PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DAN PROJECT BASED LEARNING BERBASIS PENDIDIKAN AGAMA KRISTEN SEBAGAI UPAYA PEMBENTUKAN KARAKTER REMAJA PRASEJAHTERA

SANTOSA, RIVOSA (2025) PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DAN PROJECT BASED LEARNING BERBASIS PENDIDIKAN AGAMA KRISTEN SEBAGAI UPAYA PEMBENTUKAN KARAKTER REMAJA PRASEJAHTERA. S3 thesis, Universitas Kristen Indonesia.

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Abstract

Santosa, Rivosa 2025, PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DAN PROJECT BASED LEARNING SEBAGAI UPAYA PEMBENTUKAN KARAKTER REMAJA PRASEJAHTERA Disertasi Program Studi Doktor Pendidikan Agama Kristen, Program Pascasarjana Universitas Kristen Indonesia, Jakarta 2025. Penelitian ini bertujuan untuk menganalisa penerapan model pembelajaran Contextual Teaching and Learning dan Project Based Learning berbasis Pendidikan Agama Kristen sebagai upaya pembentukan karakter, menganalisa perbedaannya dan mendeskripsikan respon peserta yang mengikuti. Pembentukan karakter bagi remaja prasejahtera difokuskan pada moral dan iman yang berlandaskan pada Alkitab. Metode penelitian yang digunakan adalah action research dengan teori Kemmis dan McTaggart dan pendekatan kualitatif. Subyek adalah remaja prasejahtera yang tinggal di asrama Yayasan Tangan Pengharapan di Jakarta. Remaja yang menjadi peserta tindakan penerapan model pembelajaran berjumlah 24 orang. Tindakan dilakukan dengan dua siklus untuk setiap model pembelajaran dan dua kali pertemuan untuk setiap siklusnya. Teknik pengumpulan data dengan menggunakan tes uraian, wawancara sebelum dan sesudah tindakan. Observasi selama pelaksanaan dari awal sampai akhir pada kedua model. Teknis penyajian dan analisa data menggunakan metode Creswell. Pendekatan Pendidikan Agama Kristen melalui penggalian kisah tokoh dalam Alkitab sebagai pemodelan integrasi antara ajaran Alkitab dengan kehidupan nyata. Hasil penelitian menemukan bahwa penerapan model pembelajaran Contextual Teaching and Learning memberikan perubahan positif pada karakter remaja tetapi masih perlu pengembangan dalam membangun rasa kemanusiaan dan kepedulian untuk membantu sesama di asrama. Sedangkan penerapan model pembelajaran Project Based Learning meningkatkan kerja sama, berpikir kritis, kreatif serta mendorong perubahan moral dan iman. Proses ini juga memperkuat relasi interpersonal sebagai bentuk relasi yang dibutuhkan remaja prasejahtera. Selanjutnya, perbedaan penerapan antara kedua model terletak pada fokus pembelajaran, tingkat kesulitan dan waktu yang dibutuhkan. Kecenderungan pada remaja prasejahtera lebih menyukai model pembelajaran Project Based Learning. Namun kebutuhan proses transformasi kognitif untuk perubahan karakter mengakibatkan penerapan Contextual Teaching and Learning harus tetap dilakukan. Dan terakhir adalah respon peserta terhadap penerapan model pembelajaran Contextual Teaching and Learning dan Project Based Learning diperlihatkan secara positif oleh remaja. Tantangan dalam berkelompok mendorong remaja untuk dapat mengembangkan empati kepada yang lain sedangkan kreativitas dan pengalaman belajar menyenangkan merupakan stimulus remaja untuk tetap mau mengembangkan dirinya. Kata kunci: model pembelajaran Contextual Teaching and Learning, model pembelajaran Project Based Learning, Pendidikan Agama Kristen, pembentukan karakter, remaja prasejahtera. / Santosa, Rivosa 2025, THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING AND PROJECT-BASED LEARNING MODELS AS AN EFFORT TO BUILD THE CHARACTER OF UNDERPRIVILEGED TEENS Dissertation, Doctoral Program in Christian Religious Education, Graduate Program, Indonesian Christian University, Jakarta, 2025. This study aims to analyse the application of Contextual Teaching and Learning and Project Based Learning models based on Christian Religious Education as an effort to build character, analyse the differences and describe the responses of the participants. Character building for underprivileged youth is focused on morals and faith based on the Bible. The research method used is action research with Kemmis and McTaggart theory and qualitative approach. The subjects were underprivileged adolescents living in the boarding house of Yayasan Tangan Pengharapan in Jakarta. There were 24 adolescents who participated in the action of implementing the learning model. The action was carried out with two cycles for each learning model and two meetings for each cycle. Data collection techniques using descriptive tests, interviews before and after the action. Observation during implementation from beginning to end on both models. Technical presentation and analysis of data using the Creswell method. The Christian Religious Education approach through exploring the stories of biblical figures as a modelling of integration between biblical teachings and real life. The results of the study found that the application of the Contextual Teaching and Learning learning model provides positive changes in the character of adolescents but still needs development in building a sense of humanity and concern for helping others in the dormitory. While the application of the Project Based Learning model improves cooperation, critical thinking, creativity and encourages moral and faith changes. This process also strengthens interpersonal relationships as a form of relationship needed by underprivileged adolescents. Furthermore, the difference in application between the two models lies in the focus of learning, the level of difficulty and the time required. The tendency for underprivileged adolescents to prefer the Project Based Learning model. However, the need for a cognitive transformation process for character change results in the application of Contextual Teaching and Learning must still be done. And finally, the participants' response to the application of Contextual Teaching and Learning and Project Based Learning learning models was shown positively by teenagers. Challenges in groups encourage adolescents to be able to develop empathy for others while creativity and fun learning experiences are a stimulus for adolescents to continue to want to develop themselves. Keywords: Contextual Teaching and Learning, Project-Based Learning, Christian Religious Education, character development, underprivileged teens.

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