Tyson Jeidi Jeri Supit

Pengaruh Guru Pendidikan Agama Kristen terhadap Pembentukan Iman dan Karakter Peserta Didik di Sma Negeri 1 Manokwari Papua Barat

Introduction

Pengaruh guru pendidikan agama kristen terhadap pembentukan iman dan karakter peserta didik di sma negeri 1 manokwari papua barat. Mengukur pengaruh guru Pendidikan Agama Kristen pada pembentukan iman & karakter siswa SMA Negeri 1 Manokwari, Papua Barat. Ditemukan pengaruh signifikan yang bermanfaat.

Abstract

Abstract: The problem in this study, according to the title, what can be questioned in this study is the extent to which the influence of Christian religious education teachers has on the formation of faith and character of students at State Senior High School I Manokwari, West Papua. The purpose of this research was conducted with the aim of measuring the extent of the influence of Christian religious education teachers on the formation of faith and character of high school students I Manokwari, West Papua. This research method was carried out by correlation research by taking samples through questionnaires. From the results that the authors obtained in a questionnaire survey of State Senior High School I Manokwari students, they recognized the influence of Christian Religious Education Teachers on the formation of Faith and Character, so as a percentage, there was a low influence of Christian Religious Education on faith formation of 0.238 ˃ 0.005. As for character, there is a low influence of Christian Religious Education on character formation of 0.281 ˃ 0.005. So it can be said that the influence of Christian Religious Education teachers is very useful and very influential for students to form faith and character. Abstrak: Masalah dalam penelitian ini, Sesuai judul, maka yang dapat dipertanyakan dalam penelitian ini adalah sejauh mana Pengaruh Guru Pendidikan Agama Kristen Terhadap Pembentukan Iman dan Karakter Siswa Sekolah Menengah Atas Negeri I manokwari Papua barat. Tujuan penelitian ini dilakukan dengan tujuan untuk mengukur sejauh mana PengaruhGuru Pendidikan Agama Kristen Terhadap Pembentukan Iman dan Karakter Siswa Sekolah Menengah Atas I Manokwari Papua barat. Metode penelitian ini dilakukan dengan penelitian Korelasi dengan pengambilan sampel melalui penyebaran angket. Dari hasil yang penulis dapatkan dalam survey angket terhadap Siswa Sekolah Menengah Atas Negeri I Manokwari mengenal pengaruh Guru Pak terhadap pembentukan Iman dan Karakter maka secara presentase, Terdapat pengaruh yang rendah dari Pendidikan Agama Kristen terhadap pembentukan iman sebesar 0.238 ˃ 0.005. Sedangkan untuk karakter, Terdapat pengaruh yang rendah dari Pendidikan Agama Kristen terhadap pembentukankarakter sebesar 0.281 ˃ 0.005. Jadai dapat dikatakan bahwa pengaruh Guru Pendidikan Agama Kristen Itu sangat berguna dan sangat berpengaruh kepada siswa Untuk terbentuknya Iman dan Karakter

Review

The study investigates the "Pengaruh Guru Pendidikan Agama Kristen terhadap Pembentukan Iman dan Karakter Peserta Didik di Sma Negeri 1 Manokwari Papua Barat," aiming to quantify the extent of this influence. Utilizing a correlation research design with data collected via questionnaires from students at Sma Negeri 1 Manokwari, West Papua, the authors conclude that Christian Religious Education (CRE) teachers do exert an influence, which they characterize as "low" but ultimately "very useful and very influential" for faith and character formation. The topic is relevant and addresses a significant aspect of holistic education in a specific regional context. The abstract clearly states the research problem and objective, providing a straightforward approach to a pertinent educational inquiry. The use of a quantitative, correlational method, while basic, is an appropriate starting point for measuring perceived influence. However, the statistical reporting presents significant concerns. The abstract states "Terdapat pengaruh yang rendah... sebesar 0.238 ˃ 0.005" for faith formation and "0.281 ˃ 0.005" for character. This presentation is confusing; typically, a p-value (which 0.005 resembles a significance threshold for) is compared to alpha (e.g., p < 0.05) to determine statistical significance, while a correlation coefficient (which 0.238 and 0.281 resemble) indicates the magnitude and direction of the relationship. As reported, "0.238 > 0.005" would imply a non-significant result if 0.005 is the alpha level, or it's an unconventional way to describe the magnitude of influence. This lack of clarity on what these numbers represent, and their comparison, undermines the reported findings. Furthermore, the concluding statement that the influence is "very useful and very influential" appears to contradict the finding of a "low influence" without further explanation or nuance. To enhance the abstract's clarity and the study's scientific rigor, the authors must explicitly define and correctly report the statistical measures used. It is crucial to distinguish between the magnitude of an effect (e.g., correlation coefficient) and its statistical significance (p-value). Reconciling the "low influence" finding with the assertion of its "very useful and very influential" nature is also necessary, perhaps by discussing practical versus statistical significance or by acknowledging other factors that might contribute to student development. For future iterations or subsequent research, providing more detail on the questionnaire's validity and reliability, the sample size, and the specific correlational tests employed would be highly beneficial. Exploring the qualitative dimensions of how teachers exert this influence, or investigating mediating factors that might amplify or diminish it, would also enrich the understanding of this complex relationship.

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