PEADA': Jurnal Pendidikan Kristen

Peran Strategis Guru Pendidikan Agama Kristen dalam Mengatasi Perilaku Phubbing pada Remaja Keristen di Era Digital

Semy Djulandy Balukh — 2026-06-08

Abstract: The phenomenon of phubbing is increasingly prevalent among Christian adolescents and negatively impacts the quality of social and spiritual relationships that form the core of Christian values. This study aims to explore the strategic role of Christian Religious Education teachers in addressing phubbing among Christian adolescents through value-based pedagogical strategies that integrate theological and pedagogical dimensions. This study employs a qualitative method based on thematic analysis, with data drawn entirely from literature sources analyzed systematically through six thematic analysis steps. The novelty of this study lies in an integrative framework that connects the role of Christian Religious Education teachers as moral guides, spiritual role models, and contextual learning facilitators with value-based pedagogical strategies for addressing phubbing. The findings indicate that Christian Religious Education teachers play a strategic role in shaping adolescents' digital awareness through respect for others grounded in the imago Dei principle, time management through the digital sabbath concept, and interactive case-based discussion that guides adolescents to use technology wisely in accordance with Christian values.

Abstrak: Fenomena phubbing semakin marak di kalangan remaja Kristen dan berdampak negatif terhadap kualitas relasi sosial dan spiritual yang menjadi inti nilai-nilai kekristenan. Penelitian ini bertujuan mengeksplorasi peran strategis guru Pendidikan Agama Kristen dalam mengatasi perilaku phubbing pada remaja Kristen melalui strategi pedagogis berbasis nilai yang mengintegrasikan dimensi teologis dan pedagogis. Metode yang digunakan adalah kualitatif berbasis analisis tematik dengan sumber data sepenuhnya berasal dari kajian literatur yang dianalisis secara sistematis melalui enam langkah analisis tematik. Kebaruan penelitian ini terletak pada kerangka integratif yang menghubungkan peran guru PAK sebagai pembimbing moral, teladan spiritual, dan fasilitator pembelajaran kontekstual dengan strategi pedagogis berbasis nilai dalam mengatasi phubbing. Hasil penelitian menunjukkan bahwa guru PAK berperan strategis dalam membentuk kesadaran digital remaja Kristen melalui penghormatan terhadap sesama berbasis prinsip imago Dei, pengelolaan waktu melalui konsep digital sabbath, serta diskusi interaktif berbasis studi kasus yang membimbing remaja memanfaatkan teknologi secara bijaksana sesuai nilai-nilai kekristenan.

Tantangan Internalisasi Nilai-nilai Kristiani dalam Pembelajaran Pendidikan Agama Kristen: Studi pada Peserta Didik UPT SMAN 5 Tana Toraja

Yunita Tumonglo — 2026-06-30

Abstract: The internalization of Christian values in Christian Religious Education (CRE) plays an important role in shaping students’ character. However, various personal and environmental factors often hinder this process. This study aims to analyze the challenges of internalizing Christian values among students at UPT SMAN 5 Tana Toraja. The research employed a qualitative approach with a case study design. The participants consisted of nine students and one Christian Religious Education teacher selected through purposive sampling. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model. The findings reveal that the internalization of Christian values, including love, honesty, forgiveness, self-control, humility, faithfulness, and sacrifice, has not been fully achieved. Internal challenges include difficulties in managing emotions, low self-control, a tendency to prioritize personal comfort, the need for social recognition, and weak spiritual commitment. External challenges include peer pressure, inadequate faith formation within the family, a lack of positive role models, and the influence of digital media. The novelty of this study lies in its in-depth identification of both internal and external factors affecting the internalization of Christian values among senior high school students. The study highlights the importance of collaboration among schools, families, and churches in fostering students’ Christian character development.

Abstrak:

Internalisasi nilai-nilai Kristiani dalam pembelajaran Pendidikan Agama Kristen (PAK) merupakan proses penting dalam pembentukan karakter peserta didik. Namun, berbagai faktor personal dan lingkungan sering menjadi hambatan dalam proses tersebut. Penelitian ini bertujuan menganalisis tantangan internalisasi nilai-nilai Kristiani pada peserta didik di UPT SMAN 5 Tana Toraja. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan terdiri atas sembilan peserta didik dan satu guru PAK yang dipilih secara purposive. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa internalisasi nilai kasih, kejujuran, pengampunan, pengendalian diri, kerendahan hati, kesetiaan, dan pengorbanan belum berlangsung secara optimal. Terdapat tantangan internal meliputi kesulitan mengelola emosi, rendahnya pengendalian diri, kecenderungan mengutamakan kenyamanan pribadi, kebutuhan akan pengakuan sosial, serta lemahnya komitmen spiritual. Tantangan eksternal mencakup tekanan teman sebaya, kurangnya pembinaan iman dalam keluarga, minimnya teladan lingkungan, dan pengaruh media digital. Kebaruan penelitian ini terletak pada identifikasi mendalam mengenai tantangan internal dan eksternal yang memengaruhi internalisasi nilai-nilai Kristiani pada peserta didik SMA. Penelitian ini menegaskan pentingnya sinergi antara sekolah, keluarga, dan gereja dalam mendukung pembentukan karakter Kristiani peserta didik.

Dilamba'

Rannu Sanderan — 2026-06-30

Dilamba’, a child-rearing practice rooted in Toraja culture, embodies guided freedom that balances autonomy with parental and community support. This study investigates how Dilamba’ fosters independence, decision-making, creativity, and moral growth by integrating indigenous wisdom with heutagogical principles. Using a qualitative, conceptual-cultural approach, the research combined literature review, field observations, and interviews to examine child behavior, parenting practices, and communal involvement. Results indicate that Dilamba’ encourages exploratory behavior, problem-solving, resilience, and ethical awareness, while active engagement from parents and the community is pivotal for nurturing autonomy. Children participating in this model evolved from dependency to competence, displaying maturity, moral reasoning, and self-directed decision-making. The integration of traditional practices with contemporary pedagogical insights, including Montessori, Froebel, and Mangunwijaya, presents a holistic educational framework. Dilamba’ thus offers a culturally grounded approach to raising self-directed, morally conscious, and capable children, providing guidance for curriculum development, parenting programs, and educational interventions bridging tradition with modern learning paradigms.