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Pengaruh Pembelajaran Responsi Pada Mata Kuliah Kalkulus II Terhadap Hasil Belajar Mahasiswa Program Studi Pendidikan Matematika FIP UPH Desri Kristina Silalahi; Dylmoon Hidayat; Jacob Stevy Seleky; Oce Datu Appulembang; Robert Harry Soesanto
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 3 No 2 (2019): Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v3i2.887

The achievement of the graduates profile which is the goal of Mathematics Education majors Teachers College UPH is to prepare teacher candidates who have the character, calling, and competence also the graduates can role as a Mathematics teacher know the concept of knowledge. However, in the achievement of the graduates profile has not been satisfactory, because results of learning are low in some mathematics courses, especially in Calculus II course. Based on the problem, major Teachers College do a structured academic activity that is response learning. The research method used is control group posttest only design. The sample of the research are the students of Mathematics Education major that take the Calculus II course in the academic year 2015/2016 as the control group and who take the Calculus II course in the academic year 2016/2017 as the experimental group. The improvement of this reponse learning result is seen from t-test analysis, obtained the decision of hypothesis test is exist significant difference between the control class and the experimental class. Keywords : response, calculus II, learning result

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA MATEMATIKA [IMPLEMENTATION OF THE COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT TO IMPROVE STUDENTS’ LEARNING ACTIVITIES IN MATHEMATICS] Bernardinus Dickson Carnegie Maloring; Asihlya Sandu; Robert Harry Soesanto; Jacob S Seleky
Polyglot Vol 16, No 2 (2020): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v16i2.2441

Based on observations of a grade 10 social studies-track 2 class, students appeared less active in learning. Many students in the class looked sleepy, were too embarrassed to ask questions, did not want to join in discussions with their friends, and were too lazy to do the tasks. This research aims to understand whether the Team Game Tournament (TGT) method can increase the activeness of students. The method of Classroom Action Research is the model Kemmis and McTaggart administered in two cycles. The research was done at a school in Makassar with 25 students from the grade 10 social studies-track 2 as research subjects. The data were collected using mentor observation sheets, students' questionnaires and reflection journals. The results of the analysis show that the students’ activeness in participation, students’ activeness in sharing opinions, and students’ activeness in listening and discussing have reached the standard of success and received a "good" minimum predicate with 68%, 72% and 92% respectively. Over all, the result of this research can be concluded that TGT method can improve student learning activity.BAHASA INDONESIA ABSTRACT: Hasil observasi dalam kelas menunjukkan bahwa siswa kelas X IPS 2 kurang aktif di dalam pembelajaran. Banyak siswa yang tidur-tiduran, malu bertanya, tidak mau berdiskusi dan malas mengerjakan soal-soal. Penelitian ini bertujuan untuk mengetahui apakah metode Team Game Tournament (TGT) dapat meningkatkan keaktifan belajar siswa dan langkah-langkah penerapan metode TGT yang dapat meningkatkan keaktifan belajar siswa. Penelitian tindakan kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dilakukan di salah satu sekolah di Makassar dengan subjek penelitian siswa kelas X IPS 2. Pengumpulan data dilakukan menggunakan instrumen lembar observasi, lembar angket dan jurnal refleksi. Hasil analisis menunjukan bahwa keaktifan siswa dalam berpastisipasi di dalam kegiatan pembelajaran, keaktifan siswa dalam mengajukan pendapatnya dan keaktifan siswa dalam menjawab soal atau memecahkan soal mencapai standar keberhasilan dan mendapat predikat minimal “baik” dengan presentase secara berurutan yaitu 68%, 72% dan 92%. Hasil penelitian secara keseluruhan dapat disimpulkan bahwa metode TGT dapat meningkatkan keaktifan belajar siswa.

PENERAPAN PEER TUTORING UNTUK MENINGKATKAN PEMAHAMAN KONSEP JUMLAH DAN SELISIH SUDUT [THE IMPLEMENTATION OF PEER TUTORING TO IMPROVE CONCEPTUAL UNDERSTANDING OF SUM AND DIFFERENCE ANGLES] Jacob S Seleky; Romualdus Ripa; Atalya Agustin
Polyglot Vol 17, No 2 (2021): JULY
Publisher : Universitas Pelita Harapan

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Conceptual understanding is a student's ability to understand a concept that has been studied. Based on observation of daily test results, it is known that some students do not understand the concept of the sum and difference angle trigonometry formulas. This is demonstrated by achieving the standard of success of the number of students who achieved the Minimum Standard of Achievement set by the school of 75. To improve the situation, researchers implemented the Peer Tutoring method, which aims to improve the understanding of the concept of the sum and difference angle trigonometry formulas and find out how the application of Peer Tutoring can improve the conceptual understanding of the student. This research uses the Class Action Research (CAR) method based on Kemmis & McTaggart spiral model. This research was conducted in grade XI MIPA 2 SMA YZ in Semarang with 23 students. Instruments used for data collection are daily tests, observation sheets, checklists of mentor teachers and other teachers, mentor teacher interviews, and research reflection journals. The data obtained is calculated using descriptive statistics and analyzed qualitatively descriptively. Based on the analysis results, it can be concluded that the implementation of Peer Tutoring could improve student's conceptual understanding of the sum and difference. The increase was seen from the number of students who achieved the Minimum Standard of Achievement in the first cycle, which was 60.87% and in the second cycle was 78.26%. Therefore, the achievement has exceeded the standard of success is used, which was 75% of the number of students who reach the Minimum Standard of Achievement.BAHASA INDONESIA ABSTRACT: Pemahaman konsep adalah kemampuan siswa untuk memahami suatu konsep yang telah dipelajari. Berdasarkan observasi hasil tes harian, diketahui bahwa sebagian siswa belum memahami konsep rumus jumlah dan selisih sudut trigonometri. Hal tersebut ditunjukkan dengan belum tercapainya standar keberhasilan jumlah siswa yang mencapai Kriteria Ketuntasan Minimum (KKM) yang ditetapkan sekolah sebesar 75. Untuk memperbaiki keadaan tersebut, peneliti menerapkan metode Peer Tutoring, yang bertujuan selain untuk memperbaiki dan meningkatkan pemahaman konsep rumus jumlah dan selisih sudut trigonometri, juga untuk mengetahui bagaimana penerapan Peer Tutoring dapat meningkatkan pemahaman konsep siswa. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) berdasarkan model spiral Kemmis & McTaggart. Penelitian ini dilakukan pada kelas XI MIPA 2 SMA YZ di Semarang dengan jumlah siswa sebanyak 23 orang. Instrumen yang digunakan untuk pengumpulan data adalah tes harian, lembar observasi guru mentor dan guru lain, wawancara guru mentor, dan jurnal refleksi peneliti. Data yang diperoleh dikalkulasi menggunakan statistik deskriptif dan dianalisis secara kualitatif deskriptif. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan Peer Tutoring dapat meningkatkan pemahaman konsep rumus jumlah dan selisih sudut trigonometri pada siswa kelas XI MIPA 2 SMA YZ di Semarang. Peningkatan tersebut terlihat dari jumlah siswa yang mencapai Kriteria Ketuntasan Minimum (KKM) pada siklus pertama mencapai 60,87%, meningkat pada siklus kedua menjadi 78,26%. Pencapain tersebut telah melebihi standar keberhasilan yang digunakan yaitu 75% dari jumlah siswa yang mencapai KKM.

The Implementation of Problem-Based Learning to Increase Students’ Conceptual Understanding According to a Christian Perspective Hans David Lasut; Jacob Stevy Seleky
Polyglot Vol 12, No 1 (2016): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v12i1.381

In the world of education, it is important that the teacher considers knowledge that students gain in school that can be applied in various situations in a student’s life either during the course of their formal education or when facing real-life problems. The inability to apply knowledge is termed as a lack of conceptual understanding. The researcher hypothesized that Problem Based Learning (PBL) will overcome this problem. The aim of this research is to determine whether the implementation of PBL can increase student’s conceptual understanding and to discover effective ways to implement PBL in order to increase the student’s conceptual understanding. This research is Classroom Action Research and is two-cycle research where the researcher used written tests, questionnaires, interviews of teachers and students, teacher’s observation forms, and journal reflections as instruments to measure the student’s conceptual understanding and the implementation of PBL based on a Christian perspective. Based on the analysis and discussion, it can be concluded that the implementation of problem-based learning can increase the student’s conceptual understanding according to a Christian perspective.BAHASA INDONESIA ABSTRAK: Dalam dunia pendidikan, sangatlah penting bagi seorang guru untuk memperhatikan bahwa pengetahuan yang sudah siswa pelajari di sekolah dapat diaplikasikan dalam berbagai situasi baik saat siswa di sekolah maupun ketika mereka diperhadapkan dengan masalah dalam kehidupan. Ketidakmampuan siswa untuk mengaplikasikan pengetahuan yang sudah didapatkan dapat disebut sebagai kurangnya penguasaan konsep. Peneliti memutuskan untuk menggunakan Metoda Pembelajaran Berbasis Masalah (MPBM) untuk mengatasi masalah ini. Tujuan dari penelitian ini adalah untuk menemukan apakah penerapan MPBM dapat meningkatkan penguasaan konsep siswa dan langkah-langkah efektif untuk menerapkan MPBM dengan maksud untuk meningkatkan penguasaan konsep siswa. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang berlangsung selama dua siklus di mana peneliti menggunakan ujian tertulis, angket siswa, wawancara siswa, wawancara guru, lembar observasi guru, dan jurnal refleksi sebagai instrumen untuk mengukur penguasaan konsep siswa dan penerapan MPBM. Berdasarkan hasil analisis dan diskusi, maka dapat disimpulkan bahwa penerapan MPBM dapat meningkatkan penguasaan konsep siswa dalam mempelajari peluang secara perspektif Kristen.

IMPLEMENTASI BELAJAR MENGAJAR MATEMATIKA SEKOLAH DI IMMANUEL BONANG [THE IMPLEMENTATION OF SCHOOL MATHEMATICS TEACHING LEARNING IN IMMANUEL BONANG] Oce Datu Appulembang; Kurnia Putri-Sepdikasari Dirgantoro; Jacob Stevy Seleky
Jurnal Sinergitas PKM & CSR Vol 4, No 3 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jspc.v4i3.2866

Guidance and assistance in learning are necessary for every child, whether it is for the students who have attended school or not. Most of the parents who live in the Bonang area can not fulfill this activity. Parents who have not be able to accompany their children in learning after school are caused several factors, namely cognitive inability of parents, the busyness of parents in work, and the inability of parents economically to send their children to learning center, and some are even do not trust some learning center. Mathematics education students are prepared in the field of school mathematics teaching and learning expertise. For them, this activity is a valuable opportunity to gain teaching experience, as well as learning to implement the theories that have been learned, both in terms of pedagogy and mathematics. The purpose of this community is as a place to synchronize students’ need to implement their learning practices with the needs of schoolchildren around Bonang. The activity is in the form of assistance at one of the residents’ houses in Bonang. The benefits of this assistance activity are felt by all parties, schoolchildren as learning participants receive learning guidance in terms of cognitive and character, parents who are assisted and feel happy to see children's development in education, and the tutors can directly learn to implement knowledge and practice teaching.BAHASA INDONESIA ABSTRACT: Bimbingan dan pendampingan belajar diperlukan oleh setiap anak, baik yang bersekolah maupun yang tidak bersekolah. Kegiatan tersebut belum dapat dipenuhi oleh sebagian besar orang tua yang berdomisili di daerah Bonang. Orang tua yang belum dapat mendampingi anak-anaknya dalam belajar sepulang sekolah disebabkan oleh beberapa faktor yaitu ketidakmampuan orang tua secara kognitif, kesibukan orang tua dalam bekerja dan ketidakmampuan orang tua secara ekonomi untuk mengikutsertakan anaknya di dalam bimbingan belajar yang bersifat komersial, bahkan ada yang kurang percaya pada bimbingan belajar tertentu. Mahasiswa pendidikan matematika dipersiapkan pada bidang keahlian belajar mengajar matematika sekolah. Bagi mahasiswa, kegiatan tersebut merupakan kesempatan yang berharga untuk mendapatkan pengalaman mengajar, sekaligus belajar untuk mengimplementasikan teori yang sudah dipelajari, baik dari segi pedagogy maupun keilmuan matematika. Tujuan dari kegiatan ini adalah sebagai wadah untuk mensinkronisasikan kebutuhan mahasiswa untuk mengimplementasikan praktik pembelajaran mereka dengan kebutuhan anak sekolah di sekitar Bonang. Adapun kegiatan bimbingan belajar tersebut diselenggarakan di rumah salah satu warga di Bonang. Manfaat kegiatan bimbingan belajar ini dirasakan oleh semua pihak, anak-anak sekolah sebagai peserta belajar mendapatkan bimbingan belajar dari segi koginitif dan karakter, orangtua yang terbantukan dan merasa bahagia melihat perkembangan anak dalam pendidikan dan mahasiswa pendidikan matematika yang menjadi tutor dapat secara langsung belajar mengimplementasikan ilmu dan praktek mengajarnya.

IMMANUEL TUTORIAL SERVICE OF ANUGERAH STUDY COURSE IN RAWACANA Oce Datu Appulembang; Kurnia P.S. Dirgantoro; Jacob Stevy Seleky; Novel Priatna
Jurnal Sinergitas PKM & CSR Vol 1, No 2 (2017): April
Publisher : Universitas Pelita Harapan

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The low standart of living in scavenger area in Rawacana is affect children education in their family. Most of them are only get a modest education and even do not have the opportunity to get an education and drop out. Bu Honey and family have a desire to increase the standart of living of this community through education for local children. He has set up study huts in the scavenger area to help children get the informal education. Seeing the number of children who need to be educated in that place, so that they need the educators who are committed to teach in that place. Therefore, cooperation with Mathematics Education, FIP TC UPH facilitated by her husband as UPH lecturer Mr. Dylmoon through Community Service acrivity. The Mathematics Education Study Program provides educators as a tutor. They will help to teach the children in that study lodge every week. The purpose of this activity is to help children in their homework, to help understand the difficult lessons, to help children in installing a striving attitude through study hard and to reach out the children who do not get formal education in school so that they can experience the same education as those who attend school.

PERBANDINGAN PENERAPAN METODE DRILL DAN RESITASI TERHADAP HASIL BELAJAR KOGNITIF MATEMATIKA SISWA KELAS XI IPA DI SMA ABC CIKARANG [A COMPARISON OF THE IMPLEMENTATION OF DRILL AND RECITATION METHODS TOWARD GRADE 11 SCIENCE STUDENTS’ COGNITIVE ACHIEVEMENT AT A HIGH SCHOOL IN CIKARANG] Andreas Eko Soponyono; Kelly Sinaga; Jacob S. Seleky
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.795

This research aims to investigate the comparison of the improvement average in student’s mathematics cognitive learning outcomes between an 11th grade science class taught by drill strategy and by recitation method. This research used quasi-experimental with pre-test post-test comparison group design. The sample was taken by a convenient random sampling. The instruments were tried before being given to the research sample to measure the validity, reliability, difficulty index and discriminating power. The analysis uses the U Mann-Whitney test. The results of the research show that there are no different improvement average in mathematics cognitive outcomes between an 11th grade science class that taught by drill and by recitation method (p= 0,152 > 0,05).BAHASA INDONESIA ABSTRAK: Tujuan penelitian ini untuk menyelidiki perbandingan peningkatan hasil belajar kognitif Matematika antara siswa kelas XI IPA yang mengalami pembelajaran dengan metode drill dan yang dengan resitasi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan pre-test post-test comparison group design. Instrumen telah diujicoba sebelum diberikan kepada sampel penelitian untuk mengukur validitas, reliabilitas, taraf kesukaran dan daya pembeda. Analisis data menggunakan tes U Mann-Whitney. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan peningkatan hasil belajar kognitif Matematika antara siswa yang diterapkan metode drill dengan yang diterapkan metode resitasi (p= 0,152 > 0,05).

KAJIAN NILAI-NILAI KARAKTER DALAM PEMBELAJARAN MATEMATIKA SEKOLAH MELALUI PENDEKATAN ANALOGI [A STUDY OF CHARACTER VALUES IN SCHOOL MATHEMATICS LEARNING THROUGH AN ANALOGY APPROACH] Jacob S Seleky
JOHME: Journal of Holistic Mathematics Education Vol 5, No 2 (2021): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i2.4830

School math learning is part of the educational process that provides students with a mathematics learning experience through a planned set of activities to achieve established goals. The goal of learning mathematics in schools in Indonesia is oriented towards achieving a balance between the cognitive, affective, and psychomotor domains. In fact, learning mathematics in schools in Indonesia so far has focused on efforts to achieve high scores from the cognitive domain. But along with the development and change of curriculum, affective and psychomotor domains are receiving more priority to develop. In this paper, the author wants to examine the affective domain by conducting a study of character values in school mathematics learning through an analogy approach. This paper aims to contribute ideas related to the development of affective domains in learning mathematics through the study conducted. The research method used is a literature study. While the strategy for conducting the study is an analogical approach that is associated with the understanding of quantitative and qualitative relationships. Based on the results, it is evident that in school mathematics learning implied character values are learned. The author hopes that this study will be useful to math teachers in developing the affective domain of math learning in schools. The implication is that the goal of learning mathematics, namely the balance between the cognitive, affective, and psychomotor domains, can be achieved.BAHASA INDONESIA ABSTRACT: Pembelajaran matematika sekolah adalah bagian dari proses pendidikan yang memberikan pengalaman belajar matematika kepada siswa melalui serangkaian kegiatan yang terencana untuk mencapai tujuan yang telah ditetapkan. Tujuan pembelajaran matematika sekolah di Indonesia berorientasi untuk mewujudkan keseimbangan antara domain kognitif, afektif, dan psikomotor. Pada kenyataannya pembelajaran matematika sekolah di Indonesia selama ini menitikberatkan pada upaya pencapaian nilai yang tinggi dari domain kognitif. Tetapi bersamaan dengan pengembangan dan pergantian kurikulum, domain afektif dan psikomotor mendapat prioritas untuk dikembangkan. Oleh karena itu, dalam paper ini penulis ingin mengembangkan domain afektif dengan melakukan kajian nilai-nilai karakter dalam pembelajaran matematika sekolah melalui pendekatan analogi. Penulisan paper ini bertujuan untuk memberikan kontribusi pemikiran terkait pengembangan domain afektif dalam pembelajaran matematika. Metode penelitian yang digunakan adalah studi literatur. Sedangkan strategi melakukan kajian adalah pendekatan analogi yang dikaitkan dengan pemahaman hubungan kuantitatif dan kualitatif. Berdasarkan hasilnya dapat diketahui bahwa didalam pembelajaran matematika sekolah terdapat nilai-nilai karakter yang tersirat untuk dipelajari. Harapan penulis, kajian ini bermanfaat untuk guru matematika dalam mengembangkan domain afektif pembelajaran matematika di sekolah. Implikasinya tujuan pembelajaran matematika yaitu keseimbangan antara domain kognitif, afektif dan psikomotor dapat tercapai.

PENERAPAN METODE INTERAKTIF UNTUK MENINGKATKAN KEAKTIFAN SISWA PADA PEMBELAJARAN ONLINE Siska Wahyuni Damanik; Jacob Stevy Seleky
UNEJ e-Proceeding 2022: E-Prosiding Seminar Nasional Matematika, Geometri, Statistika, dan Komputasi (SeNa-MaGeStiK)
Publisher : UPT Penerbitan Universitas Jember

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Effective learning is a learning process that actively engages students. Student activity is one of the indicators of the achievement of an effective learning process. In addition, a teacher is expected to be able to apply the right methods in increasing student activity. When the author teaches in a class, it is found that some students have not shown their activeness during online learning. Regarding this issue, the writing of this article aims to examine the application of interactive methods in increasing student activity in the online learning. The research method used is descriptive qualitative. This method is carried out by revealing phenomena, variables, and facts that occur during the research. The online learning is carried out using the team’s application by utilizing all its supporting features to apply the interact method. The result obtained is that the application of interactive methods during online learning can increase student activity. Thus it can be concluded that the application of interactive methods can increase student activity during online learning Keywords: Interactive methods, online learning, student’s activeness

KOMPETENSI KEPRIBADIAN GURU KRISTEN UNTUK MENJADI TELADAN BAGI SISWA SELAMA PEMBELAJARAN DALAM JARINGAN [CHRISTIAN TEACHERS' PERSONALITY COMPETENCIES AS ROLE MODELS FOR STUDENTS DURING ONLINE LEARNING] Claudia Florentina Silaen; Jacob Stevy Seleky
JOHME: Journal of Holistic Mathematics Education Vol 6, No 2 (2022): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v6i2.4829

Transparency is an attitude of life that can be used as a role model for others. The role of the teacher as a role model in the classroom can be implemented through ways of speaking and behaving with students. Therefore, to be a role model for students, a teacher must have good personality competencies. However, as the author experienced, Practice Field Experience Christian teachers are not yet capable of having good personality competencies. This is because they have not been able to control and manage emotions when faced with problems that occur in teaching online. In addition to explaining the personality competence of Christian teachers, the writing of this article aims to outline the efforts of the author, as a Christian teacher, in improving personality competencies to become a role model for students. The research method used is qualitative descriptive. This method is done by revealing facts, phenomena, variables, and circumstances that occur during the research. The results of the research are described based on real situations. Based on the results of this research, it can be concluded that to improve the personality competence of a Christian teacher, there needs to be an effort to deepen the personal relationship with God through understanding the Word of God. If a Christian teacher has improved personality competence by learning the Word of God, then a Christian teacher in practice will be a role model for students.BAHASA INDONESIA ABSTRACT: Keteladanan adalah sikap hidup yang dapat dijadikan panutan bagi orang lain. Peran guru sebagai seorang teladan di dalam kelas harus diimplementasikan melalui cara berbicara dan bersikap yang baik dengan siswa. Oleh karena itu, untuk menjadi teladan bagi siswa seorang guru harus memiliki kompetensi kepribadian yang baik. Pada kenyataannya, ketika Praktek Pengalaman Lapangan 2 penulis sebagai seorang guru Kristen belum cakap memiliki kompetensi kepribadian yang baik. Hal ini dikarenakan penulis sebagai seorang guru Kristen belum dapat mengontrol dan mengelola emosi ketika dihadapkan dengan suatu masalah yang terjadi dalam mengajar secara online. Selain menjelaskan kompetensi kepribadian guru Kristen, penulisan artikel ini bertujuan untuk menguraikan upaya penulis sebagai seorang guru kristen dalam memperbaiki kompetensi kepribadian untuk menjadi teladan bagi murid. Adapun metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Metode ini dilakukan dengan mengungkapkan fakta, fenomena, variabel dan keadaan yang terjadi saat penelitian berlangsung. Hasil penelitian kemudian dideskripsikan berdasarkan situasi nyata. Berdasarkan hasil penelitian, dapat disimpulkan bahwa untuk memperbaiki kompetensi kepribadian guru Kristen perlu adanya upaya memperdalam hubungan pribadi dengan Tuhan melalui pemahaman akan Firman Tuhan. Jika seorang guru Kristen sudah memperbaiki kompetensi kepribadian dengan belajar Firman Tuhan, maka seorang guru Kristen dalam prakteknya akan menjadi panutan bagi siswa.

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