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Filsafat Pendidikan Jean-Jacques Rousseau: Konsep 'Back to Nature' dan Relevansinya terhadap Implementasi Kurikulum Merdeka di Sekolah Dasar

2025-05-14T07:34:07+07:00

The research study pays attention to the philosophical concept of ‘back to nature’ education according to Jean-Jacques Rousseau. His philosophical literature studies regarding educational ideas are contained in his famous work entitled “Emile” (1762) according to J.J Rousseau and his influence on the development of modern education. Specifically, for the implementation of the Independent Curriculum at the elementary school level in Indonesia today. In this research, the author uses a qualitative-descriptive method, namely describing the situation of implementing project-based learning in the Independent Curriculum in elementary schools and exploring Rousseau’s educational thoughts based on data obtained from literature studies. The theoretical framework is increasingly focused on Rousseau’s view of ‘back to nature’ education based on age groups; in this case it is childhood (2-12 years). As a result, the author found that the education pattern is a return to nature, meaning a return to human nature, where children as an educational subject should continue to improve their good educational competencies, specifically sensory development in childhood in line with the principles of a free and loving nature. This seems to be in line with the development of the Independent Curriculum which places children at the center of education so that they can learn freely, creatively with special skills in project-based and thematic learning programs, so that they can show their natural talents.

Buah yang Lebih Berharga daripada Emas dan Perak: Kajian Eksegetis atas Amsal 8:19 dan Yohanes 15:4-5

2025-05-14T07:34:07+07:00

Abstract

This study is a Biblical study that examines Proverbs 8:19 and John 15:4-5. The text Proverbs 8:19 speaks of the fruit of wisdom which is more precious than gold and silver. The text John 15:4-5 speaks of Jesus as a vine, whoever abides in Him will bear much fruit. This study uses the exegesis method. The library sources in this study are the Indonesian Holy Bible published by LAI and commentary books. This study found that the fruit referred to in the text Proverbs 8:19 is answered in John 15:4-5. By staying with Jesus, a person also lives in His love. The disciples were sent to share love among themselves and also with others. That love invites everyone to take an active part in it. By loving each other, they became disciples of Jesus because they had shown the Father's love to the world. This is the fruit of love that is more valuable than gold and silver. This precious fruit has implications for human life, especially for the life of religious communities in building communities based on love.

Implikasi SEMA No. 2 Tahun 2023 terhadap Disparitas Cultus dalam Perspektif Undang-Undang Perkawinan dan Hukum Gereja Katolik

2025-05-14T07:34:07+07:00

This paper focuses on an elaboration of the implications of SEMA No. 2 of 2023 for interfaith marriages/ Disparitas Cultus in Indonesia. The implications are raised from a discussion with the Republic of Indonesia Law on Marriage and the perspective of Catholic Church Law as seen in the Code of Canon Law. The methodology used is descriptive qualitative and critical reading of the text, namely: The Code of Canon Law that regulates Disparitas Cultus (especially Canon 1086, Canon 1125, Canon 1126, and other related canons) and Law Number 1 of 1974 article 2 paragraph (1) juncto article 66; and other related laws. The author finds that SEMA No. 2 Year 2023 raises quite complex issues. The complexity lies in the consequences. First, the state more explicitly does not recognize Disparitas Cultus marriages. Second, the state is not present to accommodate the interests of people who enter into Cult Disparity marriages. Third, there is a question of justice for those who continue to enter into these marriages. Fourth, the strong and fair foundation or motive of a legal decision is not raised.

Sheds Light on the Meaning of Brotherhood through the Samaritan Woman an Integrated Exegetical Approach to John 4:1-42

2025-05-14T07:34:07+07:00

The story about Jesus meeting with the Samaritan woman was not interesting. This story is not only uninteresting to many people in general but also to the Gospel writers. The researchers is interested in reflecting on the story of the encounter between Jesus and the Samaritan woman. The story of the encounter between Jesus and the Samaritan woman indicates many lessons for building sincere relations with others, especially lessons about respecting, loving, and establishing brotherhood with people who are different from us. The existing differences are not a reason for hostility but rather a beauty and uniqueness in brotherhood. The research uses an integral exegetical approach which is a literature study to explore important messages from the story of Jesus' encounter with the Samaritan woman. This story shows a portrait of the Kingdom of God as proclaimed by Jesus. It is a revealing story with important lessons for us today. Jesus requested that water from Jacob's well be given to the Samaritan woman. The Samaritan woman's willingness to give water to Jesus shows an attitude of sharing with those in need. This story teaches the meaning of life. The implication of this study is an invitation to build true brotherhood

Analisa Karakter Iman Tomas Dalam Empat Teks Injil Yohanes Berdasarkan Teori Karakterisasi

2025-05-14T07:34:07+07:00

Thomas is one of the disciples of Jesus who has a special role in the Gospel of John to convey the message of faith. There are four scenes in the Gospel of John that show the dynamic and developing character of Thomas' faith (11:16, 14:5, 20:24-29, 21:2). He is known for his initial doubting character and then the development of his faith culminates in his recognition of Jesus' personal identity, “My Lord and my God!”. This study will use text analysis with a narrative method that focuses on the character theory developed by Cornelis Bennema. The new contribution of this research paper is in the analysis of character, intrinsic and extrinsic motivation, character roles and character development of Thomas' following Christ. Thomas' confrontational experience with the other disciples and his demand for proof of Jesus' resurrection helped develop his character from a skeptic to a full believer

Pancasila sebagai Agama Sipil? Analisis Kritis dalam Kerangka Teologi Publik Kristen di Indonesia

2025-05-14T07:34:07+07:00

In recent years, there has been a growing movement in Indonesia seeking to reject Pancasila as the state ideology. However, this effort has not gained significant public support. Rejecting Pancasila is equivalent to rejecting Indonesia’s foundational commitment to diversity, a value that has sustained national unity. Although Pancasila is not a religion, its principles are deeply consistent with core teachings found across various religious traditions, making it a unique ideological basis for the Indonesian nation. This study aims to explore whether Pancasila can be understood and accepted as a form of civil religion within Indonesian society. It also seeks to contribute to the development of public theological discourse, particularly from a Christian Protestant perspective, in response to current misunderstandings about Pancasila as civil religion among Christian communities. Employing a qualitative method through a literature study, the analysis draws from theological, philosophical, and socio-political sources. The study concludes that Pancasila, viewed through the lens of public theology, can indeed serve as a civil religion that strengthens national identity without contradicting religious beliefs.

Aristotle on Notion of Chance and Fortune

2025-05-14T07:34:07+07:00

Aristotle, in his Physics 2.4-9, argued that chance is an accidental cause, which he divided into two types: luck or fortune, which functions in the domain of practice, and the spontaneous, which operates in the natural world. He stated that both luck and the spontaneous are causes by accident and belong to the category of efficient causes. According to Aristotle, chance is considered a cause in the sense that people invoke it to explain what happens not only in the practical realm but also in the natural world. The fundamental question is how chance can be defined within the framework of the four causes. Chance is also rightly described as indefinite, obscure, and uncertain. Aristotle rejected the view held by some that chance is itself a cause - something unclear to the human mind, as if it were divine or a mysterious power. The problem is whether chance and fortune can be seen as causes and considered a fifth cause. This study examines how chance and fortune are neither a substantial reality nor merely a subjective notion; rather, they possess real and meaningful status as accidental causes. They are not additional causes but function within the schema of the four causes, particularly as substitutes in the realm of material explanation.

Searching Meaning in a Rough Place of Education System

2025-05-14T07:34:07+07:00

Education is much more the transferring knowledge; education needs another aspect of educational system which is experiencing knowledge. Based on his research and reflection on educational system, Paulo Freire stated that education is always characterized by ‘banking education’, a top-down education system to transfer knowledge, in which teachers are main subjects who have packages of knowledge and the students are just recipients. He proposed two basic components of education which are praxis and dialogue. Reflecting on those important aspects and experiencing accompaniment of students in their formation time, the writer would like to highlight the importance of praxis and dialogue in education. In conclusion, education is learning to be a fully human by naming the world, discovering opportunities and transforming the world into a better place. There are three main points to achieve that goal. First, praxis is in twofold activities, action and reflection. Second, dialogue comes in the context of communal reflection. Third, education has to reach and nourish self-identity with which students become who they actually are.