Diferensiasi sebagai christopraxis edukatif: Transformasi soft skill dalam pendidikan agama Kristen
DOI:
https://doi.org/10.30995/02xmzn05Keywords:
Christopraxis, differentiated instruction, soft skills, Christian Religious Education, diferensiasi pembelajaran, soft skill, Pendidikan Agama KristenAbstract
Student achievement remains predominantly measured through cognitive aspects, while soft skills such as collaboration, leadership, flexibility, and empathy are frequently overlooked. Christian Religious Education possesses strategic potential for developing these soft skills when understood as educative Christopraxis — participation in Christ's ongoing work of encountering each individual personally and contextually. Differentiated instruction, which adapts content, process, and assessment to each student's uniqueness, serves as a concrete embodiment of Christopraxis in the classroom. This study aims to analyze the effect of differentiation strategies on students' soft skill development using a quantitative method with a quasi-experimental design involving 42 students. The results show an R Square value of 0.640, an F-test significance of 0.000 (< 0.05) with F = 71.056, and a t-test significance of 0.000 (< 0.05) with t = 8.430. These findings demonstrate that differentiation as educative Christopraxis significantly influences soft skill transformation, affirming that Christian Religious Education must shift from cognitive orientation toward holistic faith habitus formation.
Abstrak
Keberhasilan peserta didik masih dominan diukur secara kognitif, sementara soft skill seperti kerja sama, kepemimpinan, fleksibilitas, dan empati sering terabaikan. Pendidikan Agama Kristen sesungguhnya memiliki potensi strategis untuk mengembangkan soft skill tersebut apabila dipahami sebagai Christopraxis edukatif — partisipasi dalam karya Kristus yang menjumpai setiap individu secara personal dan kontekstual. Pembelajaran berdiferensiasi, yang menyesuaikan materi, proses, dan penilaian terhadap keunikan setiap siswa, menjadi perwujudan konkret Christopraxis dalam ruang kelas. Penelitian ini bertujuan menganalisis pengaruh strategi diferensiasi terhadap peningkatan soft skill siswa melalui metode kuantitatif dengan desain quasi-experiment pada 42 siswa. Hasil analisis menunjukkan nilai R Square sebesar 0,640, uji F dengan signifikansi 0,000 (< 0,05) dan F hitung 71,056, serta uji t dengan signifikansi 0,000 (< 0,05) dan t hitung 8,430. Temuan ini membuktikan bahwa diferensiasi sebagai Christopraxis edukatif berpengaruh signifikan terhadap transformasi soft skill, menegaskan bahwa PAK perlu bertransformasi dari orientasi kognitif menuju pembentukan habitus iman yang holistis.
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