGGU

2021 ◽  
Vol 1 (1) ◽  
pp. 99-120
Author(s):  
Simon Runtung ◽  
Rini Bunga
Keyword(s):  
Teaching Methods ◽  
Research Method ◽  
Sunday School ◽  
Lesson Planning ◽  
Great Influence ◽  
School Teachers ◽  
School Teaching ◽  
Pedagogical Competence ◽  
Teachers And Parents ◽  
Attention To Students

Jesus Christ is the Great teacher of great influence. Every teacher who wants to be successful must learn from Jesus who has pedagogical competence based on Matthew 5-7. The purpose of this study was to find the reasons why Jesus 'pedagogical competence based on Matthew 5-7 had not had a maximum impact and to find the implementation of Jesus' pedagogical competence in Sunday school teaching at the KIBAID Church in Tombang Congregation. The research method used is qualitative with data collection techniques through observation and interviews. The informants involved were pastors, elders, Sunday school teachers, and parents. The results showed that the cause of Jesus' pedagogical competence based on Matthew 5-7 had not had a maximum impact on Sunday School teaching in the KIBAID Church of the Tombang Congregation due to lack of lesson planning preparation, lack of skill in choosing and using appropriate teaching strategies, lack of creativity in developing teaching methods. Therefore, it is necessary that Jesus' pedagogical competence based on Matthew 5-7 needs to be implemented with full love and attention to students, able to direct students, base teaching with prayer, and guide students to practice the truth.

scholarly journals Kontribusi Metode Bermain Untuk Meningkatkan Aktivitas Belajar Dan Hasil Belajar Anak Sekolah Minggu

2021 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Christina Martha Wajabula ◽  
I Nyoman Sudana Degeng ◽  
Dedi Kuswandi
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Research Method ◽  
Sunday School ◽  
Learning Activities ◽  
School Teachers ◽  
Sunday Schools ◽  
Children’S Learning ◽  
Conventional Teaching ◽  
Children's Learning

This article aims to determine the contribution of the play method in improving learning activities and learning outcomes for Sunday School children at the Indria level. Based on the results of field observations, it is known that the activities and learning outcomes of children are not considered good criteria. This is because during the learning process at Sunday Schools, especially at the Indria Level, Sunday School Teachers still apply conventional teaching methods, so that children become bored and pay less attention to what is being taught. This study used a classroom action research method involving 20 children as the research sample. There are two cycles used with four stages starting from planning the action, implementing the action, observing the action and reflecting. The results showed that by applying the play method, children's learning activities increased and children's learning outcomes were also good. ABSTRAKArtikel ini bertujuan untuk mengetahui adanya kontribusi dari metode bermain dalam meningkatkan aktivitas belajar dan hasil belajar anak Sekolah Minggu jenjang Indria. Berdasarkan hasil observasi di lapangan, diketahui bahwa aktivitas dan hasil belajar anak belum termasuk kriteria yang baik. Hal ini disebabkan pada saat proses pembelajaran di Sekolah Minggu khususnya di Jenjang Indria, Guru Sekolah Minggu masih menerapkan cara mengajar yang konvensional, sehingga anak menjadi bosan dan kurang memperhatikan apa yang diajarkan. Penelitian ini menggunakan metode penelitian Tindakan kelas yang melibatkan 20 anak sebagai sampel penelitian. Ada dua siklus yang digunakan dengan empat tahapan yang dimulai dari perencanaan tindakan, pelaksanaan tindakan, observasi tindakan dan refleksi. Hasil penelitian menunjukkan bahwa dengan menerapkan metode bermain, aktivitas belajar anak meningkat dan juga hasil belajar anak menjadi baik.

scholarly journals English day and non-formal education

FLOBAMORA ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 72-78
Author(s):  
Gracia Otta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Sunday School ◽  
School Level ◽  
School Teachers ◽  
High School Level ◽  
School Teaching ◽  
Physical Response ◽  
English Textbooks

Abstract This program is a combination of The Community Development Partnership Program (CDPP) and research. It is one of the obligations of the writer in carrying out the University of Nusa Cendana's three principles, namely teaching, researching, and serving the community. The point of this program is Sunday School teachers in 22 and 24 service area of the Imanuel Church Oepura in Kupang, who will apply the method in Sunday School teaching every two weeks. This program is implemented per semester. There are three goals to be achieved; first, to run the English Day program that launched by the Governor of NTT, Viktor B. Laiskodat, secondly, to refresh and to give new atmosphere and enthusiasm for Sunday School teachers to maintain English language skills when attending school several years ago, and finally to support global tourism programs in the coming years in East Nusa Tenggara. Based on the analysis of the situation of young language learners in Sunday School, the writer set the method of Total Physical Response (TPR) through Bible-themed songs and games in English to develop the spirit and ability to learn English. This classic method is also still reaping the pros and cons but in its implementation, it still play role to be something interesting and easy for young language learners to get vocabulary and pleasant learning experiences. In general, the material can be well received because of the education background of Sunday School teachers from the High School level, Vocational School, and Sarjana Degree. Based on the application on Sunday School 55 participants, in 6-14 year old group could follow the instructions appropriately. Furthermore, in 3-5 year olds group only followed the movement of songs or games but could not understand the instructions or the aims of the games. The output of this program is to gradually begin with learning the names of Bible characters, places, and books in English, vocabulary and other games and songs to increase English vocabulary in speaking, listening, reading, and writing skills in English that programmed in the curriculum also English Textbooks for Sunday School participants.

scholarly journals Differences in teaching methods of pre-school teachers and parents concerning desirable forms of behaviour

2016 ◽  
Vol 29 (3) ◽  
pp. 84-99
Author(s):  
Aleksandar Stojanovic ◽  
Tanja Nedimovic ◽  
Natasa Milic-Sturza
Keyword(s):  
Teaching Methods ◽  
School Teachers ◽  
Teachers And Parents

KEMAMPUAN GURU SMA DALAM MEMBUAT SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN BERBASIS PROBLEM BASED LEARNING

2019 ◽  
Vol 11 (3) ◽  
pp. 131-145
Author(s):  
Yudhi Saparudin
Keyword(s):  
High School ◽  
Learning Community ◽  
High School Teachers ◽  
Research Method ◽  
Problem Based Learning ◽  
School Teachers ◽  
Teacher Capacity ◽  
Peer Supervision ◽  
Descriptive Research ◽  
Supervision Model

ABSTRAKPenelitian ini bertujuan untuk mengkaji kemampuan guru SMA dalam membuat silabus dan rencana pelaksanaan pembelajaran (RPP) berbasis problem based learning (PBL) yang merujuk pada Permendikbud Nomor 22, Tahun 2016. Metode penelitian yang digunakan adalah penelitian deskriptif. Subjek penelitiannya adalah SMA YPKKP Bandung. Hasil penelitian menunjukkan bahwa kemampuan guru dalam membuat silabus dan RPP berbasis PBL yang mengacu pada Permendikbud Nomor 22, Tahun 2016 menunjukkan bahwa membuat penilaian merupakan komponen yang paling kecil persentasenya sebesar 46%. Untuk meningkatkan kemampuan guru yang belum optimal maka perlu dikembangkan model supervisi akademik dalam membuat silabus dan RPP berbasis PBL yang mengacu pada Permendikbud Nomor 22, Tahun 2016. Simpulannya model supervisi akademik yang digunakan harus dapat menumbuhkan learning community dan pemberdayaan supervisi teman sejawat.  ABSTRACTThis study aims to analyze the ability of high school teachers in making syllabus and Learning Implementation Plan (LIP) based on Problem Based Learning (PBL) which refers to Permendikbud Number 22, 2016. The research method used is descriptive research. The results showed that the profile of the teacher’s ability to make PBL-based syllabus and RPP which refers to Permendikbud Number 22, 2016 shows that the component in making assessment with the smallest percentage of 46%. In improving teacher capacity that is not optimal, it is necessary to develop an academic supervision model in making syllabus and LIP based on PBL that refers to Permendikbud Number 22, 2016. The conclusion is that the academic supervision model used must be able to foster learning community and support peer supervision.

Conceptualizing national education and methods of teaching national education in Hong Kong

2021 ◽  
Vol 16 (1) ◽  
pp. 69-94
Author(s):  
King-Man Eric Chong ◽  
Jun Hu ◽  
Chi-Keung Eric Cheng ◽  
Ian Davies ◽  
Hei-Hang Hayes Tang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teaching Methods ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
Relevant Literature ◽  
School Teachers ◽  
National Education ◽  
Academic Literature ◽  
Hong Kong Sar

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

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