Publication Search

This study aims to analyze the philosophy of Christian education related to the vision and mission of Christian religious education teachers in the context of an independent curriculum. The main focus of this study is to introduce the basic concepts and principles of Christian education philosophy that are relevant to understanding the vision and mission of Christian religious education teachers. This study also identifies the contribution of Christian educational philosophy to the development of an independent Christian curriculum. This study uses a descriptive analysis method to study the relevant concepts and principles of Christian education philosophy. Various theoretical sources, such as Christian educational philosophy literature and the Bible, are used to support the analysis. This research reveals that the vision and mission of Christian religious education teachers emphasize the recognition of God's divinity, love as the main principle, the integration of faith and knowledge, the formation of Christian character, and the spiritual dimension of education. In implementing their vision and mission, Christian religious education teachers can use content selection that supports Christian values, integrated teaching strategies, and relevant assessments. In this way, they can create learning experiences that reflect their vision and mission and help students develop strong Christian character.

The independent curriculum is an educational approach that aims to provide independence to students in their learning so that they can optimally develop their potential. In the era of globalization and the rapid development of information technology, 21st-century learning is an urgent need. This research aims to describe the role of the independent learning curriculum in facilitating 21st-century learning in senior high schools. The method used in this research is descriptive-qualitative with a case study design. The research was conducted at SMAN 2, Merekau, South Papua. Data collection techniques used in this research include in-depth interviews, observation, and documentation. The results showed that: 1) the independent learning curriculum for facilitating 21st century learning is good. It is proven that the learning tools of SMAN 2 Merauke have successfully integrated 21st century skills (collaboration, communication, critical thinking, creativity, character, and citizenship) into the learning tools. 2) The role of the principal and teachers: The principal as the person in charge and teachers as the implementers of learning play an important role in the successful implementation of an independent curriculum with 21st century skills.

PAK is an education that focuses on teaching Christian values and doctrines to students. The aim is to help students understand the teachings of Christianity, deepen their relationship with God, and form good character and morals. However, the fact is that some students do not understand Christian values. Students often only understand Christianity theoretically without being able to apply it in everyday life. This can hinder the development of student independence. In this study or study the authors used qualitative research methodologies and literature studies. The results of the study show that PAK can make a positive contribution to the development of student independence. Through teaching Christian values that encourage self-awareness and responsibility, students can acquire skills and attitudes that support independence, such as the ability to make decisions, be independent in learning, and play an active role in society. In the context of an independent curriculum, students can be integrated into the curriculum to support the development of student independence.

This journal explains how to improve language comprehension through literacy education in SD or what is often called the School Literacy Movement (GLS). The School Literacy Program is designed using the Read-Summary-Tell-Share method. The subjects of this study were all students including low grades (1, 2 and 3) and high grades (grades 4, 5 and 6), educators (teachers), education staff, principals and librarians. This research was carried out according to the stages of student development based on their characteristics; 1) implemented in a balanced manner; 2) use a variety of texts and pay attention to the needs of students; takes place in an integrated and holistic manner in all areas of the curriculum; 3) carried out on an ongoing basis; 4) involving oral communication skills; 5) considering the diversity and condition of schools. The results of this study students understand the language properly and correctly.                                                                                                                                 

Yogyakarta is one of the provinces in indonesia that has many culture, among them is sekaten tradition. Sekaten is a culture to commemorate the birth of prophet Muhammad SAW by Kesultanan Ngayogyakarta Hadiningrat. The activities include playing gamelan in Masjid Gede from 5 to 12 Rabiul Awal and closing by grebeg, parade of gunungan to be shared to society. Implementation sekaten in physics learning is a challenge for physics teacher in globalization era. This article aims to integrate physics curriculum in Indonesia and sekaten tradition. This reseach used qualitative method. The impacts are physics teachers can improve skill to manage learning from local culture. Hence, this article discuss method to analysis competence from physics curriculum in Indonesia which integrated sekaten tradition. This result is expected to be guidelines physics teachers to teached physics based sekaten tradition. Futhermore, it can improve student knowledge and attention about local culture