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This study aims to analyze the philosophy of Christian education related to the vision and mission of Christian religious education teachers in the context of an independent curriculum. The main focus of this study is to introduce the basic concepts and principles of Christian education philosophy that are relevant to understanding the vision and mission of Christian religious education teachers. This study also identifies the contribution of Christian educational philosophy to the development of an independent Christian curriculum. This study uses a descriptive analysis method to study the relevant concepts and principles of Christian education philosophy. Various theoretical sources, such as Christian educational philosophy literature and the Bible, are used to support the analysis. This research reveals that the vision and mission of Christian religious education teachers emphasize the recognition of God's divinity, love as the main principle, the integration of faith and knowledge, the formation of Christian character, and the spiritual dimension of education. In implementing their vision and mission, Christian religious education teachers can use content selection that supports Christian values, integrated teaching strategies, and relevant assessments. In this way, they can create learning experiences that reflect their vision and mission and help students develop strong Christian character.

This study aims to analyze the philosophy of Christian education related to the vision and mission of Christian religious education teachers in the context of an independent curriculum. The main focus of this study is to introduce the basic concepts and principles of Christian education philosophy that are relevant to understanding the vision and mission of Christian religious education teachers. This study also identifies the contribution of Christian educational philosophy to the development of an independent Christian curriculum. This study uses a descriptive analysis method to study the relevant concepts and principles of Christian education philosophy. Various theoretical sources, such as Christian educational philosophy literature and the Bible, are used to support the analysis. This research reveals that the vision and mission of Christian religious education teachers emphasize the recognition of God's divinity, love as the main principle, the integration of faith and knowledge, the formation of Christian character, and the spiritual dimension of education. In implementing their vision and mission, Christian religious education teachers can use content selection that supports Christian values, integrated teaching strategies, and relevant assessments. In this way, they can create learning experiences that reflect their vision and mission and help students develop strong Christian character.

In this era of modernization, many changes have occurred in human life, so it is very important to teach religious education in schools with the aim of contributing to the morale of students who are increasingly far from God's truth. Therefore, education must rest on the four pillars, viz. know, learn to do, learn to live together and learn to be yourself. What is very important in competency development is the curriculum as a learning tool. In this case, the curriculum is considered to be able to solve various problems of the nation, especially in the field of education, by training students, planning, implementing and evaluating the education system in an effective, efficient and effective manner.

PAK is an education that focuses on teaching Christian values and doctrines to students. The aim is to help students understand the teachings of Christianity, deepen their relationship with God, and form good character and morals. However, the fact is that some students do not understand Christian values. Students often only understand Christianity theoretically without being able to apply it in everyday life. This can hinder the development of student independence. In this study or study the authors used qualitative research methodologies and literature studies. The results of the study show that PAK can make a positive contribution to the development of student independence. Through teaching Christian values that encourage self-awareness and responsibility, students can acquire skills and attitudes that support independence, such as the ability to make decisions, be independent in learning, and play an active role in society. In the context of an independent curriculum, students can be integrated into the curriculum to support the development of student independence.

The Bible is the main source of knowledge for every believer, especially for children in education. However, there is a tendency that Christian education prioritizes an educational model that emphasizes humanitarian philosophy so that it tends to no longer make the Bible the main source of Christian education. In obtaining data for writing this article, the author used a qualitative method with a literature review approach. The Bible is a material that should be given to children or society. This means that the teaching of the Bible itself does not only talk about the formation of morality and spirituality, but can also give weight to the main source as Christian education. The Bible is used as the main basis for teaching Christian Education in churches and schools that have a Christian curriculum. This is because the Bible is considered a holy book that contains the basic teachings of Christianity and is the highest authority for Christians. Therefore, in teaching Christian Religious Education, a Christian Religious Education teacher is required to use the Bible as the main source in providing explanations and teaching about the teachings of Christianity.

This study aims to examine the structural and local wisdom values found in the folklore of the some ethnic group in North Sumatra, like as Pakpak and Nias. The method used in this study uses a library approach. The sources of data used in this research are journals, books, and internet sites related to the topics that have been selected. The results of this study are that there are many local wisdom values in Pakpak ethnic folklore. This is reflected in the oral/regional literary tradition in the form of folklore from the Pakkpak ethnic in North Sumatra, structural values and local wisdom values that have been analyzed can be used as material teaching, namely literature learning material due to the suitability between existing stories and existing material with the 2013 Curriculum for class X SMA.