SINERGI SPIRITUALITAS PASTORAL DAN BELAJAR AKTIF DALAM MEMBENTUK MAHASISWA PERCAYA DIRI
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Abstract
This study aims to analyze the synergy between pastoral spirituality and active learning in shaping students’ self-confidence at Christian universities in Indonesia. The research background focuses on the urgent issue of low self-confidence among students when facing academic and social challenges. Using a descriptive qualitative method through a review of literature from 2018 to 2025, this study examines empirical data from several Christian universities, including UKI, UK Petra, UKSW, UKDW, and Maranatha Christian University. The findings show that pastoral programs increased students’ self-confidence by up to 68%, while active learning methods improved it by 72%. Combining both approaches led to even higher outcomes, exceeding 75%, and contributed to enhanced self-efficacy, reduced academic anxiety, and strengthened psychological resilience. These results are consistent with Bandura’s self-efficacy theory and self-determination theory, emphasizing the importance of blending spiritual support with active learning experiences to build self-confidence. Therefore, this research makes a novel contribution by integrating two previously studied approaches and provides practical recommendations for Christian universities to develop more effective mentoring and learning models.
Penelitian ini bertujuan untuk menganalisis sinergi antara spiritualitas pastoral dan pembelajaran aktif dalam membentuk rasa percaya diri mahasiswa di universitas Kristen di Indonesia. Latar belakang penelitian ini didasari oleh urgensi rendahnya kepercayaan diri mahasiswa dalam menghadapi tantangan akademik maupun sosial. Dengan menggunakan metode kualitatif deskriptif berbasis kajian literatur periode 2018–2025, penelitian ini mengkaji data empiris dari berbagai universitas Kristen, seperti UKI, UK Petra, UKSW, UKDW, dan Universitas Kristen Maranatha. Hasil penelitian menunjukkan bahwa program pastoral meningkatkan kepercayaan diri mahasiswa hingga 68%, sementara pembelajaran aktif mampu menaikkannya hingga 72%. Sinergi keduanya memberikan hasil yang lebih tinggi, yaitu lebih dari 75%, yang berimplikasi pada peningkatan self-efficacy, pengurangan kecemasan akademik, serta terbentuknya ketahanan psikologis. Temuan ini sejalan dengan teori self-efficacy Bandura dan teori self-determination, yang menegaskan pentingnya kombinasi dukungan spiritual dan pengalaman belajar aktif dalam membangun kepercayaan diri. Dengan demikian, penelitian ini menawarkan kebaruan dalam integrasi dua pendekatan yang sebelumnya lebih banyak dikaji secara terpisah, sekaligus memberikan rekomendasi praktis bagi universitas Kristen untuk mengembangkan model pembinaan dan pembelajaran yang lebih efektif.
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