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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.

. 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.

This study examines the integration of Islamic education values in supporting the achievement of the Sustainable Development Goals (SDGs) 2030. The background of this research is rooted in the increasing global demand for education systems that not only emphasize cognitive competence but also foster moral integrity, social responsibility, and environmental awareness. Islamic education, with its foundational values such as tawhid (divine consciousness), adl (justice), amanah (responsibility), and mizan (balance), offers a holistic framework that aligns with the principles of sustainable development. The objective of this research is to analyze how Islamic educational values can be conceptually and operationally integrated into educational practices to contribute to the SDGs agenda. This study employs a qualitative approach using library research as the primary method, collecting and analyzing relevant academic literature published in recent years. The findings indicate that the integration of Islamic values through contextual learning, reflective discussions, character-building activities, and social engagement initiatives can enhance students’ awareness of global issues, empathy, inclusivity, and ecological responsibility. Although challenges remain in curriculum standardization and character assessment mechanisms, the study concludes that Islamic education has strong potential to function as a transformative educational model. The implications of this research suggest the need for curriculum development, teacher capacity building, and institutional commitment to ensure that Islamic education meaningfully contributes to sustainable global development.

The rapid advancement of digital technology has transformed educational practices while simultaneously posing challenges to the preservation of local cultural values. This study aims to develop and evaluate a digital ethnopedagogical reconstruction model that integrates local historical narratives of North Sumatra into the Merdeka Curriculum within the Primary School Teacher Education (PGSD) program. Employing a Research and Development (R&D) approach with the 4D model, this study utilized a mixed-methods design involving document analysis, interviews, observations, expert validation, and field trials. The findings reveal that local historical narratives—comprising folkloric legends, educational acculturation, and the heritage of local sultanates—possess strong ethnopedagogical potential when reconstructed through interactive digital media. Quantitative results demonstrate a significant 38% increase in students’ ethnopedagogical understanding, supported by high content validity (89%) and media feasibility (92%) scores. Qualitative findings further indicate enhanced cultural awareness, historical empathy, and learner engagement. The study concludes that the effectiveness of digital ethnopedagogical innovation is primarily determined by its pedagogical integration within the learner-centered framework of the Merdeka Curriculum. This research contributes a sustainable model for culturally grounded digital pedagogy in teacher education.

Christian Religious Education (PAK) plays a crucial role in helping students develop faith based on the truth of God's Word. Therefore, a theological foundation plays a crucial role in the implementation of PAK, ensuring that educational activities are not only focused on knowledge transfer but also directed toward holistically shaping character and strengthening students' faith. This article aims to examine the theological foundation of Christian Religious Education in the process of developing students' faith based on Christian teachings. The method used in this study is literature analysis, examining various theological sources, the Bible, and writings related to Christian education. The findings of this study indicate that the theological foundation of PAK stems from God's calling as a true educator, the example of Jesus Christ as the Primary Teacher, and the role of the Holy Spirit in fostering and maintaining faith. Christian Religious Education based on strong theology can help students experience true growth in faith, internalize Christian values, and implement them in their daily lives.

Inclusive education in the context of Islamic religious education reflects the implementation of Islamic values that promote respect for diversity and the protection of individual rights. Islamic Religious Education teachers play a crucial role in ensuring that all students, including those with special needs in inclusive schools, can access and understand Islamic teachings at the Madrasah Tsanawiyah level. Inclusive education also functions as a catalyst for educational transformation by promoting equality and fairness in the learning process without discrimination among students. In this context, teachers are required to adapt teaching strategies, learning materials, and classroom interactions according to the diverse needs and abilities of each learner. Their role is not only to deliver religious knowledge but also to foster an inclusive learning environment that supports participation and understanding for all students. This study contributes to a deeper understanding of the role of Islamic Religious Education teachers within inclusive education settings and provides insights that may support future research and development of inclusive education practices in Indonesia.

This study aims to analyze the implementation of Artificial Intelligence (AI)-based learning media and its implications for student learning motivation in Islamic Religious Education (PAI). This study uses a systematic literature review approach by examining various reputable scientific articles discussing the integration of AI in education and the dynamics of learning motivation in the context of PAI. The results of the study indicate that the use of AI through adaptive learning systems, educational chatbots, gamification, and learning analytics can increase the effectiveness, personalization, and interactivity of learning. This implementation has a positive impact on cognitive motivation through increased conceptual understanding, affective motivation through active participation and emotional engagement, and spiritual motivation through strengthening reflection and internalization of Islamic values. However, ethical challenges, the risk of depersonalization of the teacher's role, and inequality in digital access are crucial issues that require policy attention and human-centered pedagogical design. Theoretically, this study offers an integrative conceptual framework that combines technological innovation with Islamic educational epistemology. Practically, the results of this study provide recommendations for teachers, schools, and policymakers to develop AI-based PAI learning models that are adaptive, ethical, and oriented towards character building.

The principal’s leadership plays a strategic role in determining the direction and quality of educational implementation in schools. This study aims to analyze the implementation of integrative leadership based on prophetic values through the application of transformational, instructional, and servant leadership styles at SMA Muhammadiyah PK Kottabarat Surakarta. Islamic-based schools face challenges in integrating academic excellence with the development of religious character; therefore, a leadership model is required that is not only managerially effective but also morally and spiritually grounded. This research employed a qualitative approach with a field study design. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using interactive analysis techniques with triangulation to ensure data validity. The findings indicate that the integration of transformational, instructional, and servant leadership forms an Islamic Integrative Leadership model that combines a vision for change, the strengthening of learning quality, and the values of service and exemplary conduct within an Islamic framework. Transformational leadership fosters a shared vision and an innovative culture; instructional leadership enhances the quality of the learning process through effective academic supervision; while servant leadership creates a humanistic and participatory school climate. This leadership model contributes to improving teacher professionalism, strengthening students’ character, and establishing a religious school culture oriented toward holistic and sustainable educational quality.

This study aims to analyze the strategies implemented by Islamic Religious Education (PAI) teachers in shaping adolescent personality at SMA Negeri 1 Sragen. The research employed a qualitative approach with a descriptive case study design. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using an interactive data analysis model. The findings indicate that personality development strategies were carried out in a planned, systematic, and collaborative manner through five main approaches: role modeling, religious habituation, integration of values into classroom instruction, personal mentoring, and collaboration among teachers. Role modeling emerged as the most dominant strategy, as students tend to imitate teachers’ behavior in daily interactions. Religious programs such as congregational prayer, Qur’anic recitation, Islamic student organization activities, and Friday religious programs function as instruments for internalizing religious and social values. These findings affirm that adolescent personality development requires an integrated strategy embedded within school culture and supported by a conducive educational environment.

Adolescence is a crucial transition phase from childhood to adulthood, characterized by significant development of the reproductive system and psychosocial changes. In this phase, adolescents are prone to deviant behavior, including premarital sexual behavior, especially if environmental factors and self-control are not properly managed. This study aims to identify the picture of premarital sexual behavior in adolescents through a case study at Pattimura High School Jakarta. The research method uses a quantitative approach with random sampling techniques based on Lemenshow calculations. Data analysis was carried out descriptively to obtain an overview of respondents' behavior. The results showed that there were 22 students (32.35%) who had risky premarital sexual behavior. These findings indicate an urgent need for comprehensive interventions. Preventive efforts can be carried out through reproductive health education, strengthening moral values, and improving communication between parents and children. Meanwhile, repressive efforts are needed to enforce school rules and provide educational sanctions. This research emphasizes the importance of collaboration between schools, families, and communities in tackling adolescents' premarital sexual behavior, so as to minimize risks that have an impact on their physical, psychological, and social health.  

This study explores the intersection of feminism and gender equality in Bali, analyzing how patriarchal norms, media portrayals, and religious customs marginalize Balinese women. Using Simone de Beauvoir’s concept of the “Other,” it examines why feminism faces resistance despite growing gender equality awareness. Through surveys and interviews with Balinese women aged 11–20, the findings reveal that many support gender equality but hesitate to identify as feminists due to cultural misconceptions and Western associations. The research highlights the need for educational initiatives and community discussions to integrate feminism into Balinese traditions, showing that culturally adapted advocacy is more effective than universalist approaches. It underscores the importance of feminist education, local leadership engagement, and promoting women’s roles within traditional structures, demonstrating that feminism and Balinese traditions can coexist without disrupting social harmony. Future research should explore generational shifts, digital media’s role in shaping perceptions, and comparative studies in other traditional societies to further bridge feminism and cultural values.

In the era of globalization, children are exposed to a social environment influenced by external factors such as social media, advertising, and a consumer culture, all of which can promote a materialistic lifestyle. Consequently, financial literacy education has become essential to equip children with the necessary skills to manage their finances effectively. Beginning with a simple understanding of accounting, children can learn fundamental concepts of money management, financial decision-making, and planning. However, many young children still lack access to this vital education. Various learning methods and media, including loose parts, storytelling, and interactive educational tools, can be utilized to foster financial understanding. Additionally, this education promotes important social concepts like sharing, charity, and the responsibility of managing finances to help others. It integrates Islamic principles, emphasizing values such as honesty, justice, transparency, and the avoidance of usury. Through these principles, children are not only taught how to manage their personal finances but also how to contribute to society. By implementing financial literacy education at an early age, we can help children grow into informed, ethical, and responsible leaders in the future. This education is crucial for ensuring they make sound financial choices and contribute positively to their communities.

This article provides a descriptive analysis of the potential for integrating national security values into the Christian education curriculum as a strategic effort to support Indonesia's vision of generating a golden generation by 2045. The research object is the formal Christian education system in Indonesia, encompassing its curriculum, pedagogy, and the overarching goal of character formation. The central problem addressed is the perceived dichotomy between faith-based education and the cultivation of civic responsibility, specifically concerning national security a concept often narrowly associated with the military rather than with social resilience, tolerance, and unity. The objective is to explore how Christian educational values can be systematically aligned with national priorities to produce graduates who are both devout and patriotic. Employing a qualitative descriptive analysis method, this study synthesizes findings from a literature review of Christian education philosophy, national curriculum standards, and policy documents on national security and character education. The main findings reveal a significant convergence between Christian ethical teachings such as love for neighbor, integrity, and peacebuilding and the core values underpinning national security and social harmony, like Bhinneka Tunggal Ika (Unity in Diversity). The synthesis of ideas proposes a conceptual framework where subjects like civic education and religious studies are interwoven to foster a holistic identity. The article concludes that a deliberate integration of national security values, framed as active citizenship and social stewardship, is not only compatible with Christian education but is essential for realizing the resilient, morally grounded human resources needed for Indonesia 2045.

This study examines the role of understanding Christian theology in improving the quality of Christian Religious Education (CRE) learning. The focus of the study is how theological foundations can shape students’ character, morals, and spiritual development, as well as how teachers’ instructional strategies can support the achievement of these learning outcomes optimally and sustainably. The method used is a qualitative literature review, analyzing various relevant books and journal articles related to CRE, teaching approaches, and the integration of faith values into the educational curriculum. The findings indicate that mastery of Christian theology serves as an essential foundation in learning, as it enables students to understand their faith deeply while also internalizing Christian principles in their daily lives. In addition, interactive, contextual, and participatory learning methods have been shown to increase student engagement and motivation in the learning process. The role of the teacher as a moral and spiritual role model is also a key factor in strengthening the internalization of these values. Thus, an understanding of Christian theology not only supports cognitive aspects but also contributes to shaping students’ character and ethical behavior, making CRE learning transformational and holistic.

This study aims to examine the use of deixis in the film Habibie and Ainun (2012) through a pragmatic approach and to explore its implications for character education. The research employs a descriptive qualitative method by analyzing utterances containing personal, spatial, temporal, discourse, and social deixis in the main characters’ dialogues. The data were obtained through transcription and contextual interpretation to uncover the pragmatic meanings embedded in the linguistic expressions. The findings reveal that deixis functions not only as a linguistic reference marker but also as a medium for expressing and reinforcing character values such as loyalty, responsibility, perseverance, and love. The contextual use of language in the film reflects the process of moral formation and emotional depth, demonstrating how language contributes to shaping character development. This study contributes to the development of Indonesian language learning by emphasizing the integration of pragmatic analysis and character education through film media. Therefore, it is recommended that language educators utilize educational films containing pragmatic elements as effective learning resources to enhance both linguistic competence and moral awareness among students.

Educational institutions increasingly face competitive pressures in attracting and maintaining student enrollment, particularly within the private school sector. This study examines educational marketing strategies implemented to increase student enrollment in Catholic private schools. The research focuses on two institutions, namely SMA Strada Santo Thomas Aquino and SMA Katolik Lia Stephanie, which demonstrate different enrollment trends and marketing approaches. A qualitative exploratory method was employed to understand institutional strategies and marketing practices in their natural contexts. Data were collected through observation, semi-structured interviews, and documentation conducted between August and December 2025. Data validity was ensured through source and technique triangulation, while analysis followed the Miles, Huberman, and Saldana model consisting of data condensation, data display, and conclusion drawing. The findings reveal that both schools implement educational marketing strategies based on the marketing mix framework (7P), including product, price, place, promotion, people, process, and physical evidence. SMA Strada Santo Thomas Aquino applies a community-relational approach that emphasizes Catholic values, alumni loyalty, school reputation, and word-of-mouth communication within community networks. SMA Katolik Lia Stephanie adopts a differentiation-professional approach by offering flagship academic programs, modern facilities, and structured promotional strategies coordinated by a dedicated marketing team. The effectiveness of these strategies is supported by church networks, alumni engagement, foundation support, and consistent educational service quality. Several challenges were identified, including limited marketing resources, insufficient digital marketing competence, and increasing competition among private schools. Strengthening adaptive and innovative marketing strategies is essential for maintaining institutional competitiveness and sustaining student enrollment in Catholic private educational institutions.

The rise of reflective content on YouTube underscores the need for pragmatic research that investigates not only what is said but also the effects of speech on audiences (perlocution). This study aims to analyze the speech act forms associated with perlocutionary effects on Henny Kristianus’s YouTube channel, focusing on the theme of maturity of mind, and to map observable indicators in viewers’ responses. A qualitative descriptive approach with pragmatic content analysis was employed. Data were drawn from transcripts of two videos and corresponding audience comments. The analysis identified three dimensions: (1) types of illocutions (advice, invitation, warning, empathetic assertion), (2) rhetorical/multimodal devices (metaphor, personal narrative, reflective question, call to action), and (3) observable perlocution indicators (attitude change, behavioral intention, emotional support). The findings show that empathetic and reflective utterances most frequently produce perlocutionary effects such as cognitive clarification, behavioral intention, and social reinforcement among viewers. These results suggest that the perlocutionary strength in digital discourse is influenced by the harmony between linguistic strategy, message depth, and communicated maturity values. Theoretically, this research enriches Indonesian digital pragmatics studies. Practically, it provides educators and content creators with insights to design ethical, persuasive, and character-building educational discourse.

The digital era presents various opportunities as well as challenges in the world of education, particularly in the formation of student character. The development of technology, social media, and the unlimited flow of information influence the way students think, act, and behave. This condition demands the role and responsibilities of Christian Religious Education (PAK) Teachers that are increasingly complex and strategic. This study aims to describe the responsibilities of PAK Teachers in the formation of student character in the digital era. The research method used is a qualitative method with a literature study approach. Data were collected through a review of scientific journals, academic books, and theoretical sources relevant to the research topic. The results of the study indicate that PAK Teachers are not only responsible for conveying Christian faith material, but also guiding students in internalizing and practicing Christian values such as love, honesty, responsibility, self-control, and empathy, both in real life and digitally. PAK Teachers act as educators, role models, guides, and spiritual counselors who integrate character education into the learning process. In addition, PAK Teachers are required to have adequate pedagogical, professional, personality, and social competencies, as well as the ability to utilize technology wisely. Collaboration with parents and schools is a crucial aspect in sustainably shaping students' character. Thus, Christian Religious Education teachers act as agents of transformation in shaping a generation with Christian character ready to face the challenges of the digital era.

This study explores the shift from traditional to modernist educational paradigms in Islamic boarding schools (pesantren), which have been in existence since before Indonesia’s independence. The shift involves adapting learning methods while retaining traditionalist approaches, ensuring that they meet modern needs without eliminating their core values. The study uses a qualitative-phenomenological approach to examine three main areas: (1) the strategy of educational values and spiritual practices employed by pesantren leaders, with an emphasis on the TAQWA method, which aims to improve student understanding quickly; (2) the integration of Qur'an literacy, religious traditions, and environmental empowerment in the educational process; and (3) the impact of this model on student character development. Qur'an literacy in this context extends beyond reading and memorizing verses, focusing on understanding and actualizing its values in daily life. Religious practices such as book study, worship routines, and etiquette coaching promote moral development. Environmental activities, such as agriculture and natural resource management, encourage independence and ecological awareness. This holistic approach can serve as a model for character education, blending spiritual, social, and environmental aspects, while strengthening pesantren's role in fostering moral and ecological awareness.

This study aims to analyze the actualization of Pancasila values in the Articles of Association and Bylaws (AD/ART) of the Dharma Wanita Persatuan (DWP) in Panggungrejo District, Blitar Regency. The study used a qualitative approach with a phenomenological design to understand the experiences and views of informants regarding the application of Pancasila values in organizational practice. Data were collected through structured interviews, field observations, organizational documentation, and validated using triangulation of sources, techniques, and time. The results show that material values are reflected in operational discipline, mutual cooperation, and transparency in resource management; vital values are manifested through the AD/ART as guidelines for work and the implementation of educational, social, and empowerment programs; while moral values are evident through communication ethics, the practice of deliberation and consensus, and strengthening solidarity among members. These findings confirm that the AD/ART functions as a connecting instrument that integrates material, vital, and moral values, thereby creating an organizational structure that aligns with Pancasila. This study has important implications for strengthening the character and ethics of organizations based on national values at the local level.