Penerapan Model PAIKEM Pada Pendidikan Agama Kristen Berbasis CBSA Di Era Pandemi Covid-19

Abstract

Christian religious education learning during the pandemic needs to find an active, innovative, creative, effective, and fun learning model. Students experience boredom with the monotonous online learning system and seem less interactive, so it becomes a challenge when Face-to-face Learning (PTM) is implemented during the pandemic. It impacts student learning outcomes in the classroom, which has decreased. This research aims to increase the activeness and learning outcomes of students in online learning and PTM. The research method used is classroom action research by applying several stages: planning, implementation, observation, and reflection in each cycle. The researcher applies the CBSA-based PAIKEM model on Christian Religious Education subjects. Learning CBSA-based PAIKEM makes students active by carrying out various activities such as discussing, solving problems, forming ideas, compiling plans, and reports in-class learning. After two cycles, the study results showed a significant increase from the initial conditions, and student learning outcomes met the KKM for Christian Religious Education subjects.

Upaya Guru Pendidikan Agama Kristen dalam Merealisasikan Suasana PAIKEM di Era Disrupsi

“…Di era kontemporer ini, PAIKEM sangat dianjurkan mengingat semakin kompleksnya permasalahan di dunia pendidikan dan juga besarnya tuntutan yang dibebankan kepada guru dalam mensukseskan pembelajaran di tingkat sekolah (Jais, 2019). Priskila Issak Benyamin dan Gracia juga mengatakan bahwa model pembelajaran PAIKEM merupakan model pembelajaran keaktifan yang diwujudkan dalam bentuk kegiatan seperti mendengar, berdiskusi, membuat sesuatu, menulis laporan, memecahkan masalah dan dapat membentuk gagasan lainya (Benyamin & Gracia, 2022). Selain itu Sumarno juga mengatakan pembelajaran PAIKEM merupakan pembelajaran aktif, inovatif, kreatif, efektif dan menyenangkan dapat memecahkan suasana monoton di kelas.…”

Enhancing the Paikem Learning Model's Applicability: The Clinical Supervision Model

“…The PAIKEM learning model is one of the cooperative learning models recommended by UNESCO (Izziyati, 2022). PAIKEM learning, according to Rusman is the realization of the four pillars of education proclaimed by UNESCO; (1) learning to know (learn to know), (2) learning to do (learn to do), (3) learning to be (learn to be yourself), (4) learning to live together (learn to live socially) (Suyono, 2018;Benyamin & Gracia, 2022). PAIKEM learning has advantages, namely, student-centered, creating a lively and fun learning atmosphere, encouraging students to participate actively, students becoming bold and having creative opportunities, students learning to create ideas and innovate, and learning becoming effective and meaningful (Sukanto, 2021).…”

Teacher’s Understanding of National Assessment in Christian Education at Bakiruk Middle School, Malacca Regency, East Nusa Tenggara Province

“…We chose this research location because it is a school in the hinterland that must be reached. Therefore, teachers must play an active role in learning in cities and rural areas [4]. In addition, to find out whether the socialization of the National Assessment has reached this school.…”