Pengalaman guru-guru SMA Kristen ‘X’ Semarang dalam melakukan integrasi iman dan pembelajaran

Abstract

Fenomena sacred–secular Divide (SSD) telah memengaruhi praktik pendidikan Kristen, termasuk upaya sekolah dalam mengintegrasikan iman dengan pembelajaran akademis. Meskipun sekolah-sekolah Kristen berusaha memasukkan nilai rohani melalui kegiatan spiritual, implementasi integrasi iman dan pembelajaran masih sering bersifat sporadis, tidak sistematis, dan belum terhubung secara langsung dengan disiplin ilmu yang diajarkan. Penelitian ini bertujuan memahami pengalaman guru-guru SMA Kristen “X” Semarang dalam mengimplementasikan integrasi iman dan pembelajaran (IFL), termasuk pemahaman konsep, peran, tujuan, strategi, serta faktor internal dan eksternal yang memengaruhi praktik mereka. Partisipan adalah guru dari disiplin ilmu alam (natural science) dan sosial (social science) dengan pengalaman mengajar minimal lima tahun. Penelitian menggunakan pendekatan kualitatif basic qualitative research dengan analisis data tematik. Hasil penelitian menunjukkan bahwa guru memahami IFL dalam dua bentuk: memasukkan elemen iman Kristen ke dalam pembelajaran dan menyatukan iman dengan disiplin akademis sebagai kesatuan yang integratif. Guru memandang diri mereka sebagai konseptor materi terintegrasi, pengarah proses integratif, serta teladan kehidupan Kristen bagi siswa. Tujuan IFL mencakup empat aspek: mengenal Allah melalui pembelajaran, membentuk karakter Kristen, membangun pola pikir Kristen, dan menumbuhkan pola hidup Kristen. Guru menerapkan berbagai strategi integrasi sebagaimana dikategorikan oleh Taylor, seperti analogous, narrative, exemplary, textual, thematic, dan valuative strategy. Faktor internal yang memengaruhi implementasi IFL mencakup latar belakang pendidikan, pemahaman teologi, kapabilitas, dan prioritas guru. Faktor eksternal meliputi sistem sekolah, tuntutan administrasi, pelatihan IFL, komunitas profesional, supervisi pimpinan, respons siswa, serta dukungan gereja dan keluarga. Penelitian ini menegaskan pentingnya dukungan bagi guru melalui pelatihan dan pendampingan praktis untuk memperdalam pemahaman materi pelajaran, teologi, serta keterampilan menerapkan strategi IFL. Pendampingan dalam kelompok kecil dan supervisi pimpinan membantu guru mengatasi kesulitan teknis dan menumbuhkan refleksi berkelanjutan. Dukungan komunitas profesional dan lingkungan rohani turut memperkuat perkembangan praktik integrasi iman dan pembelajaran. The phenomenon of the sacred–secular divide (SSD) has impacted Christian educational practices, including schools' efforts to integrate faith with academic learning. Although Christian schools strive to incorporate spiritual values ​​through spiritual activities, the implementation of the integration of faith and learning is often sporadic, unsystematic, and not directly connected to the academic disciplines taught. This study aims to understand the experiences of teachers at Christian High School X Semarang in implementing the integration of faith and learning (IFL), including their understanding of the concept, roles, goals, strategies, and internal and external factors influencing their practice. Participants were teachers of the natural sciences and social sciences with at least five years of teaching experience. The study used a qualitative approach, basic qualitative research, with thematic data analysis. The results indicate that teachers understand IFL in two ways: incorporating elements of Christian faith into learning and uniting faith and academic disciplines as an integrative whole. Teachers view themselves as conceptualizers of the integrated material, directors of the integrative process, and role models of Christian living for students. The goals of IFL encompass four aspects: knowing God through learning, forming Christian character, developing a Christian mindset, and fostering a Christian lifestyle. Teachers employ various integration strategies as categorized by Taylor, such as analogous, narrative, exemplary, textual, thematic, and valuative strategies. Internal factors influencing IFL implementation include teacher educational background, theological understanding, capabilities, and priorities. External factors include the school system, administrative demands, IFL training, the professional community, leadership supervision, student responses, and church and family support. This research emphasizes the importance of supporting teachers through practical training and mentoring to deepen their understanding of subject matter, theology, and skills in implementing IFL strategies. Small-group mentoring and leadership supervision help teachers overcome technical difficulties and foster ongoing reflection. Support from the professional community and the spiritual environment also strengthen the development of faith-learning integration practices. (Translated by Google Translator)