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The digital era has brought significant transformation in the lives of young people, creating both opportunities and challenges for the expression of spiritual values. This study aims to identify and analyze the implementation of the values of Christus Vivit as a spiritual guide for young people in facing the challenges of the digital age. Through a literature review method, this research examines various sources related to Christus Vivit and its relevance to contemporary digital phenomena. The research findings identify four key values of Christus Vivit that are relevant for young people in the digital era: a personal relationship with the living Christ as a spiritual foundation in facing the influx of digital information; freedom and responsibility in the digital realm to filter information and adopt a critical attitude; solidarity and authentic community as an alternative to shallow virtual connections; and discernment and digital wisdom. These findings imply the need for the development of a spiritual mentoring model that integrates Christus Vivit values with digital competencies, so that young people can become wise users of technology while authentically practicing the Christian faith amid the complexities of the digital world.

This article explores theological perspectives on the resurrection of Christ that still feature wounds as a meaningful way to understand and heal trauma. The wounds of Christ that remain after his resurrection are a sign of hope, healing, and reconciliation. In a digital age filled with violence and trauma, the meaning of the resurrection of the body conveys the message that wounds are not the end of everything, but rather part of a holistic healing process both physically, mentally, and spiritually. The incarnation and solidarity of God through the suffering of Christ show that God is present in human grief. The community of faith and pastoral care also have a crucial role in addressing those who have experienced trauma. With a holistic approach that combines body, soul, and spirit, the resurrected body of Christ becomes an example of healing and a source of strength for wounded individuals.

Christian religious education plays an important role in shaping the faith and character of students so that they grow like Christ. However, an approach that overemphasizes the cognitive aspect often prevents students from experiencing faith in its entirety in everyday life. Theological reflection is present as an approach that can bridge the gap between life experiences and understanding of Christian faith. Killen and de Beer offer a practical method of theological reflection, emphasizing awareness of experience, the meaning of values, and interpretation based on sources of faith. Meanwhile, Whitehead emphasizes the dynamics between tradition, personal experience, and culture in shaping theological understanding. Both approaches make significant contributions to Christian religious education because they encourage students to not only know the teachings of faith, but also to live them in the context of real life. Thus, theological reflection can be a transformative method in Christian religious education, strengthening students' involvement in a meaningful and relevant faith learning process.

The existence of the slogan “Cleanliness is Part of Faith” which is often echoed by Muslims, but rarely implemented in everyday life encourages the author to conduct this research. The reason is, so that the slogan is not just a jargon, but also a habit that is always done by Muslims wherever and whenever they are, especially for students who live in Kos. This research is Descriptive Qualitative research. Data obtained through interviews via Whatshap chat. The research subjects amounted to 20 students who lived in different boarding houses. The theory that researchers use is Edmund Husserl's Phenomenology Theory. This theory prioritizes social phenomena to raise mutual awareness of something. The results of this study indicate that: 1). Understanding of students who live in Kos towards The understanding of the slogan “Cleanliness is Part of Faith” is good, it's just that the implementation of the slogan in daily life has not been maximized in everyday life has not been maximized. 2). Intention and enthusiasm to become a better person in maintaining environmental cleanliness exists in the students of UIN Raden Mas Said.

This article analyzes the depiction of Jesus Christ from various scriptural perspectives and examines the impact of the diversity of Christological experiences on Christian faith. Research shows that the Bible presents a varied picture of Jesus: Mark's Gospel presents Him as the Suffering but Powerful Servant; Matthew as the Messianic King and Great Teacher; John as the eternal Logos (Word); and Revelation depicts Him through symbols of glory as King, Judge, and Redeemer. The diversity of Christological experiences produces positive impacts in the form of deeper understanding, theological enrichment, and facilitation of interfaith dialogue. However, this diversity also has the potential to cause misunderstandings, theological conflicts, and identity crises if not properly understood. This article also explores how cultural and historical backgrounds significantly influence interpretations of Jesus, from the first-century Jewish context to contemporary interpretations in various global cultural contexts. In conclusion, although understandings of Jesus continue to evolve according to context, it is important for people to maintain their theological identity while remaining open to various enriching perspectives.

 Edwin Ray Guthrie's learning theory, known as the concept of contiguity, emphasizes the importance of a direct relationship between stimulus and response in the learning process. According to this theory, a response tends to be repeated if the same stimulus reappears, thus becoming the main key in forming certain habits or behaviors. In the context of Christian Religious Education (PAK), this theory is relevant to be applied in teaching moral and spiritual values, such as love, honesty, loyalty, and forgiveness. Learning based on fragmentation and conditioning aims to shape the character of students consistently, sustainably, and in a directed manner according to Christian teachings. The main challenge in implementing this theory is maintaining the consistency of the stimulus in a dynamic classroom environment and requiring teachers to act not only as a transmitter of material, but also as a real life role model for students. Therefore, Guthrie's theory needs to be adapted through a more holistic approach, by integrating spiritual reflection, habituation of Christian values, and contextual application. Support for the repetition method is also found in Bible teachings, such as Deuteronomy 6:4-9, which emphasizes the importance of teaching the values ​​of faith continuously and sustainably to the next generation.

This study aims to design a contextual and educational pastoral model, assess its level of acceptance, and analyze the positive impact it brings both to the elderly as the service recipients and to students as pastoral partners in the life of the Church. The background of this research lies in the need for a more personal, participatory pastoral approach that touches the emotional and spiritual dimensions of elderly individuals living in Catholic nursing homes. Elderly people often experience loneliness, isolation, and a decline in life motivation. Meanwhile, Catholic students need tangible opportunities to live out their faith values through real actions. The research method employed is Research and Development (R&D), comprising stages such as preliminary study, model design, expert validation, limited trials, and evaluation. The model developed consists of a contextual Liturgy of the Word involving students as Scripture readers, prayer leaders, musicians, and givers of symbolic gifts of love, such as rosaries, to the elderly. The results of the study show that the model was enthusiastically received by the elderly, who expressed joy, active participation in the service, and showed behavioral changes such as praying independently at night and increased social interaction. On the other hand, students experienced growth in faith, empathy, and a deeper awareness of the meaning of service. Therefore, this model is considered appropriate for implementation as part of pastoral care for the elderly and integrated faith formation for the younger generation within the broader context of the Church.

Catechesis is the main means for the Church to educate and pass on the faith to the people. However, people with disabilities often experience limited access to faith education that suits their needs. This paper discusses how catechesis can be more inclusive in guiding people with disabilities to the knowledge of faith. This study aims to: (1) identify the challenges faced by people with disabilities in attending catechesis, (2) explain the strategies and methods that can be applied in inclusive catechesis, (3) propose concrete steps for the Church in developing catechesis that is more adaptive to the needs of people with disabilities. The formulation of the problems that form the basis of this research include: first, what are the challenges faced by people with disabilities in receiving faith education? Second, how can catechesis be designed to be more inclusive for people with disabilities? Third, what is the role of the Church in supporting inclusive catechesis? With a more adaptive approach and friendly methods for people with disabilities, the Church can ensure that every believer, without exception, has the same opportunity to understand and live the Christian faith.

Catechists hold a crucial role in accompanying the faithful on their spiritual journey. This study aims to explore the dimensions of spirituality and the vocational dynamics of catechists within the pastoral context of the Catholic Church, employing a descriptive qualitative approach. Unlike previous studies that primarily emphasized the catechist as a doctrinal instructor, this research highlights the depth of the catechist's personal relationship with Christ as the foundation of their spirituality. The main findings reveal that catechist spirituality manifests in three key dimensions: (1) a contemplative and intimate relationship with Christ as a source of inspiration and strength, (2) a commitment to service that goes beyond institutional routines, and (3) active engagement within the faith community as a space for growth and mission. Furthermore, this study identifies that the awareness of the catechist’s vocation evolves through theological reflection on concrete pastoral experiences—an aspect often overlooked in prior research. These findings underscore the urgency of continuous formation programs that are not only pedagogical but also spiritual and contextual, in order to strengthen the identity and missionary resilience of catechists amid contemporary pastoral challenges.

This research aims to provide concrete solutions regarding the strategic role of parents in preventing and addressing Generation Z's tendencies toward agnostic beliefs. The issue raised in this study is the increasing exposure of Generation Z to ideologies that question the existence of God due to the influence of globalization, information technology developments, and rapidly growing secular communities. This research uses a qualitative approach with literature study methods through secondary data analysis from scientific journals and relevant books. The novelty of this research lies in emphasizing the significance of parental involvement in building children's faith resilience amid unfiltered digital information flows. The results show that the lack of active parental roles becomes a crucial factor contributing to Generation Z's openness to agnosticism. Therefore, this study presents practical guidelines for parents in nurturing and protecting their children's faith more intentionally and contextually.

This community service article seeks to enhance the religious literacy and Qur'anic recitation skills (tahsin) of women aged 45 and above in the Aceh Tengah region. The program consists of 90-minute weekly meetings, incorporating 45 minutes of Islamic motivating lectures (tausiyah) and 45 minutes of guided tahsin. This effort employs participatory and reflective methodologies to address the spiritual and technological dimensions of faith practices. Results demonstrate that participants exhibited notable enhancement in their confidence in reading the Qur'an and conveyed a heightened emotional and spiritual connection to Islamic ideals. This program emphasised the significance of accessible, consistent, and compassionate Islamic education for adult learners. The results indicate additional chances for replication in analogous sociocultural environments.

The moral crisis experienced by Generation Z in the digital era is a major challenge triggered by globalization and rapid technological developments. This generation is often influenced by digital culture that can shift important moral values. Education, especially Islamic education, plays a key role in addressing this problem by instilling moral values, digital ethics, and social responsibility. Islamic education can help shape the character of the younger generation by equipping them with strong morality, critical thinking, and the ability to navigate the digital world wisely. Therefore, it is important to integrate moral and spiritual education so that Generation Z can face it with integrity and wisdom. Islamic education that prioritizes the values ​​of faith and ethics has the potential to be the main solution in facing this moral crisis.

The subject of Aqidah Akhlaq in Madrasah Diniyah Takmiliyah (MDT) plays a central role in establishing the foundations of faith and commendable character from an early age. However, the transformation of values from the classroom into real-life habituation is often inconsistent, creating a gap between moral knowing and moral action. This study aims to describe the perceptions of 4th-grade MDT students regarding the application of Aqidah Akhlaq values in daily life, identify the influencing factors, and analyze implications for character formation. A qualitative descriptive approach supported by simple percentage data was employed. The subjects were 28 fourth-grade students of MDT Al Anwar, Grobogan Regency, selected through purposive sampling, with 5 students as in-depth interview informants, 1 teacher, and 1 parent as triangulation informants. Data were collected through eight sessions of participatory observation, a four-point Likert scale questionnaire, semi-structured interviews, and student habituation journal documentation. Analysis followed the interactive model of Miles, Huberman, and Saldaña (2014). Results showed that 85.7% of students perceived Aqidah Akhlaq values as a genuine life necessity, not merely examination material. The most consistent application was observed in respect toward teachers (89.3%) and disciplined ablution (78.6%), while independence in performing prayers at home and academic honesty remained fluctuating and dependent on external supervision. Key factors building positive perceptions were teacher exemplarity, structured daily habituation systems, and active family support, while digital media exposure served as the primary inhibiting factor. This study recommends a more structured synergy among the three pillars of education as the key to consistent and autonomous value internalization.

Intellectual Property (IP) plays a crucial role in fostering fair business competition. Trademarks as a element of IP serve as distinguishing identifiers that guarantee product quality. In addition, trademarks function as marketing tools in competitive markets and provide protection against bad faith actions by other parties. To obtain legal protection, a trademark must be registered in accordance with statutory requirements. A trademark application may be rejected if these requirements are not fulfilled. A common reason for rejection is the existence of substantial similarity to a previously registered mark or an earlier-filed application for similar goods and/or services. Therefore, clear and consistent standards for determining substantial similarity are essential to ensure legal certainty for applicants.

Christian education has played a significant role in shaping individual character, thought, and morality across the globe. One of the most influential figures in this field is Ignatius Loyola (1491-1556), founder of the Society of Jesus (Jesuits). Loyola’s educational philosophy, rooted in Catholic spirituality, emphasizes discipline, character formation, and the integration of faith and intellect. The purpose of this study is to explore the theological foundations of Christian education according to Ignatius Loyola, outline the core principles of his educational thought, and examine its relevance to contemporary Christian education. Data were collected through a literature review of books and scholarly articles. Loyola’s approach, known as Ignatian education, focuses on holistic development-spiritual, intellectual, and social-embodied in the principle of "cura personalis" or care for the whole person. His model has profoundly influenced Catholic educational institutions worldwide. The findings highlight that Ignatian pedagogy not only nurtures academic excellence but also fosters a spirit of service and commitment to God. This research provides insights for educators and institutions aiming to implement Christian values in modern educational settings.

This article examines Christian inclusivism through the theological tension between the centrality of Christ and the breadth of God’s grace in the context of the contemporary Indonesian church. Using a qualitative library-based and constructive-theological approach, the study analyzes the concepts of wider hope, general revelation, fulfillment model, Karl Rahner’s anonymous Christianity, and evangelical inclusivism. The article argues that Christian inclusivism is not a weak compromise between exclusivism and pluralism, but a constructive framework that preserves Christ as the center of salvation while acknowledging the possibility of divine work beyond the formal boundaries of the church. In Indonesia’s multireligious society, this model helps the church develop a faithful yet dialogical public presence. It supports witness without coercion, interfaith dialogue without the loss of Christian identity, and social cooperation without relativizing Christ. Furthermore, inclusivism encourages the church to articulate its faith with humility, openness, and responsibility. Thus, inclusivism offers a relevant theology of religions for ecclesial life, mission, and public engagement in contemporary Indonesia.

This journal discusses the role of Islamic education management in educational institutions and how to develop them. This research uses qualitative methods, with data collection through observation, interviews, and in-depth literature review. The main findings of this study involve various important components in educational management, including curriculum management, human resources, infrastructure, financing, public relations, and special services. One of the educational institutions analyzed, MAN 4 Bantul, identified four main points in the development of educational institutions. First, the use of the independent curriculum to provide freedom in the learning process; second, the application of Islamic character to shape students' morals; third, increasing individual worship and faith to always be grateful according to Islamic teachings; and fourth, developing branding through information management in the field of public relations. In addition, MAN 4 Bantul also improves the quality of human resources through learning innovation workshops for educators. The results of this study indicate that Islamic education management integrated with religious principles can create a more effective, relevant, and sustainable learning environment, as well as strengthen the competitiveness of educational institutions in the digital era.

Pastoral ministry is a divine calling that demands faithfulness, vigilance, and wholehearted love in caring for God’s flock. However, in the reality of ministry, many church shepherds face complex and burdensome challenges in fulfilling this responsibility. A failure to understand and implement authority based on the character of Christ often becomes the root problem in pastoral ministry. This study aims to explore the dynamics of pastoral ministry in the context of today’s church, particularly in light of 1 Peter 5:1–4. The approach used is qualitative descriptive, based on a literature review, with a focus on relevant theological and pastoral works. The findings reveal that many pastors experience spiritual and emotional exhaustion, especially when their ministry lacks support from an adequate organizational structure, or when the congregation’s expectations are misaligned with the church’s mission. In this context, true shepherding—as explained by figures such as Bill Lawrence and Phil Pringle—must be rooted in Christ as the Head of the Church. A pastor is called to serve with humility, not to dominate or pursue personal interests. Furthermore, a deep understanding of the biblical metaphor concerning the relationship between shepherd and sheep is essential to avoid distortions in meaning and deviant ministry practices. An emphasis on love, responsibility, and exemplary conduct becomes the foundational framework for building an integrous pastoral ministry. This study concludes that pastoral ministry will be more effective when supported by clear church organizational policies, a deep theological foundation, and pure ministry motivations. Thus, pastoral ministry is not merely an administrative task, but a manifestation of God's love expressed through the lives of His servants.

This article discusses the design and development of a Christian Religious Education (PAK) curriculum for families with the aim of making families salt and light in the world. Referring to the teachings of Jesus in the Gospel of Matthew 5:13-16, families are expected to be role models in everyday life through the application of Christian values. This curriculum includes teaching about family theology, the application of Christ's teachings in practical life, character building, and strengthening relationships between family members. The method used in this article is a qualitative method of data obtained through interviews with several families who have implemented the PAK Family curriculum. Curriculum planning is adjusted to the age and developmental stage of family members, and is accompanied by an evaluation to assess the effectiveness of implementation. The role of the church in supporting the implementation of this curriculum is also discussed, where the church functions as a partner in providing resources and training for families. This research is expected to provide a positive contribution to the formation of families based on the Christian faith, which can have a broad impact on society as true salt and light.

Happiness is a word that is the obsession of every living human being, but many people are trapped in false happiness, so a discussion about happiness in this world and the hereafter is needed to be used as a guide. This article aims to explore the key to happiness in this world and the hereafter from the perspective of KH. Husain Ilyas Mojokerto, with a character study setting. The result: that the key to happiness in this world and the hereafter is to have three attitudes and behaviors, namely: As-Shofa, Al-Wafa, and Al-Jafa. As-Shofa means learning to cleanse the heart, learning from others who are more successful. Al-Wafa means keeping promises, not breaking your own words, not being a hypocrite. Al-Jafa means not being affected by praise, not being surprised when being cursed or insulted. These three concepts indicate that the essence of true happiness is not a matter of material things, but how to cultivate attitudes and behaviors that are reflections from the depths of the heart. This finding provides a direction for further research on true happiness that is multifunctional, namely the world and the hereafter. This study is expected to be useful for the direction of future research.