Publication Search

This study aims to analyze how the implementation of the Kurikulum Merdeka supports the cultivation of Christian moral values among senior high school students in Christian Religious Education (PAK) classes. Using a library research method, the study reviews various written sources including books, scholarly articles, and curriculum documents to obtain a comprehensive understanding of how Christian values are integrated into PAK learning. The findings reveal that the Kurikulum Merdeka provides wide opportunities for student-centered, contextual, and character-oriented learning through the Profil Pelajar Pancasila (P5) Project. Christian values such as love, honesty, responsibility, forgiveness, and compassion can be internalized through intracurricular, co-curricular, and experiential project-based activities. The role of teachers as moral exemplars is crucial in guiding students’ character formation. The study also identifies several challenges, including the influence of digital culture, lack of role models within families, and limited instructional time. In conclusion, the implementation of the Kurikulum Merdeka has significant potential to foster Christian character in students, yet requires collaborative support from schools, families, and churches to achieve maksimal outcomes.

The purpose of this study was to determine how effective the use of the PjBL learning model assisted by simurelay, student learning outcomes in the aspects of knowledge, attitudes, and skills after applying the PjBL learning model assisted by simurelay, and student responses to the use of the PjBL learning model assisted by simurelay in the subject of Electric Motor Installation at Raden Paku SMKS. The research was conducted in a Quasi Experimental manner and used a Non-Equivalent Control Group Design. 44 students were used as samples, where they were divided into two sessions. Each with 22 students in the first session and 22 students in the second session. Data were collected using observation, test, and questionnaire techniques. Based on the research, the implementation of PjBL learning assisted by simurelay obtained an average of 95% and the average student activity of 96.3%, which is in the percentage of 81% - 100% included in the very good criteria. The average value of student learning outcomes shows an increase. Where there are 63.6% getting scores above KKTP and 36.4% getting scores below KKTP. The results of the hypothesis research show that the value of Asymp. sig. (2-tailed) = 0.000 <0.05, which indicates that there is a significant difference. The mean N-Gain value of the experimental class = 0.612, which means that the effectiveness of using the simurelay-assisted PJBL learning model is in the medium category and the average percentage value of N-Gain = 61.1%, which represents the “quite effective” category. While in the control class the average value of N-Gain = 0.40, and the average percentage value of N-Gain = 40%, which represents the category “less effective”. Therefore, it can be concluded that the application of the PjBL learning model assisted by simurelay in the category is quite effective in improving the learning outcomes of students in class XI TITL SMKS Raden Paku. In this study, there was a very good response from students after applying the learning model.

The purpose of this research is to determine the development of reading interest in Shiva between classes, in student research through the application of the Project Based Learning (PjBL) model. The population used is all 3D class students at SDN I Surabaya. The instrument in this study uses quantitative descriptive analysis techniques by means of tests containing short stories to calculate the activeness of reading interest or understanding of students. The results showed that the interest in reading for 3D class students was quite good. Because during the Project Based Learning implementation activity, 3D class students were very active and familiar with the material about short stories that I had given.

This research aims to describe the learning model used in the ongoing implementation of PAK. To demonstrate the roles of teachers and students in PAK learning using the project-based learning model. To implement the Project Based Learning model in the Catholic Religious Education subject at SMAN 1, 2, and 4 Palangka Raya. The method used in this research is qualitative descriptive research with data collection through observation, interviews, and documentation. The data analysis follows Miles and Hubermans three stages: Data Reduction, Data Display, and Conclusion Drawing. The participants in this study are seven individuals, including four Catholic religion teachers and three Catholic students. The research was conducted in June and July at SMAN 1, 2, and 4 Palangka Raya, Palangka Raya City. This research concludes that Catholic Religious Education (PAK) teachers at SMAN 1, 2, and 4 Palangka Raya have implemented the project-based learning model, and the student informants have applied the PJBL model throughout their learning process at their respective schools. The collaboration between teachers and students in implementing the PJBL model fosters good communication and teamwork. These efforts help students develop a positive attitude toward their teachers and vice versa. Implementing the PJBL model provides a positive overview for students in Palangka Raya in the Catholic Religious Education subject, incorporating PJBL steps that aid critical thinking and nurture creativity. The attitude integrates technology, resulting in engaging materials such as graphic designs like posters, PPTs, and instructional videos.