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The development of globalization and digital culture has given rise to an epistemological crisis that shifts the authority of truth from revelation to social construction, so that the authority of the Bible in Christian education is increasingly marginalized. This condition has an impact on the low internalization of the value of faith, where students understand the Bible cognitively but do not live it in daily practice. This research aims to reconstruct the authority of the Bible in Christian education through an integrative and contextual approach in the midst of global cultural fragmentation. This research uses a qualitative approach with a library research method that integrates theological, pedagogical, and digital cultural contexts. Data were obtained from theological literature, educational theory, and relevant journal articles, which were analyzed using content analysis techniques and theological-constructive reflection. The results show that the crisis of biblical authority is influenced by epistemic shifts, the dominance of post-truth culture, low internalization of values, and non-contextual pedagogical approaches. This research creates a model of reconstruction of biblical authority that integrates the epistemological, pedagogical, and bruxistic dimensions in a transformational manner. In conclusion, this reconstruction does not change the theological substance of the Bible but updates the approach to learning to be more dialogical, reflective, and contextual, so that the authority of the Bible remains relevant in shaping the faith and character of learners in the global era.  

This article explores the map of Christian education approaches from theological, pedagogical, psychological, and contextual perspectives. Christian education plays a vital role in shaping the faith, character, and spirituality of students in a comprehensive manner. Using a literature review method, the study analyzes various sources on Christian education theology. The findings reveal that the theological approach emphasizes the Bible as the primary foundation for learning, while the pedagogical approach focuses on active and participatory teaching methods. The psychological approach tailors instruction to the developmental stages of students, and the contextual approach links faith with students' real-life experiences. Each approach has its strengths and limitations, and Christian educators are encouraged to integrate these approaches to achieve holistic learning goals. The study emphasizes the importance of collaboration among schools, families, and churches to create an educational ecosystem that fosters the spiritual and character growth of students. By combining these approaches, educators can better equip students for both spiritual and personal development.

The concept of fides quaerens intellectum (faith seeking understanding) in this study is interpreted by emphasizing the rationality of faith as a form of apologia based on 1 Peter 3:15. This study aims to demonstrate that Christian faith is not merely spiritual and normative in nature, but also possesses a rational dimension that can be intellectually justified. In this context, 1 Peter 3:15 serves as a biblical foundation that underscores the importance of believers being prepared to provide a logical and responsible explanation for the hope they possess.This research employs a qualitative approach through library research, combined with an exegetical analysis of 1 Peter 3:15 and a philosophical-theological approach to understand the relationship between faith and reason. Through this framework, the rationality of faith is examined as an integral part of the Christian apologetic tradition. Furthermore, this study affirms that faith and reason are not contradictory realities, but rather complementary elements in the pursuit of truth. The findings indicate that the rationality of faith functions not only defensively but also constructively in fostering dialogue between faith and the intellectual world. Christian faith is understood as a conviction that remains open to rational examination without losing its dimension of mystery. Therefore, fides quaerens intellectum emerges as a relevant paradigm in addressing modern challenges, while also contributing to the development of theological and philosophical studies, particularly in strengthening the integration of faith and reason in the life of believers.

This study explores the integration of Creativity Education and Growth Mindset in Catholic Religious Education (CRE) at Senior High Schools and examines its alignment with the Sustainable Development Goal (SDG) 4, focusing on quality and inclusive education. Using a Systematic Literature Review based on the PRISMA 2020 protocol, the study analyzed 1,263 articles from scientific databases, narrowing down to 106 relevant studies. The findings highlight that Creativity Education fosters critical thinking, cognitive flexibility, problem-solving, and the integration of moral and spiritual values. Growth Mindset enhances students’ intrinsic motivation, perseverance, and resilience, creating an adaptive, innovative, and inclusive learning environment. The synthesis led to the development of an integrative learning model, which includes the Creative Reflective Learning Cycle, Faith-Based Project Learning, Creative Growth Dialogue, and Digital Creativity Integration. This model aims to holistically develop students’ cognitive, creative, moral, and spiritual capacities. The study demonstrates that the combination of Creativity Education and Growth Mindset enriches CRE pedagogical practices and supports the development of 21st-century skills, such as critical thinking, collaboration, digital literacy, and moral literacy. It concludes that project-based learning, digital technology integration, and curriculum adjustments are vital steps in improving learning quality and inclusiveness. The study recommends further empirical research to test the effectiveness of the proposed model.

The doctrine of Christology as the foundation of the Christian faith has become an important theological issue that must be understood, believed, and examined as a form of accountability of faith. Since the early church, the understanding of Jesus Christ and His work has been affirmed through various church councils that defined His divinity and humanity according to biblical testimony. However, throughout church history, various theological, historical, and modern criticisms concerning Jesus have continued to emerge. Questions regarding His existence, divinity, life, and teachings are still widely debated, including on social media today. This study aims to analyze the doctrine of Christology in the development of church history, identify forms of criticism toward Jesus that challenge the church, and examine them as opportunities for evangelism. The study employs a literature review method using theological and historical analytical approaches to relevant sources, which are systematically described. The findings show that criticism of Jesus is not only a challenge but also an opportunity for the church to develop contextual and dialogical evangelistic approaches. A sound understanding of Christology and contemporary criticisms can help the church formulate evangelistic strategies that are relevant, effective, and communicative.

Religious pluralism is an unavoidable reality in Indonesian society, where people from diverse religious, cultural, and ethnic backgrounds coexist. This study examines the relationship between Christianity and other religions, focusing on Christology and the doctrine of salvation within the context of Indonesian pluralism. The research aims to explore how Christians can maintain faithfulness to biblical teachings while fostering tolerance, respect, and harmonious interreligious relations. This study employs a qualitative literature review method by analyzing biblical texts, theological literature, scholarly articles, and perspectives from Christian theologians concerning religious diversity, the uniqueness of Jesus Christ, and Christian engagement in a pluralistic society. The findings indicate that Christianity upholds the exclusive claim that Jesus Christ is the Savior and the only way to salvation, while simultaneously teaching values of love, compassion, justice, and peace toward all people regardless of their religious affiliation. The study further reveals that constructive interfaith dialogue does not require compromising core Christian doctrines but encourages mutual understanding and cooperation for the common good. In the Indonesian context, the church is challenged to develop a contextual, dialogical, and transformative apologetic approach that reflects Christ’s love and promotes social harmony. Therefore, Christian witness can remain faithful to its theological foundations while contributing positively to peacebuilding, national unity, and the development of a just and inclusive society.

This community service activity aims to instill religious values in the students at TPQ Miftakhul Huda by establishing the habit of praying before and after wudu, as an effort to transform worship practices from mere physical routines into profound spiritual experiences. Using the Asset-Based Community Development (ABCD) approach, this program is carried out through five main stages: discovery, dream, design, define, and do. The results of the activity indicate that through intensive demonstration and practical guidance, the students experienced significant improvement in discipline, awareness of maintaining purity, and moral responsibility as manifestations of Muslim character from an early age. Integrating prayer into the wudu practice has proven effective as an educational tool in building the foundation of faith from an early age, or the “golden age.” The synergy between the student team, educators, and the utilization of institutional facilities proved effective in establishing operational standards for character education that comprehensively integrate physical, mental, and theological aspects. Thus, the practice of wudu prayer serves as a strategic educational tool in strengthening children’s foundational faith during the golden age amidst the challenges of shifting global values.

This study aims to examine the role of literary catechesis in helping believers, especially young people, to understand and live out the Word of God in their daily lives. The background of this research is rooted in the rapid development of technology and the flow of information, which significantly influence how young people perceive and experience their faith. In this context, catechesis is often still conducted in a one-way manner and tends to lack connection with participants’ lived experiences. Therefore, a more contextual and participatory approach is needed. This research employs a literature study method by analyzing various sources, including academic journals and Church documents, particularly the Petunjuk untuk Katekese (2020). The findings show that literary catechesis is an effective approach because it places Sacred Scripture at the center of faith formation through processes of reading, understanding, and reflecting on the text. This approach enables participants not only to know the content of Scripture but also to relate it to their personal life experiences.

This study examines the contribution of Aqidah, Sharia, and Morals to the formation of Muslim character. Aqidah serves as the foundation of faith, Sharia serves as a guideline for regulating daily behavior, while Morals are the manifestation of ethical behavior reflected in social life. These three components are interrelated and together form a balanced Muslim personality. The approach and method used in this study were qualitative, using a literature review method obtained through theories of Islamic education, character formation, and moral development from various books and scientific journals. The collected data were then subjected to further analysis. The results of the study indicate that the integration of Aqidah, Sharia, and Morals plays a role in shaping individuals with strong spiritual awareness, commendable behavior, and social responsibility. Individuals who possess strong Aqidah, consistently adhere to Sharia, and practice good Morals tend to demonstrate honesty, discipline, and empathy in social life. Furthermore, character education based on Islamic values ​​can also strengthen moral awareness and create harmonious social relationships. The implications of this research suggest that both formal and non-formal educational institutions need to integrate faith values, religious practices, and morals into character education programs. This integration is expected to produce a generation with integrity, religious character, and the ability to adapt to the challenges of the modern era.

The New Testament is an essential part of the Christian Bible, containing testimonies concerning the life, ministry, death, and resurrection of Jesus Christ, as well as the development of the early Church. To fully understand its message, it is necessary to examine the historical and theological contexts that shaped its composition. This article aims to explore the New Testament from historical and theological perspectives by examining the social, political, cultural, and religious background of the first-century world, the process of the writing of the New Testament books, and their principal theological messages. The study employs a library research method with a descriptive-analytical approach to various biblical and theological sources. The findings indicate that the New Testament emerged within the context of Roman rule, Jewish religious traditions, and Hellenistic cultural influences, all of which shaped both the authors and their audiences. The books of the New Testament were written to address the needs of early Christian communities, affirm the identity of Jesus Christ, strengthen believers' faith, and provide guidance for Christian living. Theologically, the New Testament emphasizes central themes such as the Kingdom of God, salvation through Jesus Christ, grace, the formation of the Church, and eschatological hope. Therefore, an understanding of the historical background and theological message of the New Testament is essential for accurate interpretation and for maintaining its relevance to the life of the Church and contemporary Christian believers.

Teaching biblical principles to elementary school children plays a significant role in shaping their faith and character, as childhood represents a formative stage for spiritual, intellectual, and moral development. This study aims to examine developmentally appropriate Bible teaching tactics and emphasize the role of Christian Religious Education teachers in the faith-learning process. The approach used is a literature review that combines theological insights, developmental psychology, and Christian didactics. The findings of this analysis indicate that effective teaching methods include the use of storytelling, visual and creative aids, interactive activities, spiritual music, and the teacher's life example. These methods enhance children’s understanding of biblical teachings in a concrete and contextually relevant manner. This research confirms that Bible teaching should not be seen simply as conveying information, but rather as a holistic process of faith formation. The results of this study provide both theoretical and practical benefits, especially for Christian Religious Education teachers, Christian schools, churches, and families in supporting children's holistic faith development.

The development of globalization, digital technology, and social change has influenced the way young people understand and live out their faith. Secularism tends to place religion in the private sphere, so that religious values do not always become the basis for decision-making in daily life. This study aims to analyze the challenges of secularism to the formation of the identity of Catholic youth in the modern era and to formulate relevant religious education responses in addressing these dynamics. This research uses a qualitative approach with a literature study method that examines various scientific literature, Church documents, and research findings related to the phenomenon of secularism and the formation of the religious identity of Catholic youth. The results of the study indicate that secularism has a complex impact on the faith life of young people, including decreased participation in Church activities, the emergence of individualistic attitudes, and the tendency to view religion merely as a formal identity. However, on the other hand, the modern era also opens opportunities for young people to develop their faith creatively through the use of digital technology and involvement in faith communities. Therefore, Catholic religious education and pastoral accompaniment that are dialogical, contextual, and participatory are very important in helping Catholic youth integrate their faith into daily life. This study is expected to provide theoretical and practical contributions for educators and pastoral ministers in fostering the faith identity of Catholic youth in modern society.

This study explores the dynamics of children’s character formation within Christian families in the digital era from the perspective of church parents. Employing a descriptive light mixed-methods design, the study integrates survey data and semi-structured interviews to obtain both quantitative and qualitative insights. The findings indicate that digital media has become an integral and unavoidable part of family life, making children’s character formation highly dependent on parental guidance, reflective communication, and consistent faith-based education at home. Parents face various challenges related to time constraints, limited digital literacy, and the increasing exposure of children to external values that may not align with Christian teachings. At the same time, many parents actively utilize technology as a supportive and accessible tool for spiritual learning and moral development. The study concludes that character formation is shaped not merely by technology itself but more significantly by the quality of family relationships and parental role modeling grounded in Christian values. Therefore, the findings recommend strengthening faith-based digital literacy among parents and enhancing church–family collaboration to foster more holistic, balanced, and sustainable character development in children.

The development of digital technology has brought significant changes to product marketing and advertising patterns, particularly through social media platforms such as Instagram, which enable the rapid and wide dissemination of information. On the one hand, digitalization provides opportunities for business actors to promote their products in a more creative and interactive way. On the other hand, it also creates the potential for advertisements that may mislead consumers. In practice, there are still business actors who promote products that do not correspond to their actual conditions. Such misinformation can cause losses and raise issues related to consumer rights and the responsibilities of business actors. This study also analyzes dispute resolution related to misleading advertisements on social media. The method used is doctrinal legal research with a statutory approach (statute approach) and a case approach. The results of the study indicate that there are still advertising business actors who neglect consumers’ rights to truthful information about product conditions, and who fail to fulfill their obligations of good faith, providing accurate and honest information, and complying with standards stipulated in laws and regulations. Therefore, it is necessary to strengthen supervision of the implementation of advertising ethics and enforce stricter law enforcement so that consumer rights can be protected and advertising practices on social media can be carried out responsibly.

. The rapid development of artificial intelligence (AI) has brought significant changes in various fields, including education and church life. This study aims to examine the dynamics of the formation of prospective catechists in facing the challenges of AI use at the IPI Malang Pastoral College. This study used a qualitative, descriptive approach, through observation and interviews with students as research subjects. The results show that the use of AI has become an integral part of the learning process, helping students understand material, develop academic skills, and enhance creativity in the pastoral field. However, the use of AI also poses challenges in the form of a tendency towards instantaneous attitudes and potential dependency that can hinder critical thinking skills and deep reflection on faith. In the context of pastoral education, the formation of prospective catechists emphasizes not only intellectual aspects but also spirituality, personality, and pastoral sensitivity. Therefore, the wise and proportional use of AI is necessary, while still positioning it as a supporting tool, not a substitute for human roles. The role of lecturers and educational institutions is crucial in guiding students to be able to use technology critically, reflectively, and responsibly. Thus, the integration of technology and faith values ​​is expected to produce prospective catechists who are able to respond to the challenges of the times in a relevant and meaningful manner.

The diversity of students’ study motivations in theological higher education presents both challenges and opportunities in shaping the spirituality of prospective Christian Religious Education (CRE) teachers. Not all students enter the CRE program based on a calling to ministry, resulting in varying levels of initial spiritual readiness. This study aims to analyze the process of spiritual formation among CRE students as prospective teachers at STT Katharos Indonesia Bekasi in the context of diverse study motivations, referring to James W. Fowler’s theory of faith development. This research employs a qualitative descriptive approach using observation, in-depth interviews, and documentation involving CRE students. The findings reveal that despite diverse initial motivations, the integrated theological education process through academic learning, ministry practices, community life, and spiritual formation effectively fosters faith growth and personal encounters with Christ. This process contributes to the development of students’ spiritual maturity. The study concludes that CRE education functions as an effective means of faith transformation in preparing prospective teachers with strong spiritual integrity and readiness for ministry.

Christian education plays a strategic role in shaping the faith, character, and spiritual life of learners however, learning processes often remain theoretical, limiting the internalization of faith values. This study aims to examine the concept of theological reflection using the Sharing Christian Praxis (SCP) method in Christian education, explore its application, and analyze its relevance to contemporary life. This research employs a qualitative approach with a literature study method, drawing on relevant books, scientific journals, and academic sources. The findings indicate that theological reflection is a fundamental process in Christian education that enables learners to interpret life experiences in the light of God’s Word, resulting in authentic faith transformation. The SCP method, developed by Thomas H. Groome, provides an operational framework for implementing this theological reflection through systematic stages: sharing life experiences, critical reflection, engagement with Scripture, dialogue, and commitment to action. The relationship between theological reflection and SCP is integral and synergistic; theological reflection provides direction and depth, while SCP operationalizes this process dialogically and contextually, the application of SCP in Christian education has proven effective in increasing learner engagement and connecting faith with daily life. It is recommended that Christian educators implement SCP as a primary learning method, and that educational institutions integrate it into their curriculum development strategies.

This study uses a qualitative research design with a literature study approach to examine the theological meaning of the suffering of the righteous in the Book of Job, specifically chapters 1–2 and 38–42. The literature study method was applied by collecting primary data in the form of biblical texts and secondary data from relevant national scientific journals. The approach used includes narrative interpretation to understand the story's structure, Job's character, and the dynamics of events, and theological interpretation to interpret suffering from the perspective of God's sovereignty. The results show that Job is portrayed as a righteous man who is pious, honest, and fears God, so his suffering is not related to personal sin. Job's suffering is holistic, encompassing physical, emotional, social, and spiritual aspects, and occurs in the context of God's permission of Satan's actions, confirming that no event is outside His sovereignty. God's response in chapters 38–42 emphasizes His greatness and wisdom through revelation from the storm, rather than through a rational explanation of the cause of suffering. These findings confirm that the primary purpose of suffering is not to be explained intellectually, but to purify faith and deepen humanity's relationship with God. Its relevance for the church today lies in the need for sound theological teaching on suffering, pastoral care for those who suffer, and the development of communities that sustain the faith and hope of the congregation. Thus, suffering, from the perspective of God's sovereignty, serves as a means of forming spiritual character, strengthening the resilience of faith, and recognizing the sovereign God.

This study explores the lives of Rohingya women residing in the Minaraya refugee camp, Padang Tiji Subdistrict, Pidie Regency, Aceh, through the lens of the Gender Agency Theory and Resilience Theory. It aims to understand how these women negotiate their roles within a patriarchal social structure and develop resilience amid economic, social, and cultural constraints. The findings reveal that Rohingya women live under a deeply entrenched patriarchal system in which men dominate decision-making processes, while women are confined to domestic responsibilities. However, their compliance should not be interpreted as mere submission; rather, it reflects a form of piety-based agency, a conscious act grounded in religious and moral values to maintain dignity and family harmony. Within the domestic sphere, women play an essential role in managing aid funds, distributing food, and regulating household expenditures. These actions demonstrate adaptive capacity and subtle role negotiation within the limits of gender norms. Spirituality serves as a significant source of strength; religious activities such as Qur'an recitations and collective prayers function as coping mechanisms for dealing with trauma and uncertainty. Furthermore, support from humanitarian organizations helps meet basic needs. However, the core of their resilience stems from family solidarity and deeply held religious values. Rohingya women in Aceh display strength through faith, social adaptation, and resource management, positioning themselves as active agents in sustaining dignity and survival amid adversity.

This study examines the role of the Office of Religious Affairs (Kantor Urusan Agama/KUA) of Medan Petisah District in realizing sakinah families within the community. A sakinah family is one of the main goals of marriage in Islam, characterized by tranquility, affection, and harmony based on faith and devotion to Allah SWT. This study aims to analyze the concept of a sakinah family from an Islamic perspective, as well as the role and forms of family development activities carried out by the KUA of Medan Petisah District. The research employs a qualitative method with a descriptive approach through interviews and documentation involving KUA officials and religious counselors. The findings indicate that the KUA plays an active role through premarital guidance and religious counseling in fostering sakinah families. This study is expected to contribute as an evaluation and provide recommendations to improve the effectiveness of sakinah family development programs.