Implementasi Pembelajaran Berdiferensiasi sebagai Strategi Student Centered Learning pada Sekolah Tinggi Teologi

Abstract

Theological College possess distinctive educational characteristics, particularly in their emphasis on doctrinal coherence and Christian faith formation. However, the diversity of students’ backgrounds, motivations, and learning readiness calls for more adaptive and student-centered pedagogical approaches. This article examines the implementation of differentiated instruction as a student-centered learning strategy within the context of theological education. Employing a qualitative approach through a literature-based study, the analysis is conducted conceptually and reflectively using Thomas H. Groome’s Shared Christian Praxis as the analytical framework. The findings indicate that process-based differentiated instruction is theoretically aligned with Groome’s pedagogy, which emphasizes faith dialogue, critical reflection, and active student engagement. At the same time, Groome’s thought functions as a critical lens to identify the limitations of differentiated instruction, particularly the risk of theological relativism when applied without a clear theological framework. This article concludes that process-based differentiated instruction represents a contextual and realistic approach for theological colleges, as it bridges contemporary pedagogical demands with the integrity of theological education.

Abstrak

Sekolah Tinggi Teologi (STT) memiliki kekhasan pendidikan yang menekankan pembentukan iman dan keseragaman doktrinal, sementara realitas mahasiswa menunjukkan keragaman latar belakang dan kesiapan belajar. Artikel ini mengkaji implementasi pembelajaran berdiferensiasi sebagai strategi student-centered learning dalam konteks STT. Penelitian menggunakan pendekatan kualitatif melalui studi pustaka dengan analisis konseptual-reflektif berdasarkan pemikiran Thomas H. Groome, khususnya konsep Shared Christian Praxis. Hasil kajian menunjukkan bahwa pembelajaran berdiferensiasi berbasis proses selaras dengan pedagogi Groome yang menekankan dialog iman, refleksi kritis, dan partisipasi aktif mahasiswa. Namun, pendekatan ini juga memiliki keterbatasan, terutama risiko relativisme teologis jika tidak didukung kerangka teologis yang jelas. Artikel ini menyimpulkan bahwa pembelajaran berdiferensiasi berbasis proses merupakan pendekatan kontekstual dan realistis bagi STT karena mampu mengintegrasikan pedagogi modern dengan integritas pendidikan teologi