Habitus pneumatis dan kompetensi emosional: Membaca ulang Galatia 5:22-24 bagi pendidikan karakter Kristiani
DOI:
https://doi.org/10.30995/v11.i3.1330Keywords:
Christian character education; emotional competence; fruit of the Spirit; Galatians 5:22-24; pneumatic habitus; buah Roh; Galatia 5:22-24; habitus pneumatis; kompetensi emosional; pendidikan karakter KristianiAbstract
This article examines the concept of the fruit of the Spirit in Galatians 5:22-24 as pneumatic habitus that shapes students' emotional competence in Christian character education. Through a qualitative approach using conceptual-hermeneutical analysis, this study explores how nine manifestations of karpos tou pneumatos—love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control—can be understood as pneumatic dispositions that transform human affective structures. The analysis reveals that Christian character formation is not superficial behavioral modification but fundamental habitus restructuring through the Holy Spirit's work. This article offers a pedagogical model based on pneumatic habitus that integrates theological, psychological, and pedagogical dimensions in holistic and transformative emotional competence formation.
Abstrak
Artikel ini mengkaji konsep buah Roh dalam Galatia 5:22-24 sebagai habitus pneumatis yang membentuk kompetensi emosional peserta didik dalam konteks pendidikan karakter Kristiani. Melalui pendekatan kualitatif dengan metode analisis konseptual-hermeneutis, penelitian ini mengeksplorasi bagaimana sembilan manifestasi karpos tou pneumatos—kasih, sukacita, damai sejahtera, kesabaran, kemurahan, kebaikan, kesetiaan, kelemahlembutan, dan penguasaan diri—dapat dipahami sebagai disposisi-disposisi pneumatis yang mentransformasi struktur afektif manusia. Hasil analisis menunjukkan bahwa formasi karakter Kristiani bukanlah modifikasi perilaku superfisial, melainkan restrukturisasi habitus secara mendasar melalui karya Roh Kudus. Artikel ini menawarkan model pedagogis berbasis habitus pneumatis yang mengintegrasikan dimensi teologis, psikologis, dan pedagogis dalam pembentukan kompetensi emosional yang holistik dan transformatif.
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