Pali, Sarce Rita (2026) Analisis Peran Guru Sekolah Minggu bagi Pertumbuhan Iman Anak Jemaat Tinapu Perspektif Kognitif Jean Piaget. Scholar thesis, Institut Agama Kristen Negeri Toraja.
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Abstract
Penelitian ini bertujuan untuk menganalisis peran guru Sekolah Minggu bagi pertumbuhan iman anak Jemaat Tinapu perspektif kognitif Jean Piaget. Penelitian ini dilatarbelakangi oleh adanya penggabungan kelas dengan rentang usia yang berbeda-beda, sehingga anak-anak mengalami kesulitan dalam memahami materi karena proses pembelajaran belum sesuai dengan kebutuhan dan tahap perkembangan anak. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi terhadap guru dan anak Sekolah Minggu Jemaat Tinapu. Hasil penelitian menunjukkan bahwa guru Sekolah Minggu memiliki peran yang sangat penting dalam mendukung pertumbuhan iman anak, yang mencakup enam aspek utama, yaitu mempersiapkan materi pembelajaran, menggunakan metode mengajar, menggunakan media pembelajaran, mendidik kerohanian anak, menjadi teladan hidup, dan menggembalakan anak dalam pertumbuhan imannya. Meskipun demikian, proses pembelajaran yang diterapkan guru masih bersifat umum dan belum sepenuhnya disesuaikan dengan tahap perkembangan kognitif anak menurut teori Jean Piaget, yaitu tahap sensorimotor, praoperasional, operasional konkret, dan operasional formal. Dengan demikian, dapat disimpulkan bahwa peran guru Sekolah Minggu di Jemaat Tinapu telah dijalankan, tetapi belum optimal karena belum disesuaikan dengan tahap perkembangan kognitif anak, sehingga diperlukan pembagian kelas berdasarkan kelompok usia serta peningkatan pemahaman guru terhadap teori perkembangan kognitif agar proses pembelajaran dapat berjalan lebih efektif dan mendukung pertumbuhan iman anak secara optimal. Kata Kunci : Peran guru, Pertumbuhan Iman, Anak, Sekolah Minggu, Jean Piaget ABSTRACT This study aims to analyze the role of Sunday School teachers in the faith growth of children in the Tinapu Congregation, viewed through the lens of Jean Piaget’s cognitive perspective. The study was prompted by the practice of combining classes with mixed age ranges, which caused children difficulty in comprehending the material because the teaching process did not align with their specific needs and developmental stages. A descriptive qualitative method was employed, utilizing data collection techniques such as interviews, observations, and documentation involving Sunday School teachers and children from the Tinapu Congregation. The findings indicate that Sunday School teachers play a crucial role in fostering children's faith growth across six key areas: preparing learning materials, employing teaching methods, using instructional media, nurturing children's spirituality, serving as role models, and shepherding children in their faith development. However, the teaching methods currently applied remain generalized and have not been fully tailored to the cognitive developmental stages outlined in Jean Piaget’s theorynamely the sensorimotor, preoperational, concrete operational, and formal operational stages. Consequently, it is concluded that while the teachers in the Tinapu Congregation are fulfilling their roles, their effectiveness is suboptimal due to the lack of alignment with children's cognitive developmental stages. Therefore, it is necessary to implement age-based class groupings and enhance teachers' understanding of cognitive development theory to ensure the learning process is more effective and optimally supports the children's faith growth. Keywords: Teacher's role, Faith growth, Children, Sunday School, Jean Piaget.
| Item Type: | Thesis (Scholar) |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BV Practical Theology > BV1460 Religious Education |
| Depositing User: | am andarias m. |
| Date Deposited: | 30 Jul 2026 15:36 |
| Last Modified: | 30 Jul 2026 15:36 |
| URI: | http://digilib-iakntoraja.ac.id/id/eprint/5586 |
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