Sunday School Materials

Posts tagged “alkitab

Mewarnai Gambar Power Ranger

Untuk sebagian besar anak laki-laki, Power Ranger adalah superhero idaman. Banyak ragam mainan, film hingga buku cerita Power Ranger yang digemari.

Berikut ini 55 gambar Power Ranger yang diperoleh dari http://www.coloringbook.info untuk diwarnai anak-anak kita. Selamat menikmati.

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Cipta Lagu Rohani untuk Anak Sekolah Minggu: “TUHAN PENJAGAKU”. New Sunday School Song.

Rekan Guru-guru Sekolah Minggu, berikut ini sebuah lagu untuk anak-anak kita, diciptakan 29 Desember 2010. Semoga menjadi berkat.

Tuhan Penjagaku.mp4_snapshot_00.06_[2013.02.14_00.14.48]

“TUHAN PENJAGAKU” (Klik judul untuk melihat video/ click the title to watch video).
Sukacita trima hari baru
Karna Tuhan Sang Penjagaku
Sejak di perut ibu
Hingga klak punya cucu
Rancangan sejahtera, sampai tutup usia
Yesusku pasti

Reff.
Memang hidup terkadang susah
Kala langit gelap, Dia takkan terlelap
Laut bergelora, dibuatnya reda
Yesus tlah berjanji, pasti ditepati
Kristusku hebat, Yesusku dahsyat!

Tepian laut, Peb. 2013

Lukisan Moses,


Cipta Lagu Rohani: “Merpati Patah Sayap”

Jumpa lagi rekan-rekan Guru Sekolah Minggu ini sebuah kesaksian saya lewat sebuah lagu.

Pernah suatu ketika rasa kecewa menyesak, mendesak amarah yang sia-sia hingga akhirnya kembali pasrah berserah dan percaya bahwa segala rencanaNya adalah indah, dari semula rancanganNya bagi kita semua adalah masa depan yang cerah. Amen.

Berikut inilah lagu kesaksian yang mengisahkan pergumulan yang sempat mengalihkan pandangan mata iman, terkaburkan oleh kelemahan diri. Semoga menjadi berkat.

Merpati Patah Sayap.mp4_snapshot_01.51_[2013.02.10_21.01.26]

Lagu ini dinyanyikan bersama anak saya nomor tiga, Priskila Liane Eterwei Madag0 (Yana).

MERPATI PATAH SAYAP (Klik judul untuk melihat video)
Lirik lagu Bagian 1.
Gundah hati trima lara jiwa
tergilas beban tak terperi
langit hitam duka kelam

Kubermohon asa doa resah
Terpanjat swara tanpa daya
Lewat lagu kuberseru

Reff 1.
Oh Tuhan ini anakMu
HambaMu sujud berserah
Pasrah bagai merpati
patah sayap diterpa badai

Bagian 2.
Tuhan tahu sgala luka hati
dan beban di jiwa anakNya
Dia obati Dia pulihkan

Dalam gelap nan pekat hidupku
Dia datang ulurkan tanganNya
Cahya berkat trang jalanku

Reff 2.
Tiada sungguh tiada
yang mustahil bagi Tuhanku
Nyata oh sungguh nyata
Kasih Yesus terbukti nyata

Reff 3.
Oh Tuhan terima kasih
Puji syukur hanya bagiMu
Kau ajaib penuh mujizat
Sungguh ajaib sungguh mujizat.

DARI TEPIAN RIMBA & SUNGAI KASIH,

LM, PEB. 2013


Cipta Lagu Rohani: 2 Lagu Baru

06022013087.mp4_snapshot_03.28_[2013.02.08_00.51.33]

Berikut ini 2 buah lagu rohani Kristen terbaru. Diciptakan beberapa bulan yang lalu sebagai kesaksian pribadi atas kasih Tuhan dalam kehidupan saya.

Lagu pertama berjudul: “Buah Roh” bersumber dari Kitab Galatia 5:22-23. Dikomposisikan dalam irama ceria dan kombinasi dinamika titi nada mayor dan minor. Berikut ini syair selengkapnya:

BUAH ROH (Klik judul untuk melihat video),

Sukacita limpah di udara kala Yesus bekerja
menjawab sgala doa

Doa syukur penuh sembah puji
Tulus dan rendah hati
dari umat pemuji
sturut kuasa Roh Suci
Curahkan buah roh-Nya nan sejati

Kasih sukacita damai sejahtra
Kesabaran kemurahan
Kebaikan kesetiaan
Kelemahlembutan
Penguasaan diri

Itulah buah hikmat Allah Roh Kudus
Berlimpah kala bertaut erat Yesus Kristus

Lagu kedua berjudul “Datang pada Tuhan” yang sesuai pengalaman pribadi saya; adalah solusi untuk setiap masalah yang membebani hidup. Dalam Dia selalu ada jawaban bagi semua yang bersedia menemui Dia.

Lirik lengkap lagu:

“DATANG PADA TUHAN” (Klik judul untuk melihat video).

Apapun beban masalahmu datanglah segera pada Tuhan
Sembah pujilah Dia dalam Roh dan kebenaran

Yesus menepati janjiNya
Dia kan menjaga dirimu
kemanapun kau pergi, pasti

Limpahan berkatNya mengganti bebanmu
memlihara menopangmu
Datang pada Yesus skarang
Sembah pujilah Dia dalam Roh dan kebenaran

Dari tepian rimba, Pebruari 2013


CIPTA LAGU ROHANI: “PESAN UNTUK ANAKKU”

Pesan untuk Anakkku 2.mp4_snapshot_01.35_[2013.01.24_20.31.43]

PESAN UNTUK ANAKKU (Klik judul untuk melihat video)

Bagian 1.
Anakku jangan pernah menyerah
Tetaplah mengiring Yesus
Di dunia slalu ada masalah
Srahkan dalam doa trus

Dia ‘kan membri kekuatan
dan jalan keluar
Majulah terus melangkah
dan tetap percaya

Bagian 2.
Anakku jangan padamkan Rohmu
Biar imanmu trus menyala-nyala
Jangan kau andalkan kuat gagahmu
Tanpa Dia tak guna

Sgala perkara di dunia
dapat engkau tanggung
dalam Dia yang membrikanmui
kekuatan sejati

Bagian 3.
Anakku Yesus sungguh mengerti
sbab Dia Sobat Sejati
Dia tahu sgala beban hidupmu
Siap di setiap waktu

Yesus pasti menolongmu
Srahkanlah padaNya
Bersyukur bersukacita
sbab Dia setia

Bagian 4.
Anakku jangan pernah kau ragu
Yesus pasti menolongmu
Bersukacita senantiasa
Tetaplah berdoa

Sebelum doa terucap
Dia sudah mengerti
Saat sembah pujian naik
KuasaNya bekerja

Bagian 5.
Anakku mujizat tlah terjadi
Tatkala engkau imani
Tak terpikir dan tak terselami
Stinggi langit dari bumi

Demikian kasih setia Tuhanku
bagi yang percaya
taat dan tahan ujian
Trimalah berkatnya

(Januari 2013. Disarikan dari nasihat Ibunda tercinta Ny. Liane Lampe Widagdo, 1937-2011)


CIPTA LAGU ROHANI: “KRISTUS SEJATI”

Galau? Jangan kuatir, bingung dan tidak tahu harus berbuat apa? jangan panik, Sang Pencipta tahu persis apa yang kita hadapi. Arahkan hati padaNya, bersama Dia ada jawaban dan jalan keluar. Cara saja dahulu kerajaan dan kebenaranNya, maka segalanya akan diberikan. Inilah kesaksian pribadi saya dan keluarga.

Kristus Sejati.mp4_snapshot_00.59_[2013.01.20_14.26.40]

Berikut lagu yang saya ciptakan sebagai kesaksian atas pengalaman tersebut.

“KRISTUS SEJATI” (Klik judul untuk menyaksikan video)

Di hari engkau pilu
pandanglah langit biru
Di malam engkau bimbang
tengoklah cahaya bintang

Itu semua bukti bahwa
Kristus Yesus
berkuasa selamanya
atas segala yang ada
di bumi di surga milikNya

Percaya hanya Dia
Kristus Sejati

Dari dasar hati,

Januari 2013,


Thank God it’s Christmas!

Kami sekeluarga, pengelola blog ini mengucapkan SELAMAT HARI NATAL 2012 DAN TAHUN BARU 2013 bagi semua pengunjung.

MERRY CHRISTMAS & HAPPY NEW YEAR, WISHING YOU ALL THE BEST.

Kami juga mengucap syukur atas pertolongan Tuhan Yesus Kristus, sehingga jangkauan blog ini kian luas. Tercatat pengunjung blog ini sejak dimulai pada bulan Juli 2010 hingga Desember 2012 telah mencapai angka 1,016,806 dan khusus pada tahun 2012 berjumlah 617,735 dengan angka rerata pengunjung per hari berjumlah 1.725, berasal dari 102 negara di dunia.

Right to left, Moses, Priskila, Amazia, Hosana, Jemima, William, Ester.

Right to left: Moses, Priskila, Amazia, Hosana, Jemima, William, Ester.

Tuhan Yesus memberkati.


MENGEMBANGKAN LIFE SKILL PADA ANAK

Rekan-rekan guru Sekolah Minggu, berikut ini sebuah karya tulis lama Admin Bahansekolahminggu yang dirasa perlu untuk memperluas wawasan kita bersama. Selamat membaca.

Dari sudut pandang ilmu pendidikan dikenal istilah “life skill” atau ketrampilan hidup.  Di Amerika Serikat, LeMahieu (1999) dari Department of Education State of Hawai‘I menyatakan “Enambelas tahun yang lalu publikasi yang berjudul “A Nation at Risk” menyebabkan suatu reformasi pendidikan dan perdebatan multidimensional di AS mengenai masa depan pendidikan di sana.”

Kemudian salah satu hasil dari gelombang reformasi pendidikan tersebut adalah lebih intensifnya pengembangan “life skill”, bahkan kemudian perdebatan dan konsep-konsep yang diajukan tersebut bukan hanya berkembang pesat di AS, namun meluas hingga ke seluruh dunia. Beberapa literatur dan laporan menyebutkan pengembangan konsep tersebut di benua Eropa, Asia,  dan Afrika. Sehingga kemudian PBB lewat UNICEF, WHO dan UNESCO mengembangkan konsep ketrampilan hidup ke dalam berbagai program antara lain kesehatan, kependudukan, dan pendidikan.

Definisi WHO mengenai “life skill” adalah the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life“. UNICEF mendefinisikannya sebagai : “a behaviour change or behaviour development approach designed to address a balance of three areas: knowledge, attitude and skills”.  UNICEF, UNESCO dan WHO membuat daftar sepuluh strategi pokok life skill yaitu :

  1. problem solving,
  2. critical thinking,
  3. effective communication skills,
  4. decision-making,
  5. creative thinking,
  6. interpersonal relationship skills,
  7. selfawareness building skills,
  8. empathy, 
  9. coping with stress and
  10. coping with emotions.

Self-awareness, self-esteem dan self-confidence adalah hal yang penting untuk mengerti kekuatan dan kelemahan seseorang.

Townson (2004) menyebutkan bahwa “life skill” pada setiap orang itu berbeda-beda, pengertian life skill menurutnya yaitu pengetahuan dan kemampuan yang memungkinkan seseorang untuk berfungsi di dalam masyarakat.


Ketrampilan Hidup (Life Skill)

Prianto (2001) bahwa mengungkapkan konsep pendidikan di Indonesia masih mengajarkan ‘kulit arinya’ saja. Artinya, murid hanya disodori setumpuk materi tanpa menyentuh kebutuhan yang lebih dalam dari seorang anak. Menurut Rose, hakekat belajar lebih sering diterjemahkan sebagai mengejar nilai, NEM atau ranking saja tanpa memperhatikan mutu, tingkah laku dan perkembangan pribadi anak. Kurikulum yang ada saat ini nampaknya belum mampu menemukan esensi pendidikan serta membantu mengembang kreativitas anak. Pemenuhan hak-hak anak seringkali juga tidak terpenuhi pada kelompok-kelompok tertentu dalam masyarakat. Ambil contoh, hak bermain dan berekreasi mereka terganggu oleh jadwal sekolah yang padat, kurikulum yang melampaui beban, ataupun jadwal kursus yang bertubitubi harus dihadapi oleh seorang anak. Pendidikan dalam kondisi ini sarat diartikan untuk menjejali anak dengan pengetahuan sebanyak-banyaknya bukannya pada pengembangan anak akan pengetahuan esensial yang penting bagi kehidupan.

Sujono Jachja, Wakil Ketua Komisi Nasional Perlindungan Anak mengatakan dalam artikel Majalah Suar, Nopember 2001 sebenarnya masalah-masalah kesejahteraan anak dan hak anak atas pendidikan sudah dibicarakan mendalam. Ini mengingat Konvensi Hak Anak yang telah diratifikasi mensyaratkan bahwa setiap anak harus mendapatkan hak-haknya termasuk untuk pendidikan dasar. Namun demikian, Sujono melihat, secara realistis boleh jadi pemerintah mengalami kesulitan untuk memberikan perhatian kepada sekitar 45 juta anak, yaitu mereka yang berusia di bawah 18 tahun dan belum menikah, yang tersebar di seluruh wilayah Indonesia. “Sebagai negara yang telah meratifikasi Konvensi Internasional, pemerintah hendaknya melakukan upaya-upaya bertahap agar implementasi dari instrumen-instrumen hak asasi manusia dapat dilakukan,” jelasnya. Ditanya soal tanggung jawab untuk dapat dipenuhinya wajib belajar pendidikan dasar, Sujono Jachja mengatakan pendidikan dasar yang dimaksud bukan sekedar compulsory atau wajib belajar di sekolah, tetapi pendidikan pokok yang tidak hanya dilakukan oleh pemerintah dan wajib ditanggung pemerintah. Menurutnya, masyarakat juga dapat mengawali dan melakukannya. “Yang meski kita lakukan adalah universal education. Artinya, pendidikan itu dapat dinikmati oleh semua anak di semua tempat,” papar Sujono. Sementara itu, Saparinah Sadli, wakil ketua Komnas HAM menekankan, pendidikan formal bukanlah alternatif satu-satunya untuk melakukan proses belajar. Dikatakan, masalah kesempatan untuk memenuhi hak atas pendidikan idealnya memang tidak hanya diartikan secara sempit sebagai bersekolah (formal). “Apabila sumber daya di lingkungan sekitarnya tidak memadai, maka dapat dilakukan pendidikan alternatif dengan menggunakan sumber daya yang ada. Institusi agama dan adat dapat juga melakukan upaya-upaya pendidikan bagi anak-anak,” ujarnya. Saparinah Sadli menambahkan masyarakat dapat mencoba memberikan atau memenuhi pendidikan anak walaupun tidak dalam bentuknya yang formal dan berdasarkan kurikulum. Yang lebih penting, katanya, adanya sebuah kegiatan yang substansi dan bentuknya dalam arti luas dari pendidikan yaitu menyampaikan kepada anak tentang informasi atau ajaran yang dapat mengembangkan anak yang bersangkutan.

Dengan demikian diharapkan anak dapat mengenal dan mengerti apa yang perlu dia pahami pada usianya sebagai anak yang merupakan bagian dari suatu komunitas. “Lingkungan dan komunitas seringkali memiliki kegiatan yang disesuaikan dengan apa yang tersedia, apakah dana, orang atau gurunya. Setiap komunitas dapat berbuat sesuatu untuk anak-anak dan masa depannya,” tambahnya.

Menurut Minnesota Department of Children, Families, and Learning (1997) dalam Sims (1998), “Students are learning both to learn and to work. Learning and working are becoming synonyms. Both require practice, guidance, and support.”  The Minnesota Department of Children, Families, and Learning memberikan definisi bekerja sebagai suatu usaha produktif yang meliputi baik pekerjaan yang dibayar dan yang tidak dibayar seperti menjadi pelajar, melaksanakan kerja sebagai orang tua, mengurus rumah, mengerjakan hobi, atau pelayanan kerja sukarela.  Pekerjaan dalam kehidupan merujuk pada kegiatan bekerja sepanjang masa hidup dan bagaimana pekerjaan tersebut dikembangkan dan diselesaikan melalui pengalaman belajar yang direncanakan maupun tidak direncanakan.

Sims (1998) kemudian menyimpulkan bahwa : “It is clear that schools alone cannot prepare youth for their life work. To instill the capabilities of work/life skills in young people, public agencies, organizations, employers, communities, parents, and the school system must work together.”

Di AS dikembangkan suatu program berskala nasional untuk mengembangkan life skill, disebut dengan 4-H, yaitu program pengembangan pendidikan dari University of Illinois Extension. Program ini terdiri dari serangkaian delivery modes dimana pemuda belajar dalam setting grup atau dari dirinya sendiri. Seorang tuan rumah yang memandu aktivitas memperkaya program ini dengan sejumlah pengalaman.

Apa komponen utama dari life skills? World Health Organisation (WHO) mengkategorikannya ke dalam tiga komponen :

a)       Ketrampilan berpikir kritis/ ketrampilan membuat keputusan termasuk ketrampilan pemecahan masalah dan pengumpulan informasi. Seseorang harus berketrampilan mengevaluasi konsekuensi masa depan atas tindakannya dan tindakan orang lain terhadapnya saat ini. Mereka perlu kemampuan untuk menentukan alternatif pemecahan masalah untuk menganalisis pengaruh dari nilai-nilai mereka dan bagi nilai orang-orang di sekitar mereka.

b)      Ketrampilan interpersonal/ komunikasi– mencakup komunikasi verbal dan non verbal, mendengar secara aktif, kemampuan mengekspresikan perasaan dan memberikan umpan balik. Juga termasuk dalam kategori ini yaitu kemampuan bernegosiasi/ menolak dan dan ketrampilan bersikap tegas yang secara langsung berpengaruh pada kemampuan seseorang untuk mengelola konflik. Empati, yang merupakan kemampuan untuk mendengar dan mengerti kebutuhan orang lain, juga merupakan kunci bagi ketrampilan interpersonal. Termasuk juga di dalamnya kerjasama dalam tim dan kemampuan bekerjasama, kemampuan menyatakan hormat bagi orang-orang di sekitarnya. Pengembangan ketrampilan ini memberikan kemampuan bagi anak untuk beradaptasi dalam masyarakat. Ketrampilan-ketrampilan ini memberikan hasil dalam situasi penerimaan norma-norma sosial yang menjadi dasar perilaku sosial orang dewasa.

c)       Ketrampilan penanganan (Coping) dan manajemen diri merujuk pada ketrampilan-ketrampilan yang meningkatkan kontrol dari dalam diri, sehingga orang itu yakinn bahwa ia mampu membuat perubahan dan mempengaruhi perubahan itu. Self esteem, self-awareness, dan ketrampilan self-evaluation dan kemampuan untuk menetapkan tujuan juga merupakan bagian dari kategori umum dari ketrampilan memanaje diri  (self-management skills). Anger, grief and anxiety must all be dealt with, and the individual learns to cope loss or trauma. Stress and time management are key, as are positive thinking and relaxation techniques.

LeMahieu (1999) melaporkan bahwa hasil-hasil penelitian menunjukkan beberapa manfaat dari  Life Skills-Based Education yaitu : berkurangnya perilaku kekerasan; meningkatnya perilaku pro-sosial yang positif dan yang negatif berkurang; berkurangnya perilaku merusak diri sendiri; meningkatnya kemampuan membuat perencanaan masa depan dan memilih solusi atas permasalahan yang dihadapi; meningkatnya citra diri, kesadaran diri, kemampuan penyesuaian sosial; meningkatnya perolehan pengetahuan; membaiknya perilaku di dalam kelas; kemajuan dalam hal kontrol diri dan penanganan masalah-masalah inter-personal dan coping kecemasan; meningkatnya pemecahan masalah dengan rekan sebaya. Penelitian juga telah membuktikan bahwa sex education yang didasarkan pada life skill memberikan hasil berupa perubahan yang lebih efektif dalam penggunaan kontrasespsi bagi remaja; penundaan aktivitas pengalaman seksual pertama; penundaan penggunaan alkohol dan marijuana serta pengembangan sikap dan perilaku yang diperlukan menghadapi penyebaran HIV/AIDS.

Beberapa landasan teoretik yang berkaitan dengan konsep life skill yang digunakan dalam penelitian  ini berhubungan dengan Contextual Learning.

Contextual learning atau pembelajaran kontekstual adalah pembelajaran yang terjadi dalam hubungan yang dekat dengan pengalaman aktual. Pembelajaran kontekstual adalah suatu konsepsi yang membantu guru untuk menghubungkan materi pelajaran dengan situasi dunia nyata dan memotivasi siswa untuk menghubungkan antara pengetahuan dengan penerapannya dalam kehidupan mereka baik sebagai anggota keluarga, warga negara atau pekerja serta mengaitkannya dengan kebutuhan yang diperlukan dalam belajar.(Blanchard, 1991).

Menurut Simpson, (1992) dalam teori pembelajaran kontekstual, pembelajaran terjadi hanya apabila siswa (pembelajar) memproses informasi baru atau pengetahuan dengan suatu cara yang masuk akal menurut kerangka pikirnya sendiri (keadaan dalam dunianya sendiri, pengalaman atau tanggapan). Pendekatan pembelajaran kontekstual  terhadap belajar dan mengajar  menganggap bahwa pada dasarnya pikiran mencari suatu makna dalam suatu konteks—yaitu, dalam hubungannya dengan lingkungan sekarang darinya.—dan ini terjadi seperti itu dengan mencari hubungan-hubungan yang dapat diterima (masuk akal) dan kemudian dipahami bahwa ternyata hal itu berguna.

Beberapa hal yang menjadi karakter pembelajaran kontekstual menurutnya yaitu  yaitu :

a)      Menitikberatkan pada pemacahan masalah

b)      Diorganisasikan dengan keadaan dunia sekeliling

c)      Memungkinkan berbagai variasi sumber belajar

d)     Lebih mendorong terlaksananya pembelajaran di luar kelas

e)      Menghargai pengalaman belajar siswa dalam proses pembelajaran

f)       Mendorong adanya pembelajaran kolaboratif

Sedangkan model yang dijadikan dalam penyusunan model, yang juga menjadi salah satu acuan dalam meneliti kebutuhan anak jalan terhadap life skill  tertentu adalah model TLS atau Targeting Life Skill yang dikembangkan oleh Hendricks dan tim Iowa State University Extention.

Menurut Hendricks (1996) dalam Sims (1998), perkembangan pemuda adalah suatu proses mental, fisik dan pertumbuhan sosial selama suatu masa dimana para pemuda dipersiapkan untuk hidup secara produktif dan memuaskan dalam kebiasaan dan peraturan masyarakat.

Hendricks mendefinisikan life skill sebagai skill yang membantu seorang individu agar sukses dalam hidup yang produktif dan memberikan kepuasan. Hendricks mengembangkan Targeting Life Skills (TLS) model pada gambar di bawah.

Gambar 1. Model Targeting Life Skills (TLS).

Dalam model TLS ini, kategori life skill dibagi berdasarkan model 4H: yaitu Head (kepala, terdiri dari managing dan  thinking), Heart (hati, terdiri dari relating  dan caring), Hands (tangan, terdiri dari giving dan  working), dan Health (kesehatan, terdiri dari living  dan  being).

Dengan model TLS, perencana program dapat membantu pemuda untuk mencapai potensinya melalui pendekatan positif terhadap pengembangan life skill, penyampaian informasi dan latihan skill yang sesuai tingkat perkembangan, menuliskannya dengan spesifik, tujuan penghembangan life skill yang terukur, melengkapi rencana instruksional yang memberikan pengalaman berdasarkan teori belajar berpengalamanuntuk mencapai life skill dan mengidentifikasi indikator perubahan yang terukur juga untuk mengevaluasi pengaruh progam.

Resume Tugas Karya Tulis a.n. Mos F. Dari berbagai sumber.


Situs-situs Pelayanan Sekolah Minggu

Berikut ini sejumlah situs khusus pelayanan anak-anak Kristen dan sekolah minggu yang baik dan bermanfaat  untuk dikunjungi para orang tua, guru-guru maupun semua yang berkepentingan atau  berminat membantu pelayanan bagi anak-anak. Silakan klik link pada judul, maka Anda memasuki wadah maya yang penuh berkat tak terduga.

1. http://sekolahminggu.net/

Sekolahminggu.net menyediakan aneka Cerita Alkitab yang menarik dengan tampilan praktis disertai gambar-gambar menarik. Kategori artikel sangat beragam, ada pula lirik lagu-lagu sekolah minggu yang dapat Anda download.

2. http://pepak.sabda.org/

Pepak.sabda.org/ adalah situs “Sesepuh” yang juga menjadi pendorong saya kala memulai blogsite bahansekolahminggu.wordpress.com. PEPAK adalah singkatan dari Pusat Elektronik Pelayanan Anak Kristen. Situs ini sangat lengkap. Banyak sekali materi pelayanan yang dapat diperoleh di PEPAK, baik untuk anak-anak, orang tua, guru sekolah minggu,pendeta, gembala, pastor atau siapa saja.

Pada ucapan selamat datang di situs PEPAK tertulis: Tidak hanya dari buku cetak, pada zaman teknologi saat ini, pelayan anak dapat memanfaatkan internet seluas-luasnya untuk meningkatkan kemampuan dan kualitas pelayanannya. Oleh karena itu, silakan bergabung dalam situs PEPAK untuk mendapatkan ribuan bahan yang dapat menambah wawasan dan pengetahuan Anda, sehingga pengajaran dan pelayanan Anda benar-benar menyentuh hati anak-anak layan yang Tuhan percayakan kepada Anda. Silakan masuk dalam kategori Guru-Pendidik. Berbagai metode dan cara mengajar pun dapat Anda temukan dalam situs PEPAK.

3. http://yesuscintaku.wordpress.com/

Pada blogsite yang diberi judul “Sekolah Minggu dan Pernak-Perniknya”  ini, dapat Anda temukan berbagai artikel menarik yang sangat berguna untuk diketahui para pelayan anak-anak dan guru sekolah minggu. Sebagian tulisan di blog ini, sebagaimana dikemukakan oleh Admin, juga ada di dalam situs PEPAK <http://pepak.sabda.org>. Bisa juga lihat di beberapa edisi e-BinaAnak.

Penulisnya menyatakan ingin menjadikan situs ini sebagai penguat komitmennya dalam dunia pelayanan anak dan ingin, berbagi beban seputar pelayanan anak dengan setiap pelayan anak Indonesia. Amen.

4. http://jeniuscaraalkitab.com/

Situs http://jeniuscaraalkitab.com/ berisi aneka materi kreatif yang mampu memperkaya para pelayan anak dengan cara unik. Layanan http://jeniuscaraalkitab.com/ juga bisa ditemukan di situs Youtube, sehingga memudahkan mempelajarinya. Untuk melihat video-videonya, silakan klik di sini http://www.youtube.com/user/SusanGraceWidiono/videos?view=0.

5. http://anakbersinar.com

Anak Bersinar Bangsa Gemilang, demikian kata yang saya kutip dari situs ini. Selanjutnya dikatakan, adalah seruan bersama untuk mengarahkan fokus, menyatukan hati dan memadukan langkah bersama untuk membangun generasi anak kita demi masa depan bangsa. Bukan hanya anak-anak di rumah kita atau di Gereja kita saja yang perlu kita perhatikan, tetapi anak-anak secara umum dimasyarakat.

Dalam situs ini bisa ditemukan berbagai materi pengaya yang sangat bermanfaat, antara lain berupa rtikel, video animasi, dan berbagai info kegiatan.

Demikian untuk sementara, info tentang lima situs pelayanan anak yang baik untuk kita kunjungi. Selamat memberkati.


Mewarna Gambar Boneka Sesame

Banyak anak-anak kita telah mengenal tokoh-tokoh boneka Sesame lewat buku-buku atau video pembelajaran.

Beberapa di antaranya bahkan telah terkenal dan dijadikan ikon yang diasosiasikan dengan program belajar dalam berbagai bahasa.

Berikut ini beberapa gambar para lakon Sesame untuk kita warnai. Selamat beraktivitas, dan mari garis bawahi bahwa pencurahan kasih sayang merupakan bagian terpenting dari kegiatan ini. Gambar atau bahan-bahan lain hanyalah sarana untuk menyampaikannya. Shalloom, Tuhan Yesus memberkati.


Mewarnai Gambar Scooby Doo

Siapa tak kenal Scooby Doo? Si anjing kocak yang cerdas dan mujur. Bersama sahabatnya Shaggy dan teman-temannya mereka berkeliling kemana-mana memecahkan berbagai misteri.

Bahkan seingat saya, film kartun ini sudah populer sekurangnya sejak sekitar empat puluh tahun yang lalu. Mungkin ayah dan kakek anak-anak kita pun mengenal Scooby Doo.

Mari mewarnai dengan sukacita.


Mewarnai dan Mengenal Huruf

Untuk anak-anak yang baru belajar mengenal huruf, inilah permainan untuk mendukung pembelajaran tahap awal menulis dan membaca. Ajarkan mereka mengisi warna seturut bentuk bangun huruf sembari kenalkan makna bentuk bangun yang diwarnai sebagai sebentuk huruf. Jangan paksa mereka untuk menghafalkannya, perkenalkan saja dan perlihatkan ciri khas masing-masing bentuk serta perbedaan antara bentuk bangun huruf yang satu dengan lainnya.

Mohon menjadi catatan bagi para orang tua dan rekan Guru Sekolah Minggu, jangan sampai kita terjebak trend pendidikan (yang sesat namun belakangan populer) untuk memaksakan anak-anak di usia taman kanak-kanak atau prasekolah untuk “harus bisa baca tulis dan berhitung”. Usia mereka masih untuk permainan yang menyenangkan. Memberi mereka tugas yang tak sesuai hanya akan menjadi bumerang di kemudian hari.


Permainan Maze

Salam! Rekan-rekan Guru Sekolah Minggu dan orang tua penyayang anak, kali ini disediakan 20 gambar permainan maze.

Mari bimbing anak-anak kita. Berikan petunjuk dan biarkan mereka menyelesaikan permainan secara mandiri.

Berikan penghargaan kala mereka melakukannya.

 


Warnai, Potong dan Tempelkan!

Salam, rekan-rekan Guru Sekolah Minggu dan para orang tua. Berikut ini disediakan bahan untuk aktivitas anak-anak kita berupa mewarnai, menggunting atau memotong, dan menempelkannya di kertas lain.

Bagi rekan-rekan, perhatikan alat potong anak-anak kita, jangan sampai membahayakan diri. Awasi dengan seksama, amati denghan baik setiap anak. Jika ada yang belum bisa menggunakannya, ajari atau bila perlu ambil alih khusus untuk proses memotong/ menggunting.

Mari lakukan dengan penuh sukacita. Tuhan Yesus memberkati!


Mewarnai Gambar Kartun Barney dan Kawan-kawan

Meski besar dan bentuknya aneh, Barney tetaplah lucu dan banyak disukai anak-anak. Berikut ini 12 gambar Barney dan 4 gambar Aford untuk diwarnai anak-anak kita.

Selamat beraktivitas! tuhan Yesus memberkati.


KESAKSIAN & PENGAKUAN

DOA SYUKUR

Terimakasih Tuhan Yesus karena Kau memberikanku kesempatan merasakan kekurangan, sebab itulah aku mengerti makna bersyukur dalam kecukupan

Terimakasih Tuhan Yesus karena Kau memberikanku kesempatan berkelebihan, sebab itulah aku mengerti bahwa tak berbagi dalam kelebihan adalah kesalahan

Ampuni aku Tuhan karena menjauh dari Engkau dan terimakasih karena cobaan yang Kau ijinkan kuterima menyadarkanku…

Kini kumengerti betapa berharganya penyadaran dan betapa tak ternilainya sebuah kesadaran akan ketuhananMU!

Meski penyadaran itu berawal pahit dan kesesatan itu berawal manis, dengan kesadaran; pahit atau manis seharusnya senantiasa membuatku sadar, dan sadar membuatku senantiasa bersyukur.

"Muda menutup mata, tua merana", Karya: Moses Foresto, 2010, Oil on Canvas, 110cmX140cm.

"Muda menutup mata, tua merana", Karya: Moses Foresto, 2010, Oil on Canvas, 110cmX140cm.

Teringat akan puisi tahun 2008, dalam bebal tak berbatas, kemunafikan merajalela… sang pendusta kembali terhilang…

DOA ANAK HILANG

Dengan cara yang lembut dan tepat, Tuhan bertindak keras kepadaku.

Ia tahu persis apa yang kuperlukan.

Seperti dinding yang kokoh pagarnya tegas pada saat aku lemah dan lelah, bukan untuk menghimpit namun menjadi penopang yang mengendalikan jalan hidupku agar tak roboh dan tersesat.

Tersesatlah aku karena tidak menghasilkan buah-buah Roh melainkan buah-buah kedagingan yang menjerat leher dan menyesatkan.

Telah kupilih sendiri,  hasilkan buah-buah dalam Roh dan kebenaran bukannya hasilkan buah-buah dosa namun tidakanku berlawanan dengan pilihanku, sebab aku lemah dan bodoh

Saat ini buah-buah dosa menjadi bebanku. Buah-buah itu mengejar dan tak rela melepaskanku.

Tamengku, Perisai yang baik telah kuretakkan dengan dosa-dosa tak terhingga, bahkan kubuang dan kutinggalkan

Sekarang saatnya aku menentukan tindakan

Menjadi seperti Kain yang mengobarkan amarah pada Tuhan dengan menyalahkan Habil serta orang benar lainnya

Menjadi seperti Saul yang mengandalkan kekuatan sendiri, mencari Tuhan dengan tidak layak dan tak berkenan

Menjadi seperti Simson yang menjadi tak taat setelah menerima berkat dan bertindak tanpa hikmat

Tidak Tuhan, jauhkan aku dari pilihan-pilihan itu, aku mau seperti Daniel yang menguduskan diri demi Allah yang hidup

Aku mau seperti Daud yang dengan hikmat menyesali perbuatannya, hidup benar, layak dan berkenan di hadapan Engkau Tuhan

Jika terlalu jauh dan berat untuk menjadi seperti Paulus, aku mau seperti Stefanus yang hidup dan mati dalam kebenaran

Tuhan, setiap kali berbuat dosa aku membukakan celah bisa dan racun mencelakakan jiwaku..

Tak terhitung kini dosa-dosaku

Tak terhitung pula racun di dalam jiwaku

Kini ya Bapaku, kuduskanlah kiranya aku dari segala macam racun itu

Dengan berperisaikan Engkau, hindarkanlah aku dari serangan Iblis.

Aku milikMu ya Tuhan

Engkau yang telah menebusku dari kesia-siaan dan membawaku kepada kemuliaan anak Raja, namun semua pernah kutinggalkan untuk hidup dalam penyiksaan dan mengarahkan hidupku pada api neraka dalam kekekalan

Ampuni aku… maafkan aku, Tuhan Yesus

Terimalah aku kembali, anak hilang yang tak tahu diri

Kini aku sadar dan mencari Engkau, ijinkan lagi aku menemukan Enkau dan menautkan diriku denganMu ya Allah.

Terimakasih Tuhan Yesus Kristus, Amin.

Ungaran, 7 Oktober 2008

IJINKAN AKU KEMBALI, BAPA…

BERI HAMBA KEKUATAN…

MESKI BERKALI-KALI TERHILANG,

TERIMALAH HAMBA KEMBALI…

Ungaran, 24 Januari 2011


BUKU MEWARNA: KISAH SNOW WHITE

Snow White adalah salah satu kisah klasik yang paling digemari di segala masa dan di berbagai bangsa.

Pesan moral dalam kisah ini pun layak disampaikan bagi anak-anak kita. Mari mewarnai sambil belajar. Jadikan kelas lebih ceria & bervarisai dengan gambar-gambar kartun dari kisah putri Snow White.


PERMAINAN UNTUK ANAK ANAK: SCHOOLROOM GAMES

Sebuah kategori bahan ajar sekolah minggu saya tambahkan, yaitu “Permainan Anak”. Kategori ini berisi ratusan pola permainan, lengkap dengan petunjuk memainkannya. Sajiannya diberikan dalam beberapa jenis permainan seperti permainan di dalam ruangan, permainan di luar ruangan, permainan untuk anak yang lebih besar, dan sebagainya.

Jika rekan-rekan pecinta anak-anak, orang tua, guru sekolah minggu, atau pelayan dan pembina anak menemukan bahwa tulisannya dalam bahasa Inggris dan kesulitan memahaminya, jangan buru-buru putus asa; ada cara mudah mengatasinya.

Begini cara menerjemahkannya ke dalam bahasa Indonesia:

  1. Arahkan kursor Anda ke menu “TRANSLATE TO YOUR LANGUAGE” di bagian kanan atas halaman ini. Silakan pilih bendera SELAIN bahasa Inggris dengan mengklik benderanya. Ingat, jangan pilih bendera untuk bahasa Inggris, pilih saja bahasa China, Jepang, Jerman atau apa saja asal bukan bahasa Inggris.
  2. Kemudian semua tulisan akan diterjemahkan ke bahasa yang Anda pilih. Perhatikan, di bagian teratas halaman akan muncul “Google Terjemahan”. Perhatikan bagian tengah kolom pilihan yang tersedia di baris kedua. Pada bagian itu terdapat kotak untuk menentukan pilihan “Terjemahan dari: …… ” dan “Terjemahan ke: …… “
  3. Pilih menu di kotak “Terjemahan dari: …… ” dan pilih menu bahasa yang tadinya Anda pilih, untuk diterjemahkan kembali ke Bahasa Indonesia dengan menentukan pilihan “Bahasa Indonesia” di kotak “Terjemahan ke: …… “, lalu klik kotak bertulisan “Terjemahkan”.
  4. Memang terjemahannya tidak sempurna, tapi biasanya sudah bisa dipahami. OK, sekarang mari kita lihat & nikmati saja sajian aneka permainan di bawah ini.

Pada bagian pertama, saya tampilkan aneka permainan yang dikumpulkan oleh:

GEORGE O. DRAPER

Secretary for Health and Recreation, County Work Department of the International Committee of Young Men’s Christian Associations.

SCHOOLROOM GAMES

For Primary Pupils

Cat and Mouse

One pupil is designated to play the role of cat, another that of mouse. The mouse can escape the cat by sitting in the seat with some other pupil. Thereupon that pupil becomes mouse. Should the cat tag a mouse before it sits in a seat, the mouse becomes cat and the cat becomes mouse, and the latter must get into a seat to avoid being tagged.

Aviation Meet

Three pupils constitute a team. Two are mechanicians, one the aviator. Each team is to have a piece of string about 25 feet long, free from knots. A small cornucopia of paper is placed upon each string. The mechanicians hold the ends of the string while the aviator, at the signal to go, blows the cornucopia along the string. The string must be held level by the mechanicians. The aviator first succeeding in doing this, wins for his team.

Button, Button

The pupils sit or stand in a circle with their hands in front of them, palms together. The one who has been selected to be “It” takes a position in the center of the circle, with his hands in a similar position. A button is held between his hands. He goes around the circle and places his hand over those of various individuals, dropping the button into the hands of one. He continues about the circle, still making the motions of dropping the button in the hands of others, so as to deceive those making up the ring. After he has taken his place in the center of the circle, those in the ring endeavor to guess into whose hands he has dropped the button, the one succeeding in doing this takes the button and continues the game.

Bee

Some object is determined upon for hiding, such as a coin, a button, a thimble, etc. A pupil is sent from the room. During his absence the object is hidden. Upon his return the children buzz vigorously when he is near to the object sought and very faintly when he is some distance away. The object is located by the intensity of the buzzing.

Hide in Sight

In this game all of the pupils except one are sent from the room. The one left in the room hides a coin, or some similar object, somewhere in plain sight. It must be visible without having to move any object. When hidden, the rest of the pupils are called back and start the search. When a pupil finds the coin, after attempting to mislead the others by continuing his search in different quarters, he returns to his seat without disclosing its whereabouts. As it is found by others, the group of seekers will gradually diminish until there is but one left. When he finds it, the coin is again hidden by the one first finding it.

Colors

A certain color is determined upon. Each pupil in turn must name some object which is of that color. Failing to do this he goes to the foot of the line, provided some one beyond him can think of any object of that color. If no more objects can be thought of, a new color is selected.

I See Red

One pupil is given the privilege of thinking of some object in the room, of which he discloses the color to the rest of the pupils. For example, if he sees a red apple he says, “I see red.” Thereupon the other pupils endeaver to guess what red object in the room is thought of. The one succeeding, next selects the object to be guessed.

Hide the Clock

This is a good quiet game for the schoolroom. A loud ticking clock is necessary for the game. All of the pupils are sent from the room. One of their number is selected to hide the clock. The others, upon coming back, try to locate it by its ticking. The one succeeding has the privilege of next hiding the clock.

Poison Seat

The children all endeavor to shift seats at the clapping of the hands of the teacher. Have one less seat than pupils, so that one may be left without a seat. This can be arranged by placing a book on one seat and calling this “Poison Seat.” The child sitting on this seat is “poisoned” and out of the game. Add a book to a seat after each change, so as to eliminate one player each time. The one left after all have been eliminated, wins the game. Should the teacher clap her hands twice in succession, that is the signal for all of the pupils to return to their own seats.

Aisle Hunt

Some object—a coin will do—is selected to be hidden. The children of one of the aisles leave the room, the others determine upon a hiding place and hide the coin in plain sight. Those out of the room are called back and look for the hidden object. As soon as it is found, the first one finding it goes to his seat and calls, “First.” He is not to call until he is actually in his seat. The second one to find it returns to his seat and calls, “Second,” and so on until it has been found by all in the aisle. If there are six aisles in the room, the occupants of the first six seats in the aisle seeking the hidden object determine which aisle leaves the room next. For illustration,—if the pupil in the second seat is the first one to find the object, then the second aisle of the room will be the one to leave the room for the next hunt. Likewise if the pupil of the third seat is the first to find the object, the third aisle will be the one which next has the privilege of enjoying the hunt. If there are more pupils in the aisle than there are aisles in the room, the pupils in the last seats do not count.

New Orleans

The pupils of the room are divided into two groups. One side decides upon some action it will represent, such as sawing wood, washing clothes, etc., and thereupon represents the action. The other group has five chances to guess what the first group is trying to represent. Failing to do this, they must forfeit one of their players to the second group and the same side again represents an action.

When a group presents an action to the others, the following dialogue takes place:

First Group: Here we come.
Second Group: Where from?
First Group: New Orleans.
Second Group: What’s your trade?
First Group: Lemonade.
Second Group: How is it made?

The first group then represents the action.

Birds Fly

This is an attention game. The teacher stands before the class and instructs them that if she mentions some bird or object which flies and raises her arms sideward, imitating the flapping of the wings of a bird, the pupils are to follow her example. But if she mentions some animal or some object which does not fly, she may raise her arms sideward and upward, imitating the flying position, but the pupils are not to follow her example. If they are caught doing so, they must take their seats. For example,—the teacher says, “Owls fly”. Thereupon she and all the children raise their arms sideward and upward. She says, “Bats fly” and raises her arms. She next says, “Lions fly” and raises her arms, thereupon the pupils are supposed to keep their arms at their sides.

Music Rush

A march is played on the piano and the children march from their seats in single file around the room. As soon as the music stops, all rush to get into their seats. The last one in, must remain in his seat during the second trial. If there is no piano in the room, drumming on the top of a desk will do as well.

Change Seat Relay

The teacher claps her hands. This is the signal for all to shift one seat back. The one in the rear seat runs forward and sits in the front seat. The first aisle to become properly seated wins one point. Again the hands are clapped and the pupils shift one seat back, and the one then at the rear runs forward and takes the front seat and so the game continues until all have run forward from the back seat to the front. The aisle scoring the largest number of points wins.

Charlie over the Water

This is an old game and is always popular. The children form a ring, joining hands. One is selected to be “It” and takes his place in the center. Those in the ring then dance around, singing,

“Charlie, over the water,
Charlie, over the sea,
Charlie, catch a blackbird,
But can’t catch me.”

Having completed these lines, they all assume a stooping position before “Charlie,” who is “It,” can tag them. If he succeeds in tagging one, that one takes his place in the circle and the game continues.

Tap Relay

The pupils of each aisle constitute a team. All bend their heads forward, placing their faces in the palms of their hands on the top of the desk. At the signal to go, given by the teacher, the one in the last seat in each aisle sits up, claps his hands and taps the back of the one in front of him, which is the signal for the one in front to sit up, clap, and tap the one next in front of him, and so the tap is passed until it reaches the one in the front seat of the aisle, who, upon being tapped, stands up, clapping his hands above his head. The first to stand and clap hands above head wins the race.

Rat-a-tat Race

Similar to the preceding race with the exception that upon the signal to go the one in the back seat knocks with the knuckles of his right hand on the top of the desk a “rat-tat, rat-tat-tat,” as in a drum beat, and then taps with the knuckles the back of the one next in front of him, who repeats the performance, tapping off the one in front, and so on. The race ends when the individual in the front seat of an aisle taps the “rat-tat, rat-tat-tat” and stands up.

Bowing Race

A book is handed to the pupil in the last seat of each aisle. At the signal to go the pupils holding the book step into the aisle at the right hand side of their desks, holding the books on the tops of their heads with both hands, and make a bow. Then returning to their seats, hit the book on the top of the desk and pass it on to the next one in front, who repeats the performance, as does every one else in the aisle. The one in the front seat of the aisle finishes the race by bowing with the book upon his head, then running forward, and placing the book upon the teacher’s desk.

Spin Around Race

A boy is selected from each aisle to take his place at least six feet in front of the aisle. Upon the signal to go, the last boy in each aisle runs forward to the right of his desk and links his left arm in the right arm of the boy standing in front of his aisle, and in this position spins around twice, returning to his seat, and tagging off the boy next in front of him, who repeats the performance. The last boy in the aisle to spin around ends the race when he has returned to a sitting position in his seat.

SCHOOLROOM GAMES

For Intermediate Pupils

Initial Tag

A pupil who is “It” is sent to the board. He writes thereupon the initial of some other pupil in the room. That pupil is to try to tag “It” before he can return to his seat. If successful, he becomes “It” and continues the game by writing some one else’s initial on the board.

Magic Music

One pupil is sent from the room. Thereupon the remaining pupils hide some object agreed upon. The pupil sent from the room is recalled. The teacher or one of the pupils plays the piano loudly when the seeker approaches the hidden article and softly when some distance from it. The seeker determines the location by the volume of the music.

Hunt the Rattler

All of the players in the room are blindfolded, except one, who is given a tin can in which is placed a loose pebble. He is known as the “rattler.” The blindfolded players attempt to locate and tag the rattler by the rattle. The one successful takes the place of the rattler.

Sticker

The pupils stand in a circle in the center of which is “It” blindfolded, holding in his hand a blunt stick about 12 or 15 inches long. Those in the circle dance around two or three times, so that the blindfolded player may not know their position. At the command “Stand,” given by the one blindfolded, all must stand still. Thereupon, by feeling with his stick, “It” tries to discern an individual in the ring. “It” is forbidden to use his hands, in trying to discover who the individual is. If he succeeds in guessing, the individual guessed must take his place. Otherwise he proceeds to some other individual in the circle whom he tries to identify.

Name Race

The pupils of each aisle constitute a team. A slip is handed to the one in the first seat in each row. At the signal to go, he writes his full name thereupon and passes it immediately to the one next behind him, who writes his name and passes it on. When the one in the last seat in the row has added his name to the slip, he rushes forward and places the slip upon the teacher’s desk. The aisle first succeeding in accomplishing this task, wins.

Frogs in Sea

One pupil sits in tailor fashion in the center of the playing space. The others try to tease him by approaching as closely as they dare, calling him “Frog in the sea, Can’t catch me.” If the frog succeeds in tagging any of the other players, that player must take his place. The frog is not allowed to change from his sitting position in his effort to tag the other players.

Corner Spry

The pupils in the room are divided into four equal teams. Each team is assigned to a different corner. A leader stands in front of each team with a bean bag, cap, or ball. At the signal to start the leader tosses to and receives from each member of his team in turn the bean bag. Having received the bag from the last one in his line, he takes his place at the foot of the line, and the one at the head of the line becomes leader and proceeds to toss the ball to each member as did the preceding leader. The group, in which all have served as leaders and which successfully completes the game first, wins.

Flag Race

The pupils of each aisle constitute a team. Flags are given to the pupils in each front seat. On the signal to go, each pupil holding a flag steps out on the right hand side of the seat, runs around the front of his own aisle, back on the left hand side, around the rear seat, returning to his own seat up the right hand aisle, and hands the flag on to the one next behind him, who continues the race. When all the pupils in the aisle have circled their row of seats with the flag, the last one, instead of returning to his seat, runs forward and holds the flag above his head in front of his aisle. The one first succeeding in reaching the front, wins the race.

In this race it is often better to run two aisles at a time and thus avoid the possibility of pupils bumping into each other in their attempt to race through the aisles. In this way the various winners can race against each other, making an interesting contest.

Seat Vaulting Tag

A pupil is selected to be “It.” He attempts to tag any other pupil in the same aisle in which he stands. The pupils avoid being tagged by vaulting over the seats. No one is allowed to run around either end. “It” cannot reach across the desk in his effort to tag another. He must be in the same aisle or tag as one is vaulting a seat. A pupil becomes “It” as soon as tagged.

Jerusalem, Jericho, Jemima

This is a simple game of attention. The three words in the title are near enough alike to require close attention on the part of the pupil to distinguish between them and to act accordingly. Have the pupils turn in their seats facing the aisle. If the teacher says “Jerusalem”, the pupils stand. If she says, “Jericho”, they raise their arms momentarily forward and upward. If she says, “Jemima”, they sit down. Any child making a mistake sits in her seat and faces to the front.

Compass

An attention game. The pupils stand in the aisle beside their seats. In starting the game, the teacher asks them to face to the north, then to the south, then to the east, and to the west, so that they have the directions fixed in their minds. She then proceeds to tell a story or to make statements such as the following, “I came from the north.” At the mention of the word “north” all the pupils must turn and face towards the north. “But since I have arrived in the south,”—at the mention of the word “south” they all turn and face the south, etc. If the teacher should say “wind,” the pupils imitate the whistling of the wind; if “whirlwind” is mentioned, all must spin about on their heels a complete turn. Failing to do any of the required turns, the pupil takes his seat.

Geography

The pupils of each aisle constitute a team. Those in the front seats are Number 1, those next behind them, Number 2, and so on back. The teacher calls some number. The pupils having that number race to the board and write thereupon the name of some river, returning to their seats. The first one back wins one point for his team. The game continues until all the numbers have been called, the team having the most points wins.

Spelling Words

Have the pupils in aisle 1 face those in aisle 2, those in aisle 3 face 4, those in aisle 5 face 6. Appoint a captain for each aisle. The captain of one team starts spelling a word containing more than three letters. The captain of the team facing his, adds the second letter, not knowing what word the captain of the other team had in mind. The second man of the first team adds a third letter; the second man of the second team adds a fourth, each team trying to avoid completing the word. The team completing the word loses one point to the other team. For example, the first man of team A says “g,” the first man of team B says “o,” thinking of “gold.” The second man on team A says “o,” thinking of “goose.” The second man on team B can only think of “good” and contributes “d,” ending the word. Team A thereupon scores a point. The third man of team A continues the game by starting another word. When the ends of the aisles are reached the word, if uncompleted, is passed to the head of the line and continued.

If there are four aisles in the room, there will be two groups playing at the same time; six aisles, three groups; eight aisles, four groups. The captains of opposing teams keep a record of the score.

Rhymes

This game stimulates quick thinking. Some one is selected by the teacher to start the game, and thereupon gives some word to which the first pupil in the aisle must give a rhyming word before the former can count ten. Failing to do this, the leader continues and gives a word to the second one in the aisle. The rhyming words are to be given before the leader has completed his count of ten. Then the one succeeding in giving the word replaces the leader.

Clapping Song

A pupil is selected by the teacher to clap the rhythm of some familiar air. The rest of the children in the room endeavor to guess the song clapped. The pupil succeeding in doing this is given an opportunity to clap another song.

Indian Trail

A pupil is blindfolded and placed in the front of the room. Other pupils, one or two at a time, are given the opportunity to stealthily approach the one blindfolded, in an endeavor to take some object, from before his feet, such as a flower pot and saucer, or a tin can with a loose pebble in it, without being detected by the one blindfolded. If a pupil succeeds in taking back the object to his seat without having been heard, he wins a point for his aisle. Where two pupils are sent forward at the same time, two similar objects must be placed at the foot of the one blindfolded. The aisle scoring the largest number of points in this way wins the game.

Number Relay

The pupils of each aisle constitute a team. They are numbered, beginning with the one in the first seat. The teacher describes some mathematical problem she desires done and calls certain numbers. All the pupils having those numbers rush to the board and compute the problem. The first back to his seat wins a point for his team, the aisle gaining the largest number of points wins the game.

Multiplication Race

The pupils of each aisle constitute a team. The teacher decides on a multiplication table which is to be placed upon the board. A piece of chalk is handed to the first pupil in each aisle. At the signal to go Number 1 goes to the board and writes the first example in the multiplication table thereupon. Returning to his seat, he hands the chalk to the one next behind him, who puts the next step in the multiplication table on the board, and so the race continues until the one in the last seat has returned to his seat, after adding his part to the table. The one first back to his seat wins for his aisle.

History Race

Similar to the preceding, with the exception that the pupils are requested to write upon the board the name of some historical personage or some historical event, date, etc.

Poem Race

The pupils having learned some poem may use it in a game in the following way:

The pupils of each aisle constitute a team. At the signal to go the last pupil in each aisle stands up and recites the first line of the poem, returns to his seat and taps the one next in front of him, who stands up and repeats the second line of the poem, sits down and taps off the third pupil, who repeats the third line, and so the game continues. If the poem has not been completed after the one in the front seat has said his line, he taps the one next behind him, and that one is supposed to give the next line and so on back. The aisle first completing a poem wins the race.

If the poem be a very small one, words of the poem instead of lines may be used. If it be a long one, verses instead of lines may be used.

Last Man

This is a good active game thoroughly enjoyed by the children. The teacher selects one pupil to be “It,” and another to be chased. The one chased can stand at the rear of any aisle and say, “Last man.” Thereupon the front pupil in that aisle is subject to being tagged by “It” and leaves his seat. All the other pupils in that aisle advance one seat and the first man chased sits down in the last seat in the aisle. “It” tries to tag the man who left the front seat before he can go to the rear of any of the aisles. Should he succeed in doing so, he can immediately be tagged back if he does not hurry to the rear of some aisle and say “Last man.”

(Caution: Should any child appear fatigued when “It,” substitute another child in his place).

Change Seats

This is a good relaxation game. The teacher says, “Change seats left.” Thereupon all the pupils shift to the seats to their left. The children who are in the last aisle on the left must run around the room and occupy the vacant seats on the right hand side. Should the teacher say, “Change seats right,” the reverse of the proceeding is necessary. The teacher can also say, “Change seats front,” or “Change seats rear,” and the pupils are expected to obey the commands. Those left without seats must run to the other end of the room and take any seat found vacant there.

Relay Run Around

The pupils of each aisle constitute a team. The pupil in the last seat in each row, upon the signal to go, steps out in the right hand aisle, runs forward around the front of his row of seats, back on the left hand side, circling the rear seat, and sits down, touching off the next pupil in front of him, who repeats the performance. The aisle first accomplishing the run, wins.

SCHOOLROOM GAMES

For Advanced and High School Pupils

Geography

The group is divided into two equal teams. A leader is chosen for each. The leader of Team A begins the game by giving the name of a country beginning with the letter “A” (Austria). The leader of Team B gives another country beginning with “A”. The second member of Team A, another; the second member of Team B, another; until one of the teams cannot think of any more countries beginning with “A”. That team last thinking of a country wins one point. The other members of the team can help their team mate, whose turn it is, by suggesting other countries. The member of the team failing to name a country beginning with “A”, starts with the letter “B” and the game continues, until one team has won ten points. The names of rivers, mountains, states, cities, etc., can be substituted for the names of countries.

Seeing and Remembering

Fifteen or twenty articles are placed upon a table under a sheet, in front of the pupils. The sheet is removed for a space of 10 seconds and the pupils are given a good chance to study the articles on the table. After the sheet has again covered the articles, each pupil is requested to write as many of the articles as can be remembered, on a sheet of paper. The one remembering the largest number wins.

Definitions

The teacher selects some word from the dictionary, which is written upon the blackboard. Each pupil then writes the definition of that word on a slip of paper. After this is done, the teacher compares the definition with that in the dictionary. The one giving the definition nearest like that in the dictionary wins, and gives the next word to be defined.

Jumbled Words

The pupils of each aisle constitute a team. Each pupil in the aisle is given a number. The one in each front seat is Number 1, the one behind him Number 2, and so on back. The teacher has prepared a different sentence for each aisle with just as many words in it as there are pupils in the aisle. One of these slips is handed to Number 1 of each team. Number 1 takes the first word of the sentence as his word, Number 2 the second, Number 3 the third, and so on. When the last one in the aisle has learned the last word in the sentence, the slips are returned to the teacher. Competition can be added to this phase of the game by seeing which aisle can return the slip to the teacher first.

When the slips have all been turned in, the teacher calls any number. Thereupon the pupils in each aisle having that number, go to the blackboard and write distinctly their word from the sentence. For example, the teacher calls Number 3. Number 3 of aisle 1 had the word “money”; Number 3 of aisle 2 “can,” etc.

Next the teacher calls Number 5. All the Number 5′s go to the blackboard and write their words directly after those written by their previous team mate. When all the numbers have been called there is a jumbled sentence on the board for each aisle. The pupils of the various aisles then try to guess what the sentences of the other aisles are. Each one guessed, counts 5 points.

Descriptive Adjectives

An historical personage is selected, such as Columbus, George Washington, etc. The first pupil called upon must describe the subject with a descriptive adjective beginning with “A”. The second, third, and fourth, etc., adding to this description by using adjectives beginning with the letter “A”. This continues until the adjectives beginning with the letter “A” have been exhausted. Then the letter “B” is used and the game continues. It is well to change the subject after every fourth or fifth letter. This is a good game for adding to the vocabulary of the pupil. A little fun can be had by using, instead of an historical subject, one of the pupils of the room for description.

Store

The pupils of each aisle constitute a team. The one in the front seat in each aisle is Number 1, the one behind him, Number 2, etc.

The teacher has a number of cards upon each of which appears a letter of the alphabet. The teacher holds up one of these letters so that it can be distinctly seen by the pupils. Number 1 of each aisle must name some article sold in a grocery store, beginning with the letter held up by the teacher. (For example,—the teacher holds up the letter “F”; Number 1 of the second aisle calls, “Flour”). The pupil first naming an article of that letter is given the card containing the letter. The next card held up, the number 2′s of each team are to name the article, and likewise the winner to be awarded the card. The aisle having the most cards at the end of the game wins.

The letters can be written on the blackboard if the cards are not available for the game and points awarded to each winner. The game can also be used with birds, animals, and other subjects in place of articles sold in a store. This is a good game to stimulate quick thinking.

Distinguishing Sounds

This game is good training for the ear. Various noises, such as the shaking of a pebble in a tin can, in a wooden box, in a pasteboard box, in a large envelope; knocking on wood, on tin, on coin (as silver dollar), on stone, on brass, on lead,—are made. The pupils are allowed to guess just what the noise is caused by.

Laugh

This is a good relaxing game and one in which the practice of self control is a factor. An open handkerchief is tossed into the air. While it is in the air the pupils are to laugh as heartily as they can, but the instant the handkerchief touches the floor, all laughing is to stop.

Guessing Dimensions

The ability to measure with the eye is well worth cultivating. Each pupil is to guess the distance between various points indicated on the blackboard, the height of a door, the width and the height of a school desk, the height of the schoolroom, the thickness of a book, etc. Each of the guesses is written on a slip of paper. The pupil with the best guesses wins.

Mysterious Articles

An article is concealed under a cloth on the table. Each pupil is given an opportunity to feel the article through the cloth and guess what it is, educating the sense of touch.

Distinguishing by Smell

Various articles invisible to the eye, with distinctive odors, such as vinegar, rose, mustard, vanilla, ginger, clove, tea, coffee, chocolate, soap, etc., are placed before the pupil. The one able to distinguish the largest number of articles by the smell, wins the game.

Art Gallery

Pictures of a number of famous paintings by the masters are placed on exhibition. The pupil guessing the largest number of masters and titles, of the various pictures, wins.

Drawing Animals

The teacher whispers in the ear of each pupil the name of some animal, whereupon the pupil proceeds to draw that animal, each pupil being given the name of a different animal. Drawings are made and put on exhibition. All try to guess as many as possible of the animals represented in the drawings. The drawing securing the largest number of correct guesses wins for the artist.

Historical Pictures

A long sheet of paper is given to each pupil, with instructions to draw thereupon a picture representing some historical event. After completing the drawing, each paper is passed about the room. Each pupil writes underneath the picture what he thinks the picture represents. His subject is folded under, so that the next pupil to receive the picture cannot see what his guess has been. At the end of the game, the picture having the largest number of correct guesses wins.

Train of Thoughts

A word is suggested by the teacher. This is written at the top of a sheet of paper by each pupil. The pupil then writes beneath that word various thoughts that are suggested to him by the word. For instance, the word suggested by the teacher is “aeroplane”. Pupil A has suggested to him by the word “aeroplane”, humming. He writes that on his list. Humming suggests bees. Bees suggest honey; honey, clover, clover summer, summer swimming hole, etc. When all of the pupils have written fifteen or twenty thoughts which have suggested themselves to them, each is called upon to read his train of thoughts to the rest of the class.

Bowknot Relay

The pupils of each aisle constitute a team. A piece of string is given to each pupil in the front seat. At a signal to start each pupil with the string runs forward and ties it in a bowknot on some article placed in front of each aisle. After tying the bow, he returns to his seat and touches the one in the seat next behind him. Thereupon the second member of the team runs, unties the bowknot, returns with the string; and hands it to the third, who runs forward, and ties it in a bowknot, as did the first, and returning touches off the fourth, etc. The aisle in which each pupil has accomplished the required task first, wins the race.

Cooking Race

This is a good game for the class in domestic science. The pupils of each aisle constitute a team. A piece of chalk is handed to the one in each front seat. At the signal to go, the chalk is passed back until it reaches the one in the last seat in the row. Every one in the aisle must have handled the chalk in passing it back. Upon receiving it, the last one in the row runs forward to the board and writes thereupon an ingredient necessary in the making of cake. Returning, the chalk is handed to the one in the front seat and again passed back until it gets to the one in the next to the last seat, who rushes to the board and writes another ingredient necessary in cake making. And so the race continues. When the last pupil at the board, namely the one from the front seat, has written upon the board and returned to her seat, the race is ended. The race is won by the aisle first completing this task.

Spelling Game

The group, if numbering 40 or more pupils, is divided into two teams. The contestants of each team are given a different letter of the alphabet. The teacher gives a word. Thereupon the pupils in both teams whose letter occurs in the word named, run one to the front and one to the rear of the room, as assigned by the teacher, and take their places in the order in which their letter occurs in the word. When the pupils have taken their proper position, they call out the letters they represent, spelling the word. The group first accomplishing this, wins one point for their team. If the letter occurs twice in the same word, that pupil representing that letter takes his place where the letter first occurs in the word and shifts to the second position, so as to help complete the word.

If the group be too small for two alphabets the game can be played by having but one and seeing which of the various words given is formed in the quickest time by the single group.

Grammar Race

The pupils of each aisle constitute a team. A piece of chalk is given to the one in each front seat. At the signal to go, the one with the chalk rushes to the board and writes the first word of a sentence on the board and returns to his seat, passing the chalk on to the second one, who writes the second word for a sentence. The third writes the third, and so on until a complete sentence has been written upon the board. The one in the last seat must complete the sentence and return to his seat, ending the race.

Twenty-five points is awarded the team finishing first; twenty-five points to each team with correct spelling; twenty-five points for the team with the best writing; twenty-five points for the best composition of the sentence.

Schoolroom Tag

A three foot circle is made with a piece of chalk in the front of the room. Each pupil in the room is given a different number. The teacher selects one to be “It,” who must stand at least ten feet from the circle and be touching a side wall. “It” calls a number. The pupil whose number is called tries to run through the circle in the front of the room and get back to his seat without being tagged by “It”. The one who is “It” must run through the circle before he can tag the one whose number he called. If the pupil is tagged he becomes “It”.

Directions

An attention game. Taking for granted that the pupils have a general knowledge of the directions of various towns or cities in their state or the surrounding states, the following game can be played.

All are requested to stand in the aisle beside their seats. The teacher then proceeds to make statements or tell some story, mentioning the names of various cities and towns. At the mention of these the pupils face in the direction in which said cities or towns are located. Failing to turn correctly when a city is mentioned the pupil is required to take his seat.


BUKU MEWARNA SERI BINATANG 3: DINOSAURUS

Dinosaurus merupakan salah satu jenis gambar yang disenangi anak-anak. Setelah sebelumnya, pada Buku Mewarna Seri Binatang 2 kita mewarnai gambar-gambar anjing, berikut ini disajikan puluhan gambar aneka jenis Dinosaurus dalam Buku Mewarna Seri Binatang 3.

Rekan-rekan guru sekolah minggu sebaiknya juga mempelajari sedikit-sedikit nama jenis-jenis Dinosaurus agar jangan ketinggalan. Namun jika ternyata anak-anak kita lebih banyak tahu, jangan kaget! Sebab dengan minat tinggi serta fokus lebih baik, lazim saja jika anak-anak lebih banyak tahu tentang Dinosaurus. Saya pun pernah mengalaminya dan terheran-heran pada pengetahuan keponakan saya yang penggila Dinosaurus. Tak mengapa, sekali-sekali baik juga kita belajar dari mereka dan berbagi mengenai apa-apa yang mereka tahu.

Semoga kelas Anda semakin menyenangkan!


BUKU MEWARNA SERI BINATANG 2: ANJING

Anjing adalah binatang peliharaan yang dikenal setia dan cerdas. Teman bermain, sahabat dan bahkan penjaga yang baik.

Buku Mewarnai Seri Binatang yang kedua berisi aneka gambar anjing. Mari sama-sama belajar Firman Tuhan dalam sukacita!


KENALI ALKITAB KITA (YABINA)

WANTED

WANTED

Bagi para Guru Sekolah Minggu dan orang tua (ayah dan ibu, kakek-nenek, paman, bibi, semuanya terutama sang ayah sebagai Imam!), wajiblah bagi kita untuk senantiasa belajar dan terus belajar Firman Tuhan. Berikut ini adalah penuntun yang baik untuk kita belajar secara sistematis di tahap awal, sebagaimana dituntun dalam bahan ajar yang disediakan oleh Yabina Ministry berikut ini.

Untuk mendapatkannya silakan klik judul-judul di bawah dan bagi yang menginginkan bahan selengkapnya silakan kunjungi http://www.yabina.org/.

101 – Pengantar Alkitab

102 – Pengantar PL (1)

103 – Pengantar PL (2)

104 – Kitab Nabi Besar

105 – Kitab Nabi Kecil

106 – Pengantar PB & Injil

107 – Surat Paulus

108 – Surat Pastoral

109 – Prinsip Menafsir

110 – Menafsir Alkitab

Nah, tunggu apalagi? Selamat belajar.


BELAJAR ALKITAB (POWERPOINT)

Bahan-bahan berikut ini diperoleh atas kebaikan hati Bapak Bagus Pramono dan teman-teman dari Portal SarapanPagi http://portal.sarapanpagi.org, Tuhan Yesus memberkati “sarapan” bergizi mujizat ini!

Sejak kelas paling junior, Firman Tuhan harus sudah mulai diajarkan dengan cara yang sesuai dengan tahapan perkembangan mereka. Untuk murid Sekolah Minggu yang sudah lebih besar (pra-remaja sampai dengan remaja) berikut ini bahan ajar dalam format presentasi PowerPoint.

Bagi sekolah minggu di gereja-gereja yang sudah menggunakan alat projektor, materi ini sangat menarik dan tersusun detail, sedangkan bagi yang belum menggunakan projektor, mungkin bisa dicetak hitam-putih dan difotokopi. Saya yakin rekan-rekan guru sekolah minggu yang kreatif dapat menemukan cara yang baik dengan sarana yang ada.

Bagi yang ingin menggunakannya silakan download, tinggal klik dan simpan.

1 PENDAHULUAN

2 MASA KECIL YESUS

3 PELAYANAN DI GALILEA

4 PELAYANAN DI YUDEA

5 PELAYANAN DI PEREA

6 YERUSALEM

TABERNAKEL

SKIN HUNGER

KASIH YG TERBESAR

PIKULLAH KUK

TAMPAR PIPI-KANAN

Nah, jika sudah download, jangan lupa mendalaminya terlebih dahulu sebelum menyajikannya di kelas Anda. Ajarkan dan laksanakan, jalani lalu saksikan. Percayalah, hidup Anda diberkati luar biasa. Selamat! Andalah anak pilihanNya.


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