PERAN GURU PAK SEBAGAI PELAYAN KRISTUS: PANGGILAN DAN TANTANGAN MENDIDIK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH LUAR BIASA ( SLB ) DESA EIMAU.

Abstrak

Dalam kehidupan anak berkebutuhan khusus, Guru Pendidikan Agama Kristen memegang peran yang sangat penting. Guru PAK bukan hanya sekedar pendidik atau pengajar, tetapi guru PAK juga mempunyai peran sebagai pelayan Kristus yang hadir dengan penuh kasih, kesabaran, dan keteguhan Iman. Penelitian ini menggunakan pendekatan studi pustaka ( library reseacrh ) dengan berbagai sumber literatur relevan meliputi Alkitab,jurnal ilmiah pendidikan, buku teologi, serta hasil penelitian terdahulu yang berkaitan dengan PAK dan pendidikan ABK. Penelitian ini bertujuan untuk mengkaji secara mendalam peran guru PAK sebagai pelayan Kristus panggilan spiritual yang mendasarinya, serta tantangan yang di hadapi dalam mendidik anak berkebutuhan khusus di SLB Desa Eimau. Kajian pustaka dilakukan secara sistematis atau teratur melalui identifikasi, seleksi, dan analisis sumber-sumber yang terpercaya. Hasil kajian menunjukkan bahwa secara teologis, peran guru PAK sebagai pelayan Kristus berlandaskan pada panggilan ilahi untuk melayani sesama tanpa diskriminasi atau tanpa membeda-bedakan satu dengan yang lain sebagaimana ditegaskan dalam Matius 25:40, Markus 10:14, dan Galatia 3:28. Secara pedagogis, guru PAK dituntut memiliki kompetensi adaptif dalam menyampaikan firman Tuhan kepada ABK yang memiliki keberagaman kondisi fisik, mental, dan emosional. Tantangan yang diidentifikasi meliputi keterbatasan sumber daya dan fasilitas, minimnya pelatihan khusus bagi guru PAK, kurangnya kurikulum adaptif berbasis nilai Kristiani, serta belum optimalnya dukungan dari keluarga, gereja, dan pemerintah daerah. Penelitian ini menyimpulkan bahwa keberhasilan peran guru PAK dalam mendidik ABK di SLB Desa Eimau sangat ditentukan oleh kekuatan panggilan iman, kompetensi pedagogis yang adaptif, serta sinergi yang kokoh antara sekolah, gereja, dan orang tua sebagai satu kesatuan komunitas iman yang saling mendukung.

In the lives of children with special needs, Christian Religious Education teachers play a crucial role. Christian Religious Education teachers are not merely educators or teachers, but also serve as servants of Christ, present with love, patience, and steadfast faith. This study uses a library research approach, drawing on various relevant literature sources, including the Bible, educational journals, theological books, and previous research related to Christian Religious Education and Special Needs (SPK) education. This study aims to deeply examine the role of Christian Religious Education teachers as servants of Christ, their underlying spiritual calling, and the challenges faced in educating children with special needs at the Eimau Village Special Needs School. The literature review was conducted systematically through the identification, selection, and analysis of reliable sources. The results of the study indicate that theologically, the role of Christian Religious Education teachers as servants of Christ is based on the divine calling to serve others without discrimination, as affirmed in Matthew 25:40, Mark 10:14, and Galatians 3:28. Pedagogically, Christian Religious Education teachers are required to possess adaptive competencies in conveying God's word to children with special needs who have diverse physical, mental, and emotional conditions. Challenges identified include limited resources and facilities, minimal specialized training for Christian Religious Education teachers, a lack of adaptive curriculum based on Christian values, and suboptimal support from families, churches, and local governments. This study concludes that the success of Christian Religious Education teachers in educating children with special needs at the Eimau Village Special Needs School is largely determined by the strength of their calling to faith, adaptive pedagogical competencies, and strong synergy between the school, church, and parents as a unified, mutually supportive faith community