Kompetensi Pedagogik Guru Pendidikan Agama Kristen  dalam Mendukung Prestasi Belajar Siswa:   Studi Kualitatif di SD GMIT Ajaobaki

Yudit Tanesib; Yusmina Eliseba Hauoni

doi:10.59698/afeksi.v7i1.1070

Authors

Yudit Tanesib Institut Agama Kristen Negeri Kupang, Indonesia, Indonesia
Yusmina Eliseba Hauoni Institut Agama Kristen Negeri Kupang, Indonesia, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i1.1070

Keywords:

Kompetensi Pedagogik, Pendidikan Agama Kristen, Prestasi Belajar, Asesmen Formatif, Sekolah Dasar

Abstract

Kompetensi pedagogik menentukan bagaimana guru memahami peserta didik, merancang dan melaksanakan pembelajaran, menggunakan asesmen, serta menindaklanjuti hasil belajar. Penelitian ini bertujuan menganalisis praktik kompetensi pedagogik guru Pendidikan Agama Kristen (PAK) dan implikasinya bagi dukungan terhadap prestasi belajar siswa kelas IV SD GMIT Ajaobaki, Kecamatan Mollo Utara, Kabupaten Timor Tengah Selatan. Penelitian menggunakan desain kualitatif deskriptif. Data dikumpulkan pada 25 Mei–2 Juni 2026 melalui wawancara terhadap dua guru PAK, observasi pembelajaran, catatan lapangan, dan dokumentasi sekolah. Analisis dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan membandingkan temuan wawancara dan observasi. Hasil menunjukkan empat area yang belum optimal. Pertama, pemahaman karakteristik siswa masih dominan didasarkan pada perilaku tampak dan belum secara sistematis memetakan kesiapan, minat, kesulitan, dan kebutuhan belajar. Kedua, perencanaan dan pelaksanaan pembelajaran telah memanfaatkan Alkitab, buku sumber, dan lembar kerja, tetapi diferensiasi strategi, variasi metode, serta penggunaan media masih terbatas. Ketiga, evaluasi terutama dilakukan melalui penulisan ulang materi dan tanya jawab, sehingga informasi diagnostik tentang siswa yang belum paham belum selalu diperoleh. Keempat, tindak lanjut berupa tugas tambahan dan bantuan teman sebaya belum sepenuhnya didasarkan pada diagnosis penyebab kesulitan belajar. Sebanyak 7 dari 25 siswa (28%) tercatat memperoleh nilai PAK di bawah KKM 75; data ini digunakan sebagai konteks kebutuhan pembelajaran dan tidak ditafsirkan sebagai akibat kausal kompetensi guru. Temuan menegaskan perlunya penguatan asesmen formatif, pembelajaran terdiferensiasi, scaffolding, relasi guru-siswa yang suportif, serta pengembangan profesional berkelanjutan agar kompetensi pedagogik lebih responsif terhadap keragaman kebutuhan siswa.

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