Engaging Presence of Constructivism Philosophy in and through Management of Christian Education: Reflective Investigation

Debi Silvia Dinata; Juan Andika Manuputty; Hurmanisa; Yohana Katerina Tinopi; Rudie

doi:10.58526/jsret.v2i4.275

Authors

Debi Silvia Dinata Institut Agama Kristen Negeri Palangka Raya
Juan Andika Manuputty Institut Agama Kristen Negeri Palangka Raya
Hurmanisa Institut Agama Kristen Negeri Palangka Raya
Yohana Katerina Tinopi Institut Agama Kristen Negeri Palangka Raya
Rudie Institut Agama Kristen Negeri Palangka Raya

DOI:

https://doi.org/10.58526/jsret.v2i4.275

Keywords:

Constructionism Philosophy, Management Philosophy of Education, Presence in and through Cultures

Abstract

This paper attempts to stitch the participation of constructivism philosophy in the space of management, education, education management, and Christian education management. Such cross-disciplinary stitching became the locus of observation as well as a response to the presence of constructivism philosophy through critical reflection in education located in Christianity. Constructivism in this paper seeks to see knowledge not as an object of transfer to learners who are often perceived as objects of education. The position of teachers, management and policy makers in access to education is located at or as facilitators. The construction of knowledge according to constructivism philosophy originates and starts from the learners themselves. Thus, the teacher's position as a faciflitator seeks to transfer and strengthen the responsibility as much as possible and according to the portion of the learner. This research is based on qualitative research with a data search model using literature studies. The literature study brings together interrelated cross-disciplines between education management and Christian education management with the philosophy of the presence of participation in the philosophy of constructivism. The results show that constructivism philosophy takes responsibility, criticizes, responds, takes part in class discussions, forms circular seating (learning strategies), and contributes innovations and sees gaps that have not surfaced in the learning process.

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