Debora Kaka, Kristiani Kristiani, Yesa Cinta

Peran Guru Pendidikan Agama Kristen

Introduction

Peran guru pendidikan agama kristen. Telusuri peran kunci guru Pendidikan Agama Kristen dalam menangani konflik di sekolah dan menumbuhkan toleransi siswa. Pelajari strategi mereka menciptakan lingkungan damai dan inklusif.

Abstract

Abstract: This study aims to explore the role of teachers in handling conflict in schools and increasing tolerance among students. Through a qualitative approach, the results show that teachers act as mediators and facilitators in conflict resolution. They use various strategies, such as direct mediation, integration of tolerance values in religious lessons through Bible stories, and group discussions that encourage empathy and respect for differences. Christian religious education teachers have a key role in creating a peaceful and inclusive school environment, shaping students into individuals who are tolerant and respectful of differences. PAK teachers must teach the concept of tolerance clearly and provide concrete examples of its application in everyday life, PAK teachers can help students understand that tolerance does not mean sacrificing personal beliefs, but rather appreciating and respecting the beliefs of others. In addition, PAK teachers also serve as agents of spiritual transformation, guiding students toward deeper spiritual maturity, and preparing them to grow in Christ and become individuals who are able to contribute to the creation of a more tolerant and harmonious school environment. Abstrak: Penelitian ini bertujuan untuk mengeksplorasi peran guru dalam menangani konflik di sekolah dan meningkatkan toleransi di kalangan siswa. Melalui pendekatan kualitatif, Hasil penelitian menunjukkan bahwa guru berperan sebagai mediator dan fasilitator dalam resolusi konflik. Mereka menggunakan berbagai strategi, seperti mediasi langsung, integrasi nilai-nilai toleransi dalam pelajaran agama melalui cerita Alkitab, dan diskusi kelompok yang mendorong empati serta penghargaan terhadap perbedaan. Guru pendidikan agama Kristen memiliki peran kunci dalam menciptakan lingkungan sekolah yang damai dan inklusif, membentuk siswa menjadi individu yang toleran dan menghargai perbedaan. Guru PAK harus mengajarkan konsep toleransi secara jelas dan memberikan contoh konkret tentang penerapannya dalam kehidupan sehari-hari, guru PAK dapat membantu siswa memahami bahwa toleransi bukan berarti mengorbankan keyakinan pribadi, melainkan menghargai dan menghormati keyakinan orang lain. Selain itu, guru PAK juga bertugas sebagai agen transformasi spiritual, membimbing siswa menuju kedewasaan rohani yang lebih mendalam, dan mempersiapkan mereka untuk berkembang dalam Kristus serta menjadi individu yang mampu berkontribusi pada terciptanya lingkungan sekolah yang lebih toleran dan harmonis.

Review

This study, titled "Peran Guru Pendidikan Agama Kristen," effectively explores the crucial role of Christian Religious Education (PAK) teachers in navigating school conflicts and cultivating tolerance among students. Employing a qualitative research approach, the abstract outlines the primary finding that these teachers serve as vital mediators and facilitators in conflict resolution. The research highlights their active engagement in integrating values of tolerance into religious instruction through various strategies, thereby contributing significantly to a more harmonious school environment. The topic is highly relevant, addressing contemporary educational challenges related to social cohesion and peacebuilding within diverse student populations. A key strength of this work lies in its identification of the diverse strategies employed by PAK teachers. These include direct mediation of disputes, the integration of tolerance values through biblical narratives, and the facilitation of group discussions designed to foster empathy and respect for differences. The abstract underscores the unique position of PAK teachers not only as educators of religious doctrine but also as agents of spiritual transformation. They are instrumental in guiding students towards deeper spiritual maturity and helping them understand that tolerance involves appreciating others' beliefs without compromising their own. This multifaceted role is crucial in preparing students to be active contributors to a more tolerant and inclusive school community. While the abstract provides a compelling overview of the PAK teacher's role, the full paper would benefit from a deeper exploration into the specific contexts and challenges encountered during the implementation of these strategies. Further detail on the methodology, such as the participant selection and data collection methods, would enhance the rigor and generalizability of the findings. Additionally, providing concrete examples of successful interventions and a discussion of potential barriers would enrich the practical implications. Nonetheless, this study presents valuable insights into how religious education can proactively address social issues, reinforcing the vital contribution of PAK teachers in fostering both spiritual growth and a culture of peace and understanding within educational settings.

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