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This study examines the integration of Christian values into the Merdeka Curriculum for Christian Religious Education (PAK) in junior high schools (SMP), focusing on the challenges and strategies for its implementation. The Merdeka Curriculum, introduced in 2022, offers flexibility in instructional design; however, its implementation in the field of PAK requires specific adaptations to maintain the relevance of Christian values such as love, justice, and responsibility. This study employs a descriptive qualitative approach using library research combined with empirical content analysis of various case studies in Indonesian Christian schools. The findings indicate that the primary challenges include resource constraints, the readiness of PAK teachers, technological infrastructure gaps, and the influence of secular digital culture. Effective strategies include the development of a contextual curriculum based on Christian values, the utilization of digital technology in learning, the enhancement of teachers’ professional competencies, and collaboration between schools, families, and churches. The implications of this study suggest that the integration of Christian values into the Merdeka Curriculum can foster the holistic character of junior high school students, equipping them with integrity, resilience, and the ability to face the challenges of the digital age.

This study aims to describe the application of role-playing techniques in group guidance to improve self-confidence in adolescents at Rantepao Christian High School. A descriptive qualitative approach was used with eight eleventh-grade students with low self-confidence, identified through initial observations and interviews. Data were collected through in-depth interviews, participant observation during eight group guidance sessions, and documentation such as student reflection journals. Data analysis followed the Miles and Huberman model, including data reduction, data presentation, and conclusion drawing. The results showed that role-playing techniques were effective in improving students' self-confidence, as evidenced by increased active participation, group speaking skills, and positive self-expression post-intervention. Students were initially hesitant and shy, but after role-playing in social scenarios such as presentations and peer interactions, they showed significant behavioral changes. Supporting factors included a supportive group atmosphere and positive feedback from counselors and peers. This study contributes to guidance and counseling practices in Christian schools, emphasizing the importance of experiential methods such as role-playing for adolescents in the North Toraja community. Practical implications are recommended for guidance and counseling teachers to integrate this technique into student self-development programs.

This study aims to explore the contribution of Christian Religious Education in developing the character of people with disabilities, grounded in Jean Vanier’s perspective on inclusive community and human dignity. People with disabilities are often marginalized due to persistent social stigma, which limits their access to education, meaningful participation, and employment opportunities, particularly within faith-based educational contexts. Employing a qualitative research approach through an in-depth literature review, this study examines key concepts in Christian Religious Education, the characteristics and lived experiences of individuals with disabilities, and the challenges and strategies associated with inclusive educational practices. The findings indicate that Christian Religious Education can function as an effective empowerment framework by integrating spiritual formation with the development of social skills, self-confidence, and communal belonging. Based on Jean Vanier’s inclusive vision, the study highlights practical implications for local churches, Christian schools, and faith-based communities, such as fostering inclusive learning environments, implementing participatory pedagogical models, and strengthening community-based support systems for people with disabilities.Furthermore, reducing social stigma through value-based education and community engagement emerges as a critical strategy to enhance educational participation and social integration. These findings contribute to the discourse on inclusive Christian education and offer contextual strategies applicable to local academic and ecclesial settings in promoting the dignity and empowerment of people with disabilities.

This study examines the implementation of education management based on deep learning, which combines an intensive pedagogical approach and spiritual values to increase student enrollment in Christian Junior High Schools (SMP) in Batam. With a strategy emphasizing meaningful learning, intensive interaction, and integration of spiritual values, this research aims to analyze how innovative education management can strengthen the appeal of Christian schools and improve overall education quality. A mixed-methods approach was used, collecting quantitative and qualitative data through surveys, interviews, and observations at 36 Christian SMPs in Batam. The results indicate that the synergy between deep learning-based management, curriculum innovation, and spiritual leadership of school principals significantly contributes to enhancing education quality and student enrollment. This article provides practical recommendations for developing school management based on meaningful and spiritual learning as a model for improving the quality and competitiveness of Christian schools in the global era.

This study aims to reveal parenting strategies in shaping the character of Christian children's faith amidst the challenges of the modern era. Using a descriptive qualitative approach and data collection techniques through observation, interviews, and documentation, this study was conducted in a local church environment. The findings show that Christian parents implement three main strategies, namely: exemplary living based on the teachings of Christ, spiritual discipline through family worship activities, and creating quality time with children. Despite facing challenges such as busy work, the influence of digital media, and inconsistent behavior, most parents still try to evaluate themselves and maintain the values ​​of faith in the household. Effective parenting is not only instructional, but also relational and spiritual, emphasizing the importance of the role of parents as real life role models. The results of this study are expected to be a reference for churches, Christian schools, and parent communities in developing strategies for fostering children's faith in a sustainable manner amidst the dynamic development of the era.

Environmental education plays a crucial role in modern curricula, emphasizing sustainability and ecological responsibility to address global challenges. This study compares faith-based and secular environmental education strategies, focusing on how theological reflection and ecological consciousness are integrated into teaching frameworks. Faith-based schools, particularly those rooted in Christianity and Islam, incorporate ecological ethics within religious teachings, framing environmental stewardship as a moral and spiritual duty. In contrast, secular models prioritize scientific literacy and environmental problem-solving. The study reveals that faith-based models promote both scientific understanding and moral engagement with environmental issues through religious values like Imago Dei (in Christian schools) and khalifah (in Islamic schools). These values instill a sense of moral accountability, motivating students to act sustainably. The research also highlights how curriculum design, teacher involvement, and experiential learning contribute to the effectiveness of both models in fostering ecological responsibility. By comparing these approaches, the study proposes an integrative eco-theological pedagogical framework that combines the strengths of both methods to promote long-term commitment to sustainability. The findings have implications for educational policy, curriculum development, and teacher training, especially in pluralistic school settings where diverse perspectives must be considered. Integrating ecological ethics into education can cultivate a generation committed to sustainability and ethical responsibility.

Christian religious education has a long history rooted in the teachings of Christ. In its development, this education does not only focus on theological doctrine, but also includes social and cultural norms that are relevant to the times. This article discusses the transformation of Christian religious education from traditional dogmatic methods to a more inclusive, interactive, and contextual approach along with the influence of globalization and technological advances. Significant changes have occurred in the curriculum which now integrates contemporary topics such as ethics and interfaith dialogue. More participatory teaching methods and the use of digital media are also described as responses to modern challenges such as secularism and individualism. This article also highlights the important role of Christian religious education institutions, such as churches, Christian schools, seminaries, and the media, in maintaining the relevance of Christian teachings. Amid global challenges, innovation in Christian religious education is considered crucial to remain relevant and effective in shaping the faith and character of Christians in the future.

The rapid integration of Artificial Intelligence (AI) in education presents both opportunities and ethical challenges, especially for faith based institutions such as Christian schools. These institutions must balance technological innovation with their theological commitments. As AI becomes more embedded in educational environments, Christian educators face the challenge of integrating AI in a way that aligns with Christian values, human dignity, and relational teaching roles. This study explores how Christian moral teachings can guide the integration of AI into education, providing a framework for ethical AI use in Christian schools. Previous studies have highlighted the ethical concerns associated with AI, including algorithmic bias, data privacy, and the potential for AI to undermine relational teaching roles. Christian educational theology, which emphasizes values such as human dignity, justice, and fairness, offers a robust framework for addressing these concerns. A biblical worldview and the concept of Imago Dei (the image of God) provide theological foundations for integrating AI ethically in education, ensuring that AI tools enhance human centered learning rather than replace human educators. Additionally, literature suggests that ethical guidelines informed by Christian teachings can mitigate AI's ethical risks and promote a more inclusive and equitable educational environment. This study employs a mixed methods approach, combining qualitative and quantitative research methods. The qualitative phase involves document analysis and interviews with Christian educators and theologians to explore theological reflections on AI and its ethical implications.

The coronavirus pandemic has accelerated the evolution of education towards 21st-century learning in alignment with the Industry 4.0 era. Educators are confronted with three key aspects: life and career skills, learning and innovation, and information media and technology. They must continuously update their knowledge and skills to meet the needs of the millennial generation. Technology has become integral, influencing learners' cognition and skills. Pre-pandemic, educational institutions had leveraged technology, yet challenges regarding infrastructure and human resource readiness emerge in online learning implementation. Teachers need to be innovative in designing remote learning tailored to student needs, supported by adequate technology. Interactive online learning enhances student motivation. Learning media serves as a crucial link, aiding in achieving learning objectives. Specific challenges also arise concerning the curriculum, emphasizing the significance of educational philosophy. In the context of Christian education, integrating faith and knowledge and considering spirituality are vital to producing academically and morally competent alumni. Challenges faced by Christian education in Indonesia include declining numbers of schools and financial constraints, with potential risks to Christian identity. Initiatives such as the takeover of Christian schools offer solutions.

This research aims to find out how the management control system at the Cita Hati Foundation is regarding the incentive system given to local teaching staff and foreign teaching staff.  The data source for this research uses primary and secondary data.  The aim of this research is to display, explain and analyze the function of implementing a management control system.  This research uses a qualitative descriptive approach, which is usually used to describe and describe current phenomena, whether human engineering or natural.  Primary data was obtained directly from the Cita Hati Christian School, which was the subject of the research.  By conducting direct observations at the Cita Hati Christian School and interviews with people at the school who are related to this research.  The results obtained are that the Cita Hati Foundation has teaching staff who are competent in their fields, not only local teaching staff, but also bringing in foreign teaching staff to improve the quality and value of education.  The presence of foreign teaching staff has both positive and negative impacts on the foundation, especially local teaching staff.  This is due to the differences in treatment given by the foundation to the two.  So the researchers suggest that the Cita Hati Foundation evaluate and revise the incentive program that will be given to employees, in accordance with the policies that have been determined or agreed and the point is that the policies made must be in accordance with the Foundation's ability to provide incentives in accordance with employee performance.  This will encourage better performance so that the company can also develop forward with employees who are loyal and willing to develop together.

This study aims to analyze the influence of the school environment on the growth of faith and morality among Christian students at Elpida Senior High School Noelbaki. The research is based on the premise that a Christian school is not merely an institution for knowledge transfer, but also a formative environment for spiritual and moral development. The study employed a quantitative approach with a survey method. The population included all students of Elpida Senior High School Noelbaki, while the sample consisted of 80 purposively selected students. The research instrument was a five-point Likert scale questionnaire covering spiritual, social, and academic aspects of the school environment. Data were analyzed using simple linear regression to determine the effect of the school environment on students’ faith and moral growth. The results revealed that the school environment has a positive and significant influence on students’ spiritual and moral development (t = 5.36, p < 0.05). A Christian-based school environment encourages students to live in obedience, love, and responsibility toward others. This study concludes that faith and moral education are not only taught theoretically but also modeled through school culture, teacher-student relationships, and a spiritually nurturing atmosphere.