ETNOGRAFI EXPERIENTIAL LEARNING BERDASARKAN FILIPI 3:13-16 DALAM MEMBENTUK SIKAP MANDIRI ANAK PANTI ASUHAN
DOI:
https://doi.org/10.71282/jurmie.v3i9.2598Keywords:
ethnography, experiential learning, independence, Hati Tulus Orphanage, Philippians 3:13–16Abstract
This study aims to describe the process of fostering independence in the children of the Hati Tulus Orphanage through an ethnographic experiential learning approach grounded in the theological values of Philippians 3:13–16. The ethnographic approach was used to capture the dynamics of the children’s daily lives, including domestic activities, relational interactions, spiritual practices, and the caregivers’ mentoring patterns as an integral part of the experiential learning process. Through participant observation, in-depth interviews, and field documentation, this study found that experiential learning emerges organically within the rhythm of orphanage life and makes a significant contribution to shaping the children’s independence, discipline, responsibility, and future orientation. The theological framework of Philippians 3:13–16 helps the children interpret their life experiences, particularly in the process of letting go of past burdens, refocusing their lives, and growing consistently in spiritual maturity. The research findings indicate that the development of independence is not merely a psychological process but also a spiritual transformation that occurs through the interaction between concrete experiences and the interpretation of faith. An experiential learning-based mentoring program has proven relevant for sustainable implementation in character-building efforts for children in the Hati Tulus Orphanage.
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