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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.

Middle order thinking skills (MOTS) questions are very important in Christian religious education learning. Evaluation of Christian religious education learning needs to be carried out by educators (teachers) based on each learning material so that students' academic achievement can be achieved well. In general, educators (teachers) do not fully understand the concept of middle order thinking skills (MOTS), as well as low order skills (LOTS) and high order skills (HOTS), so that some students find it difficult to answer questions given by educators (teachers) during learning evaluations. The type of research used is qualitative research with a literature review/literature study approach. The purpose of the study is to explain the understanding of the meaning of MOTS in Christian religious education learning on materials that are in accordance with learning objectives, so that students' academic achievement can be achieved well through learning evaluations. The results of the study are students are able to answer questions well from the middle order thinking skills (MOTS) type of questions when educators (teachers) create learning evaluation questions based on learning materials. Conclusion; To create evaluation questions for Christian religious education learning that students can answer and achieve academic success, ideally, questions should be based on the learning material they have learned.

Student character building is an important goal in the education system, particularly in Christian Religious Education (CRE) which emphasizes not only cognitive aspects but also the development of moral and spiritual values. However, various character issues such as low discipline, responsibility, and social awareness remain challenges in the school environment. Therefore, a learning strategy is needed that can integrate Biblical values contextually into the educational process. This study aims to analyze learning strategies based on Matthew 11:28–30 in shaping student character at SMP Negeri 1 Moro’o, West Nias Regency. This study uses a qualitative approach with descriptive methods. Data were collected through observation, in-depth interviews, and documentation involving Christian Religious Education teachers and students. The results of the study indicate that the values contained in Matthew 11:28–30, such as love, humility, gentleness, and peace of mind, can be implemented through contextual learning strategies, teacher role models, and reflective learning. The implementation of these strategies contributes to student character building, especially in improving attitudes of discipline, responsibility, and concern for others. The novelty of this research lies in the development of a learning strategy framework based on theological analysis of Matthew 11:28–30 which is practically integrated into Christian Religious Education learning to shape students' character.

Fahombo (Hombo Batu) is a cultural heritage of the South Nias people that not only displays visual beauty and symbolic meaning, but also contains educational values for character building for the younger generation. This study aims to explore the pedagogical aspects contained within it while examining its relevance to the integration of arts and culture in holistic learning in the modern era. A qualitative approach with descriptive methods was chosen to understand the meaning, function, and educational messages that are alive and passed down through this cultural practice. Data collection was conducted through field observations, in-depth interviews, and documentation involving traditional leaders, parents, and actively participating youth. Analysis was carried out through stages of reduction, presentation, and drawing conclusions by applying triangulation of sources and techniques to ensure the validity of the findings. The results of the study indicate the existence of character-building values such as courage, discipline, responsibility, perseverance, and social solidarity. Furthermore, this activity reflects a comprehensive learning process because it involves the physical, mental, emotional, social, and cultural dimensions in an integrated manner. These findings confirm that local wisdom can be utilized as a relevant contextual learning resource to develop a holistic education model that is adaptive to current developments while rooted in cultural identity.

This study aims to analyze the leadership qualifications of Moses in Exodus 18:21 and examine their relevance for contemporary Christian team leadership. The research is grounded in the increasing complexity of modern leadership challenges, which often prioritize structural effectiveness without sufficient ethical and spiritual foundations. Employing a qualitative approach with a historical-grammatical hermeneutical method, this study interprets the text within its historical, literary, and lexical contexts. The findings reveal that the four leadership criteria—capable, God-fearing, trustworthy, and hating dishonest gain—form an integrated value system that undergirds Israel’s collective leadership structure. The novelty of this research lies in its interpretation of Exodus 18:21 not merely as a description of Moses’ personal charisma, but as a paradigm for participatory and ethically grounded team leadership. Theologically, the “fear of God” functions as the normative center that integrates competence and integrity. These findings suggest that contemporary Christian leadership development should prioritize spiritual character and moral accountability as foundational elements in building sustainable and integrity-based teamwork..

The diversity of Indonesian society, spread across various regions of the archipelago, reflects immense natural and cultural wealth. However, this cultural diversity also has the potential to trigger national disintegration or division due to differences in perspectives, values, and ways of life. This situation indicates that Indonesian society needs to develop an educational system capable of fostering an appreciative attitude toward cultural, religious, and customary differences among ethnic groups. This reality compels Christian Education to assume a strategic role in strengthening existing diversity. This study aims to examine transformative approaches within Christian Education for fostering harmony amidst Indonesia’s diversity. The research employs a qualitative approach through a literature review, particularly focusing on the approaches and implementation of Christian Education within pluralistic societies. The results of the study indicate that the presence of Christian education can make a significant contribution to building a harmonious, diverse society by instilling Christian values such as respect for different lifestyles, rejection of violence and discrimination, and the strengthening of a spirit of unity. Thus, Christian education is expected to serve as an effective means of fostering harmony amidst the diversity of Indonesian society.

Christian Religious Education (PAK) learning is undergoing significant changes in the Digital 5.0 era with the utilization of technology as the main support. This study explores the challenges in Christian learning and explores technological solutions that can improve student engagement and material comprehension. Through the literature study, the main challenges identified include the limitations of traditional learning resources and the lack of attractiveness of the materials. Solutions are proposed by integrating E-Learning, Virtual Reality, Augmented Reality, and mobile applications in the curriculum. Teacher training and support from the community and church are key in implementing this approach. Continuous evaluation and problem solving are the focus to ensure success and sustainability. The results show that technology contributes significantly to creating an interactive and relevant learning environment, building a solid foundation for increased student engagement and understanding of Christian teachings. By stepping with technology, this article presents a foundation for enhancing Christian Religious Education learning amidst the dynamics of the digital world

This study examines the eco-eschatological dimensions embedded in the myths and traditions of pante among the Manggarai people of East Nusa Tenggara, Indonesia. The pante tradition is not merely understood as an economic activity involving the tapping and processing of palm sap, but also as a cultural practice that embodies ecological, spiritual, social, and ethical values. Through this tradition, the Manggarai people maintain a harmonious relationship with nature and recognize their responsibility toward the environment as part of a sacred cosmic order. This study employs a qualitative approach based on literature review and hermeneutical-theological analysis to explore the symbolic meanings and theological implications of the pante myth. The findings reveal that the pante myth reflects the Manggarai people’s cosmological worldview, in which nature is regarded as a living and sacred reality that must be respected and protected. Furthermore, the tradition promotes an ethic of sustainability that discourages excessive exploitation of natural resources and encourages balance between human needs and environmental preservation. From an eco-eschatological perspective, the pante tradition represents a vision of hope for the restoration of relationships among humans, nature, and God, anticipating the fulfillment of the “new heaven and new earth.” Therefore, this study affirms that Manggarai local wisdom provides a valuable contribution to the development of contextual, ecological, and sustainable theology in contemporary society.

This paper discusses the concept of global ethics put forward by Hans Küng as a universal moral framework in the face of the reality of a plural world. This study uses a qualitative approach with a literature study method to examine Küng's thoughts on global ethics, its basic principles, and its implications in social life and interreligious dialogue. The results of the study show that global ethics is a consensus of universal moral values that is not intended as a new religion, but as a common basis for all mankind in building a peaceful and just life. Principles such as humanity, non-violence, solidarity, honesty, and equality are the main cornerstones in building cross-cultural and religious relations. In addition, global ethics also encourages collective responsibility in maintaining social justice, human rights, and environmental sustainability. However, global ethics also faces criticism of its normative tendencies as well as the challenges of achieving universal consensus amid differences in values, cultures, and political interests. Therefore, the implementation of global ethics requires an inclusive, open, and sustainable dialogue. Thus, global ethics has strong relevance as the foundation of interreligious dialogue in creating sustainable global peace and harmony.

Counseling etymologically derives from the noun counsel, which originates from the Latin consilium, rooted in consilere, meaning “to consult,” or to seek the views and advice of others as guidance for consideration and decision-making. As a verb, to counsel or counseling refers to the act of providing advice, guidance, warnings, encouragement, and instruction aimed at fostering self-surrender in addressing problems and managing negative behaviors among students. Educational guidance and counseling aim to strengthen Christian students to live victoriously in the Lord Jesus Christ by bringing them to an understanding of the light of God’s Word and the acceptance of themselves as God’s grace. This Classroom Action Research was conducted to address and resolve the problems of Christian students based on the research formulation, particularly through the application of intellectual, moral, and social approaches as strategic steps to enhance educational counseling services. The study employed a qualitative approach, with data collected through in-depth interviews and field notes. Data analysis was carried out by categorizing findings to generate emerging themes. In-depth interviews and focus group discussions were conducted with three teacher participants and two student participants. The findings revealed that several students required special attention due to tendencies toward delinquent behavior, while one case indicated a student’s involvement in narcotics. These findings demonstrate that student-related issues require special intervention efforts to improve their spiritual and mental well-being, leading them to a deeper knowledge of the Lord Jesus Christ as their personal Savior. The ultimate goal is the salvation of students’ souls and the glorification of the name of the Lord Jesus Christ.

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 rapid development of AI-assisted programming has encouraged the emergence of vibe coding, an approach to software development in which developers focus more on formulating intentions, contexts, and constraints through prompts rather than writing code manually. However, existing evaluations of AI-generated code still tend to emphasize functional correctness and productivity, and therefore have not fully addressed the relationship between user intent, technical code reliability, and developers’ understanding of the generated artifacts. This study aims to propose a new evaluation method called TD-VCEM (Three-Dimensional Vibe Coding Evaluation Method) to assess vibe coding practices in a more comprehensive and auditable manner. The proposed method consists of three primary dimensions: Intent Alignment to evaluate the conformity of code with prompt requirements, Code Reliability to assess the technical quality of the generated code, and Developer Cognition to measure developers’ understanding of AI-generated code. TD-VCEM is designed through several stages, including prompt decomposition, prompt-to-code traceability matrix, code reliability assessment, and developer cognition evaluation. Each dimension employs indicator-based scoring rubrics normalized on a scale of 0–100, enabling the construction of a Vibe Coding Evaluation Score (VCES). This study does not present empirical experimental results; instead, it offers a methodological framework that can serve as a foundation for evaluating AI-generated code in modern software engineering environments. The proposed TD-VCEM is expected to improve review process transparency, reduce security risks, strengthen software maintainability, and ensure that developers maintain control and understanding of AI-generated code artifacts.

This study aims to analyze people's online shopping behavior and assess its impact on family economic conditions. The development of digital technology has transformed people's consumption habits, particularly in shopping activities, which are now increasingly practical through online platforms. Easy access, product diversity, and various payment options have made online shopping a dominant trend. However, this convenience also has the potential to foster consumer behavior that impacts financial stability. This study aims to analyze bold shopping patterns and their impact on household financial conditions. The approach used is descriptive qualitative library research, collecting and analyzing data from various scientific journals, articles, and related references. The study findings indicate that online shopping has diverse effects: on the one hand, it offers time and cost savings, but on the other hand, it can lead to waste and indiscipline in family budget management if not supported by adequate self-control. Therefore, an understanding of financial management and digital literacy is crucial to ensure optimal use of technology without harming family economic well-being. Furthermore, this phenomenon requires synergy between digital platform policies and consumer education to mitigate the risk of impulsive buying. This research confirms that psychological factors often outweigh objective needs in digital transactions. As a recommendation, adaptive financial management support strategies are needed for families in this era of disruption to maintain domestic economic resilience against the pressures of a modern lifestyle.

This study aims to analyze the implementation of the Majikan (Sesarengan Book Study Community) activities, identify supporting and inhibiting factors in the implementation of activities, and examine the contribution of the “Majikan” activities to the development of Islamic education in the community. This study uses a qualitative approach taking the object of the implementation of Islamic education through the “Majikan” activities located in Jatiluhur Village, Rowokele District, Kebumen Regency, with research subjects including the chairman of GP Ansor, the administrators of the “Majikan” activities, religious leaders, and the congregation participating in the “Majikan” activities. Data were obtained through in-depth interviews, observations, and documentation to then be analyzed descriptively. The results of the study indicate that the Majikan (Sesarengan Book Study Community) activities in Jatiluhur Village are carried out consistently as a form of community-based non-formal Islamic education. These activities include reading sholawat, studying fiqh books regarding basic worship using the bandongan method, as well as closing prayers and mushafahah. This activity was driven by community involvement and support from the village government, despite challenges such as differences in educational backgrounds, time constraints, weather conditions, and location. The contribution of the "Majikan" program is to improve religious understanding, foster appropriate worship behavior, strengthen Islamic brotherhood, and raise social awareness through alms management.

This study is intended to reveal the content of the Pancasila Rahmatan Lil Alamin Student Profile in the Akidah Akhlak textbook for Islamic Junior High Schools based on the Merdeka Curriculum. Through a literature study approach, this research reveals the textbook combines theological, philosophical, and social practice aspects to internalize values ​​such as faith, critical thinking, and harmony in society. The results show that the Akidah Akhlak textbook successfully links spiritual intelligence with skills needed in the 21st century, thus producing students who are intelligent, spiritually strong, and responsible in society. This integration serves as a strong foundation for producing Indonesian students who reflect national identity and universal values ​​in Islam.

This research is motivated by the reality of religious diversity at SMP Pembangunan V Yapis Waena, where non-Muslim students also take part in Islamic Religious Education (PAI) classes. The purpose of this study is to explore and describe the responses of non-Muslim students in receiving PAI lessons, viewed from the aspects of attitudes, behavior, and learning outcomes.This research employed a qualitative method with a descriptive approach, using observation, interviews, and documentation techniques that involved the principal, Islamic Religious Education teachers, and non-Muslim students as informants.The findings show that, in general, non-Muslim students respond positively to PAI learning, with a tolerant and open attitude toward universal materials such as morals, ethics, and humanitarian values, although they tend to be passive when dealing with ritual content that does not align with their faith. In terms of behavior, they attend classes on time, follow teacher instructions, participate in group discussions, and complete assignments despite difficulties with Arabic readings. Meanwhile, their learning outcomes are fairly good in general aspects, indicating that PAI lessons benefit them in fostering respect, discipline, and responsibility. The study concludes that PAI learning at SMP Pembangunan V Yapis Waena is accepted by non-Muslim students in a tolerant, adaptive, and constructive manner thanks to inclusive teaching strategies, school policies emphasizing tolerance, and a conducive classroom atmosphere.

This research is based on the importance of implementing the Islamic Religious Education (PAI) curriculum in shaping the character and religious understanding of students in madrasas who still face various challenges in practice. The aim of this research is to examine the implementation of the PAI curriculum which includes aspects of planning, implementation and evaluation of learning. The research uses a qualitative approach with the type of library research through reviewing various relevant scientific literature. The research results show that the implementation of the PAI curriculum has been carried out, but has not run optimally, especially in the implementation of learning which is still conventional and evaluations which focus more on cognitive aspects. The research conclusions show that the success of curriculum implementation is influenced by teacher competency, innovation in learning, and the development of a more comprehensive evaluation system.

This study aims to analyze the role of the principal in evaluating the Qur’an reading program using the Batiq Izzati method at RA Al-Izzah in Serang City. The principal holds a strategic responsibility in ensuring the quality of education, including the implementation of religious programs that play a crucial role in shaping Islamic character in early childhood. The Batiq Izzati method is an internally developed approach by the Al-Izzah Foundation, designed to facilitate Qur’an reading through a gradual, enjoyable, and child-friendly method. This research employs a descriptive qualitative approach, using data collection techniques such as observation, interviews, and documentation. The findings indicate that the principal has fulfilled eight key leadership roles; however, the evaluation process is not yet optimal due to limited time and insufficient parental involvement. Evaluations are conducted daily by teachers and periodically by the principal to determine students' progress through different levels (jilid). Supporting factors include competent teachers, adequate facilities, and a structured evaluation system, while inhibiting factors involve time constraints and limited human resources. This study recommends strengthening the principal's role in continuous evaluation and fostering better collaboration between the school and parents to enhance the program's effectiveness. 

The muhadoroh activity in schools should serve to enhance students' self-confidence and social interaction skills. However, many students still experience anxiety and difficulty in communicating effectively in public. This indicates that muhadoroh activities have not yet fully optimized their role in supporting students' personal and social development. This study aims to explore students' experiences in participating in muhadoroh, describe its contribution to increasing self-confidence, analyze its role in developing social interaction, and identify the correlation between both. The study uses a qualitative approach with a descriptive design, collecting data through interviews and observations of eight informants, including students, OSIS administrators, OSIS advisors, and the principal at SMPIT Al Bina Purwakarta. The findings show that: (1) nervousness decreases through habituation and repeated practice, (2) muhadoroh activities contribute significantly to enhancing students' self-confidence, (3) it strengthens social interactions through collaboration and discussion, and (4) there is a positive relationship between self-confidence and the quality of social interactions. This research enriches the study of experiential learning in Islamic education and is expected to serve as a reference for optimizing muhadoroh activities in schools.

The rapid development of the Industrial Revolution (IR) 4.0  and the transition towards Society 5.0 demand an increase in digital literacy and a basic understanding of technology systems starting from secondary education. The Community Service (CS) Program conducted by the Department of Electrical Engineering Universitas Presiden aims to introduce the concepts of logic gates and digital systems to students of SMA 1 Cikarang Pusat. This CS integrates theoretical explanations and simulation practice using the online platform Circuitverse. This CS was evaluated using a Likert scale (1–4) questionnaire instrument, namely Expectation (Importance) and Performance, with a total of 40 student respondents. The analysis results show that all indicators received an average performance score above 3.30, with satisfaction indices ranging from 82.50% to 90.62%, which falls into the very high category. The indicator for the use of appropriate technology received the highest score of 90.62%, indicating the relevance of the material to current technological developments. The Importance–Performance Analysis (IPA) shows that most indicators are in the 'maintain performance' quadrant, indicating alignment between participants' expectations and the activity's performance. These findings suggest that the workshop is effective in enhancing students' understanding of basic digital system concepts while also fostering interest in engineering and technology fields. The activity underscores the strategic role of universities in bridging the technology literacy gap at the secondary education level in response to the challenges of the IR4.0 and Society 5.0.