Religious Education In Indonesia Research Articles

Meningkatkan Hasil Belajar Peserta Didik Materi Gereja Sebagai Umat Allah Dengan Metode PBL Berbantuan Audio Visual Fase F Kelas XI SMA Negeri 6 Pontianak

Education in Indonesia faces complex challenges, so the government, educational institutions, and society continue to strive to improve access, quality, and relevance of education to form a young generation that is skilled, competitive, and ready to face the challenges of the 21st century. In the context of the Independent Curriculum, Catholic religious education in Indonesia emphasizes the development of religious understanding, moral values, and Catholic spirituality for students, while paying special attention to strengthening the Pancasila Student Profile. This research focuses on the dimension of knowledge and motivation of students to form strong character and mentality for the younger generation in facing various global challenges. Based on the data from the learning evaluation results at SMA Negeri 6 Pontianak, it shows that students' understanding of the Church's material as God's People is still not optimal. One of the reasons is the use of learning methods that are less varied and do not involve students actively in the learning process. Conventional learning models often make students passive and less motivated to dig deeper into the material being studied. So to face this condition, educators need to design a relevant and interesting learning process. One approach that can be applied is Problem Based Learning or problem-based learning. The objectives of this study are to: (1) identify the effectiveness of the Problem Based Learning method in increasing students' understanding of the material of the Church as God's People in grade XI of SMA Negeri 6 Pontianak; (2) seeing an increase in the active participation of students during learning on the material of the Church as God's people in class XI of SMA Negeri 6 Pontianak; (3) measuring the improvement of learning outcomes after the application of the Problem Based Learning method on the material of the Church as God's people in class XI of SMA Negeri 6 Pontianak. This study uses a qualitative method with a descriptive approach. Data collection techniques include observation, interviews, written tests, and documentation. Data is analyzed through data reduction, presentation in the form of descriptions, graphs, or tables, and drawing conclusions in accordance with the formulation of the problem. The use of the Problem Based Learning model that follows its syntactic steps, such as orientation to the problem, organizing students to learn, guiding individual and group investigations, developing and presenting results, and evaluating the problem-solving process, has proven to be effective in improving students' learning outcomes on the material of the Church as a people of God Phase F class XI SMA Negeri 6 Pontianak.

Meningkatkan Hasil Belajar dan Berfikir Kritis PAKBP dengan Model PBL Berbantuan Media Audio Visual Fase B Kelas IV SDN Sawahan

The implementation of the "Merdeka Belajar" (Freedom to Learn) Curriculum faces various challenges, including in terms of curriculum implementation and adjustment. These challenges include changes in student learning patterns, the broader role of teachers, and efforts to meet the established educational standards. In the context of the Merdeka Curriculum, Catholic religious education in Indonesia focuses on developing students' understanding of religion, moral values, and Catholic spirituality, while also emphasizing the Pancasila student profile.The Merdeka Curriculum has also had impacts and posed challenges at SD Negeri Sawahan Surakarta regarding students' academic performance or learning outcomes. For example, in the cognitive aspect, when studying the Grade IV lesson on Developing My Abilities, the students' learning outcomes were unsatisfactory. Out of a total of 6 students, around 4 (67%) scored below the Minimum Completeness Criteria (KKM), which was set at 75. In this classroom action research, the researcher focuses on the dimension of critical thinking, based on the importance of building strong character and mental attitudes in the younger generation, especially in facing complex global challenges. Creative thinking skills will result in more effective learning and develop higher reasoning abilities that can be used to solve various problems in learning. Students with creative thinking skills tend to have high intrinsic motivation, strong drive, self-confidence, and better thinking abilities. In this model, the teacher acts as a facilitator who helps students develop deep understanding and relevant skills through motivation, stimulating questions, and support for meaningful learning experiences. PBL focuses on common everyday problems, and its process involves problem identification, data collection, and the use of data to solve problems. The primary goal of PBL is to develop critical thinking, problem-solving skills, and knowledge acquisition, helping to improve students' learning outcomes and critical thinking skills in the topic of developing self-abilities in Grade IV at SD Negeri Sawahan, Surakarta.

Diskursus Regulasi dan Kebijakan Pendidikan Islam di Indonesia

An Islamic educational institution is a place where education within the scope of Islam carries out its duties in order to achieve the ideals of Muslims. Family, mosque, majelis taklim, diniyah, madrasa, and Islamic boarding schools are Islamic educational institutions that are absolutely necessary in Indonesia in general or in a city and village area in particular. Comprehensive religious education is needed to instill appropriate moral values for the legal community in order to understand the implementation of religious rules correctly and precisely. The method used is descriptive qualitative through literature review. The results of the study show that; 1. There is a clear history and red thread of regulation regarding Islamic education in Indonesia, the development of Islamic education, and the implications of Islamic education policy for the existence of Islamic boarding schools and religious education in Indonesia. 2. Islamic education policy in Indonesia has undergone changes since the Old Order to the New Order, with an increase in the status of religious education in public schools and universities. 3. Islamic education in Indonesia has experienced significant changes and developments since the 2000s. Islamic boarding schools have adopted the formal education system, and some boarding schools have opened universities. However, the increase in the number of Islamic boarding schools has not been accompanied by an increase in quality. Law No. 18/2019 on Pesantren is expected to recognize and facilitate the development of pesantren and religious education.

Integrating the Gap Between Faith Education and Christian Learning in the Indonesian Context with a Christian Worldview

In Indonesia, there is a striking contrast between faith education and Christian learning, which raises major questions regarding integration. Faith education is often associated with worship and character formation in the church, while schools are expected to strengthen Christian values. Understanding Christianity in the concept of worldview is very important, stressing the Christian's responsibility to live in the world, not of the world. This research used qualitative methods, including surveys and thematic analysis, which produced three main findings. First, faith education is usually carried out in religious schools, in line with specific religious doctrines, whereas Christian learning involves systematic exposure to Christian teachings. Second, religious education in Indonesia aims to overcome inter-religious disorders, while Christian education seeks to understand God's will. Research puts forward the concept of a universal worldview as a means of bridging this gap. Three proposed approaches are Teaching for commitment, Teaching for commitment Teaching about commitment, and Teaching from commitment.

The Policy of Islamic Religious Education in Indonesia during the New Order Era (1966-1998)

During the New Order era, Islamic education in Indonesia experienced significant growth and advancement in both quantity and quality compared to the preceding period. The New Order government had distinct characteristics in its administration of Islamic education by making it mandatory at primary, secondary, and tertiary levels of schooling. Additionally, Islamic educational institutions, such as madrasahs and pesantrens, began to gain recognition. These institutions received attention for the provision of facilities that met government standards. Islamic education held a recognized position on par with other forms of education at a national level. The development of the education sector was rooted in the country’s philosophy of Pancasila, aiming to shape individuals as Pancasila-oriented agents of development. The goal was to nurture physically and spiritually healthy Indonesians, equipped with knowledge and skills. Therefore, these individuals were expected to have the capability of fostering creativity and responsibility, cultivating a democratic attitude and tolerance, developing high intelligence alongside noble character, and nurturing love for the nation and fellow humans, as outlined in the 1945 Constitution.

The Influence of Islamic Boarding Schools for Young People in the Era of Globalization

Indonesia is a country where the majority of the population is Muslim. One method of Islamic religious education in Indonesia is education in Islamic boarding schools. These Islamic boarding schools themselves are spread throughout almost all of Indonesia. Islamic boarding schools function to educate the younger generation who have a deep religious understanding, noble morals, and the ability to make positive contributions to society. This research uses library research which relies on bibliographies from articles and books. The results of this research show that Islamic boarding schools contribute to efforts to help people in need in various regions of the world, including responding to natural disasters and humanitarian aid. The influence of the young Muslim generation in the era of globalization depends on the perspective, values and personal commitment of each individual. They can become agents of positive change in facing challenges and opportunities in the era of globalization, and play an important role in understanding and implementing Islamic values in an increasingly globally connected world.

Analisis Pendidikan Agama Kristen Terhadap Paham Radikalisme Dalam Konteks Indonesia

This article offers an analysis of the role of Christian religious education in overcoming radicalism in the Indonesian context. Radicalism in Indonesia is multifaceted, and religious, political, social, and ethnic factors contribute to its prevalence. Religious differences often give rise to misunderstandings and violence which then occurs. Political radicalism stems from power dynamics, including state-sponsored oppression or interstate conflict. Social radicalism manifests through extreme tactics aimed at societal transformation, sometimes ignoring legal norms. Ethnic radicalism promotes a supremacist ideology, justifying violence or discrimination against other ethnic groups. Using qualitative research and literature analysis, this research explores the intersection between Christian education, radicalism, and diversity. The results of research on Christian religious education in Indonesia emphasize values such as diversity, tolerance and peace, which provide a counterweight to radical ideology. By prioritizing these values, Christian education fosters stability across religious, political, social and ethnic dimensions, thereby reducing the risks posed by radicalism. This research underlines the importance of Christian religious education in cultivating a society that is cohesive and tolerant of radical influences.

Direct Method in Islamic Religious Education: Conceptual Framework and Implementation in Indonesia

The Direct Method, characterized by a focus on oral communication and direct practice, has been widely discussed in the context of language learning. Its application in Islamic religious education, however, remains less explored. This study aims to fill this gap by examining the theoretical underpinnings of the Direct Method and its implementation in Islamic religious education in Indonesia. The primary objective of this research is to comprehensively explore the concept of the Direct Method and its application in the teaching of Islamic religious studies. This includes understanding the theoretical foundations of the method and assessing its practical application in various educational settings, such as schools and madrasahs in Indonesia. This study employs a qualitative research approach, specifically library research. Data were collected through an extensive review of literature from primary and secondary sources, including books, journal articles, and other relevant publications. Data analysis was conducted using document analysis and thematic analysis techniques. The findings reveal that the Direct Method is highly effective in enhancing students' understanding and skills in Islamic religious education. The method's emphasis on direct interaction and immediate feedback from teachers fosters a conducive and personalized learning environment. However, challenges such as limited time and resources were identified as potential barriers to its effective implementation. To maximize the benefits of the Direct Method, ongoing support and training for teachers are essential. Additionally, adequate resources and institutional support are necessary to overcome the identified challenges. Future research should continue to explore innovative strategies to enhance the effectiveness of the Direct Method in various educational contexts.

Implementasi Active Learning Dalam Pembelajaran PAI Di SMK Negeri Tegalwaru Purwakarta

This research examines the implementation of the active learning model in Islamic Religious Education at Tegalwaru State Vocational School, Purwakarta. The aim is to increase students' interest in learning, participation and achievement of learning outcomes through active involvement in the learning process. This research uses a qualitative approach with descriptive methods. Data was collected through interviews, observation and document review. The research results show that the implementation of the active learning model is carried out through three main stages: planning, implementation and assessment. In the planning stage, the teacher prepares a Learning Implementation Plan (RPP), which includes objectives, materials, activity steps and appraisal. At the implementation stage, teachers apply active learning techniques such as group discussions, debates, games and presentations to increase student participation and interest in learning. Meanwhile, the assessment stage is carried out by considering cognitive, affective and psychomotor aspects and using Minimum Completeness Criteria (KKM) as the graduation standard. The active learning model has proven to be effective in creating an interactive, fun learning environment and encouraging students to be more proactive, creative and not quickly bored in the learning process. The school also pays special attention to extracurricular activities such as recitation and billing assignments to deepen students' understanding of Islamic Religious Education. This research contributes to efforts to improve the quality of Islamic religious education in Indonesia

Transformation of Qur'an and Hadith Learning Through Merdeka Curriculum in Indonesia

This research uses qualitative methods to investigate the transformation of Qur'anic and Hadith learning in Indonesia through the implementation of Merdeka Curriculum. The focus of the research includes the identification of barriers in traditional religious education, an emphasis on the need for a more dynamic and inclusive teaching approach to these key texts, as well as an explanation of solutions involving the adoption of Merdeka Curriculum. The curriculum incorporates innovative teaching methods, technology and community participation. The results show that traditional religious education in Indonesia is faced with a number of challenges, including monotonous teaching methods, lack of student interaction, and less relevance to contemporary life. Therefore, a more dynamic and inclusive teaching approach is needed to arouse students' interest and understanding of the Qur'an and Hadith. Merdeka Curriculum is considered a promising solution by bringing together innovative teaching methods, technology and community engagement. Its implementation showed significant improvements in student engagement, understanding, and application of the teachings of the Qur'an and Hadith. In conclusion, curriculum reform through Merdeka Curriculum has an important role to play in strengthening the understanding and appreciation of Islamic principles among students in Indonesia. This more dynamic and inclusive approach can help the younger generation to understand and appreciate the principles of Islam.

IMPLEMENTASI METODE KETELADANAN RASULULLAH DALAM KURIKULUM PENDIDIKAN AGAMA ISLAM TELAAH PEMIKIRAN ABDUL FATTAH ABU GHUDDAH

This research delves into the implementation of the method of emulating Prophet Muhammad (peace be upon him) within the Islamic religious education curriculum using a literature-based approach. The book "Rasulullah Sang Guru" authored by Abdul Fattah Abu Ghuddah serves as the primary source material for this study. The primary objective of the research is to evaluate the relevance of employing the method of emulating the Prophet in the context of Islamic religious education in Indonesia. The research findings indicate that although the method of emulating the Prophet is not fully integrated into classroom instruction, Islamic religious education instructors consistently demonstrate these principles in their daily lives outside the classroom, such as adhering to Islamic dress codes and exhibiting religious behavior. The implication of this research emphasizes the importance of developing Islamic religious education curricula that place a stronger emphasis on the practical application of the Prophet's method of emulation. Collaboration among academics, practitioners, and policymakers is required to develop curricula that are more effective and relevant. This research underscores that the method of emulating Prophet Muhammad holds significant value in Islamic education. The use of "Rasulullah Sang Guru" provides a deeper understanding of the method of emulating Prophet Muhammad.

Future Development of Indonesian Education: A Review of the Urgency of Reconstructing Instruction Designs for Islamic Religious Education

This study discusses the urgency of reconstructing Islamic religious education in Indonesia. It constitutes a meticulous literature review. Despite its literature review nature, the research is grounded in a clearly formulated problem statement, ensuring that the gathered scholarly literature is highly relevant to the research objectives. What is the urgency of reconstructing the design of Islamic religious education learning to shape the future of education in Indonesia? All data was obtained through online searches using Google Scholar, ensuring the accuracy and credibility of the sources. The applied analysis is content analysis. This study demonstrates that the urgency of reconstructing the design of Islamic Religious Education learning in shaping the future of education in Indonesia can be thematically mapped as follows: 1) Rapid Technological Growth and Globalisation; 2) Dynamics of Social and Cultural Changes; 3) Capturing Students' Interest and Involvement; 4) Enhancement of Religious Conceptual Understanding; 5) Development of Character and Morality; 6) Preparation for Future Challenges; 7) Inclusive Learning and Tolerance. This study contributes to strengthening the significant rationale for the necessity of reconstructing the design of Islamic religious education.

Islamic Religious Education Based On Local Culture: Strategy For Developing Islamic Religious Education Materials In Madrasah Ibtidaiyah

Islamic religious education in Indonesia is very important in shaping the character and morals of students, but it needs to be more integrated with local cultural values. This research aims to develop a strategy for developing Islamic Religious Education materials based on local culture at Madrasah Ibtidaiyah. The research method used is descriptive research with a qualitative approach. Data collection was carried out through literature studies, observations, and interviews with experts in Islamic Religious Education and local culture. Data analysis uses content analysis content. The research results show that integrating local cultural values in Islamic Religious Education materials can increase students' understanding and involvement in learning about the Islamic religion. Material development strategies include identification of local cultural values, preparation of material based on local stories, teacher training in using the material, and regular evaluation and improvement. This research means that there is a practical guide for Islamic religious education teachers to develop material that is relevant to the local cultural context so that it can increase the effectiveness of Islamic spiritual learning at Madrasah Ibtidaiyah.

Konsep dan Implementasi Pendidikan Keagamaan Nonformal: Analisis Terhadap Pasal 52 RUU Sisdiknas Vesri Agustus 2022

The purpose of this research is to analyze the concept and implementation of non-formal religious education, with a focus on Article 52 in the Draft Law on the National Education System as of August 2022. The research method employs document text analysis by reading and critically evaluating the provisions of Article 52 in the Draft National Education System Law. Data for this study were collected through documentary research, gathering various documents related to the Draft National Education System Law as of August 2022. Data analysis was conducted by comparing and contrasting the content of Article 52 with the objectives of existing non-formal religious education and within the context of national education. The results of this analysis provide a comprehensive understanding of the concept and potential implementation of non-formal religious education within the proposed legal framework. The findings also illustrate potential implications in the context of national education. This research is expected to contribute to a better understanding of the development of non-formal religious education in the Draft National Education System Law as of August 2022 and provide important insights into changes in religious education in Indonesia.

Leadership and the Relevance of Visionary Leadership Models for Religious Education in Indonesia

This study reviews the literature related to visionary leadership models in religious education in Indonesia, The leaders of educational institutions have a very important role in building a better future and in a directed manner because they can formulate the vision and mission of school education, so that all members including students and parents in this case can understand and commit to the goals of the educational institution. In terms of leadership, it is known that there are several leadership models, and one model that is often applied in the educational environment is the visionary leadership model, a leadership style that aims to provide direction and meaning to the work to be done by members of the organization and visionary leaders have imaginative, innovative, strategic thinking and love change.

THE PERENNIALISM APPROACH IN THE DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION CURRICULUM

Islamic religious education in Indonesia has undergone various changes in the development of its curriculum. Education itself has an important and influential role in changing a person. In the context of the moral and moral crisis that is currently sweeping Indonesia, education is expected to help overcome the current crisis. Seeing these problems, the perennialism approach in the development of the Islamic religious education curriculum aims to maintain traditional values that are considered to have eternal and universal truths. In this approach, the curriculum is designed to focus on fundamental values such as faith, morals, and worship, as well as the formation of strong character and good morals. Effective and efficient teaching methods, such as discussion, question and answer, and problem solving, are also emphasized in this approach. It needs to be adapted to the conditions of the times so that traditional values remain relevant in modern life.

Landasan Filosofis-Teologis dalam Kurikulum Pendidikan Agama Islam

In the modern era with all its complexity, a deep understanding of Islamic philosophy and theology becomes very relevant to answer the challenges of globalization, religious pluralism, and social change. From a philosophical-theological basis, the PAI curriculum has high urgency because it is an important basis for forming the understanding and practice of the Islamic religion for Muslim individuals. It is important to note that it not only contributes to the development of a more effective and relevant PAI curriculum but also to the formation of the character and morals of Muslim individuals, which has a major impact on building an ethical and harmonious society. This research aims to analyze the philosophical-theological basis for developing the PAI curriculum and identify its practical implications in the context of Islamic religious education in Indonesia. The approach taken is a qualitative approach, using library research methods with data collection techniques obtained from primary and secondary data. Based on the results of research conducted, it is revealed that the philosophical-theological foundation in the PAI curriculum has a central role in forming meaningful and effective religious education in the Islamic education environment. Islamic philosophy and theology are the main basis for formulating objectives, materials, teaching methods, and values to be conveyed to students in the PAI context, which can help students develop a deeper understanding of Islamic teachings, such as monotheism and the afterlife, as well as values. -moral values that are in accordance with religious teachings, reflect a commitment to maintaining Islamic identity in education, ensuring that religious learning is integrated with consistency in Islamic teachings and values. Thus, the development of a PAI curriculum based on a philosophical-theological foundation contributes to the formation of Muslim students' religious character and commitment, along with maintaining the quality and relevance of Islamic religious education in the educational environment.

Meningkatkan Motivasi Belajar Pada Materi Keberagaman Sebagai Realitas Asali Kehidupan Manusia Dengan Model Pendekatan PBL Pada Siswa Kelas XII IPS SMAN 1 Capkala

Education in Indonesia faces various complex challenges. Therefore, efforts continue to be made by the government, educational institutions and society as a whole to improve access, quality and relevance of education in order to create a young generation that is skilled, competitive and ready to face global challenges. In the context of the Merdeka Curriculum, Catholic religious education in Indonesia focuses on developing students' understanding of religion, moral values ​​and Catholic spirituality. The independent curriculum emphasizes the Pancasila student profile. Students who are accepted to school at SMAN 1 CAPKALA Kasihan are students who are accepted into majors that do not match their initial interests. Based on the problem conditions above, teachers can provide learning experiences by designing the learning process. One learning model that can be applied is Problem Based Learning (PBL) or problem-based learning. The research objectives include (1) to find out how the use of the Problem Based Learning model in increasing learning motivation on diversity material as the original reality of human life using the PBL approach model in class The material of Diversity as the Original Reality of Human Life with the PBL Approach Model for Class , Class X II students of SMA NEGERI 1 CAPKALA can apply the Pancasila student profile of the independence dimension. The type of research used is qualitative with a descriptive approach. Data collection techniques in this research used observation, interviews and documentation. The data analysis technique used consists of data reduction by selecting raw data to be used as information, data presentation, namely presenting data in the form of descriptions, graphs, tables and drawing conclusions by making conclusions from research results referring to the problem formulation. The use of the problem-based learning model according to syntax which includes student orientation towards problems, organizing students to learn, guiding individual and group investigations, developing and presenting results, analyzing and evaluating the problem solving process, effectively helps increase learning motivation on diversity material as the original reality of human life. Using the PBL Approach Model for Class XII IPS Students at SMAN 1 CAPKALA

Upaya Meningkatkan Pemahaman Sakramen Baptis dan Tobat Melalui Pembelajaran Berdiferensiasi Dengan Model PBL Pada Kelas VIII SMPN 2 Sebuku

Education in Indonesia faces various complex challenges. Therefore, efforts continue to be made by the government, educational institutions and society as a whole to improve access, quality and relevance of education in order to create a young generation that is skilled, competitive and ready to face global challenges. In the context of the Independent Curriculum, Catholic religious education in Indonesia focuses on developing religious understanding, moral values and Catholic spirituality for students. The independent curriculum emphasizes the Pancasila student profile. In this classroom action research, the researcher focuses on the dimension of independence which is based on the importance of forming strong character and mental attitudes in the younger generation, especially in facing complex global challenges. Experience often teaches us that what we know (knowledge in the cognitive realm) does not always make us successful in life. But our ability, tenacity and dexterity to digest and apply this knowledge in real life is what will make our lives more meaningful and of higher quality. This means we need to have a variety of intelligences for our lives to be successful. In fact, in a rather extreme way, Cooper and Sawaf (in Maman Sutarman, 2004: 4) in their research stated that intelligence in the cognitive domain (IQ) only contributes 4-10% to a person's life success. This means that 90% of a person's success in life is determined by their ability to digest and apply it in real life. Likewise, in religious life, people do not become saved because of the knowledge they have. People who believe are expected to be able to interpret and apply their faith in their daily lives. Therefore, Catholic religious education in schools should also enable students to have the competence to digest and apply knowledge of the faith in their daily lives. Education at school should provide maximum opportunities for every student to develop his or her potential. Education at school must also produce students who have the enthusiasm to continue learning throughout life (longlife education), full of curiosity and the desire to increase knowledge and skills that are useful for their lives. One of the keys to realizing such education is the existence of high and maintained motivation in students. However, the ideal learning atmosphere is as above; Students have high motivation to learn and it is not always possible to maintain it all the time. We hope that students can achieve optimal understanding and achievement, but what we encounter are students with low achievement and enthusiasm for learning. We hope that students will be actively involved in learning, but they are passive and less involved in the learning process so that their understanding is not optimal. We hope that students will develop into independent children, but every now and then we still encounter students who do not do the homework they are given. We experience situations like the above without exception in the Catholic religious education process.Based on the problem conditions above, teachers can provide learning experiences by designing the learning process. One learning model that can be applied is Problem Based Learning (PBL) or problem-based learning through differentiated learning strategies. The objectives of the research include (1) to find out how the Problem Based Learning model is used in increasing students' motivation and understanding of learning in the Sacrament of Baptism and Penance material in class VIII of SMP Negeri 2 Sebuku, (2) to find out the increase in learning motivation of students of VIII SMP Negeri 2 Sebuku with the help of the Problem Based Learning model through differentiated learning on the Sacrament of Baptism and Penance material, (3) to find out the use of the Problem Based Learning model through differentiated learning on the Sacrament of Baptism and Penance material, class VIII students at SMP Negeri 2 Sebuku can apply the student profile Pancasila dimension of mutual cooperation. The type of research used is qualitative with a descriptive approach. Data collection techniques in this research used observation and documentation. The data analysis technique used consists of data reduction by selecting raw data into information, data presentation, namely presenting data in the form of descriptions, graphs, tables and drawing conclusions by making conclusions from research results that refer to the problem formulation. The use of the Problem Based Learning model is in accordance with the syntax which includes orienting students to problems, organizing students to learn, guiding individual and group investigations, developing and presenting

Meningkatkan Kemandirian Belajar Pak Pada Siswa Dengan Model PBL Pada Materi Maria Dan Elisabeth Menaggapi Rencana Allah Di Kelas V SDN 46 Plasma II

Education in Indonesia faces various complex challenges. Therefore, efforts continue to be made by the government, educational institutions and society as a whole to improve access, quality and relevance of education in order to create a young generation that is skilled, competitive and ready to face global challenges. In the context of the Independent Curriculum, Catholic religious education in Indonesia focuses on developing religious understanding, moral values ​​and Catholic spirituality for students. The independent curriculum emphasizes the Pancasila student profile. In this classroom action research, the researcher focuses on the dimension of independence which is based on the importance of forming strong character and mental attitudes in the younger generation, especially in facing complex global challenges. The students who are accepted to school at SD Negeri 46 Plasma II are students who are accepted into majors that do not match their initial interests. Students with this kind of condition tend to feel unmotivated to learn. Based on the problem conditions above, teachers can provide learning experiences by designing the learning process. One learning model that can be applied is Problem Based Learning (PBL) or problem-based learning. The objectives of the research include (1) to find out how the use of the Problem Based Learning model in increasing students' learning motivation in the material Maria and Elisabeth responded to God's plan in class V of SD Negeri 46 Plasma II, (2) to find out the increase in learning motivation of class V students of SD Negeri 46 Plasma II with the help of the Problem Based Learning model on Maria and Elisabeth material responding to God's plan, (3) to find out the use of the Problem Based Learning model on material for men and women equally, class V students at SD Negeri 46 Plasma II can apply the student profile Pancasila dimension of independence. The type of research used is qualitative with a descriptive approach. Data collection techniques in this research used observation, interviews and documentation. The use of the Problem Based Learning model according to the syntax which includes orienting students to problems, organizing students to learn, guiding individual and group investigations, developing and presenting results, analyzing and evaluating the problem solving process, is effective in helping increase learning motivation and student independence in material Maria and Elisabeth responded to God's plan in class V of SD Negeri 46 Plasma II.