Publication Search

This article examines the use of cooperative learning strategies in Christian Religious Education (CRE) as an instructional approach that emphasizes the strengthening of students’ faith and Christian character. The discussion covers the definition, objectives, conceptual foundations, principles, and operational procedures of cooperative learning, which are then connected to the theological goals of CRE. The study employs a qualitative approach using a library research method, analyzing pedagogical and theological literature to construct a conceptual framework for implementing cooperative learning within the context of CRE. The findings indicate that cooperative learning strategies are highly aligned with the essence of CRE, as they foster dialogical interaction, shared responsibility, empathy, and the internalization of Gospel values through collaborative learning processes. The effective implementation of this strategy can create a participatory, reflective, and formative learning community that enhances not only cognitive understanding but also students’ attitudes, spirituality, and Christian character. This research is significant in providing both theoretical and practical foundations for CRE educators in designing learning experiences that are relevant, relational, and transformative in accordance with the goals of faith formation.

This article examines the relationship between Artificial Intelligence (AI), the concept of sensus communis proposed by Nicholas of Cusa (1401–1464), and the formation of religious communities. Through a theoretical-philosophical analysis, the author argues that sensus communis as the integrative capacity of the human intellect that unifies sensory, rational, and intuitive dimensions offers a normative epistemological framework for critically addressing the reductionism inherent in algorithmic AI. The main finding indicates that AI constitutes only a partial simulacrum of the integrative capacity of human reason and, therefore, cannot replace the ontological-transcendental dimension of authentic formation. Accordingly, this article proposes a model of critical-integrative formation grounded in three pillars: the selective use of AI, the preservation of AI-free spaces, and hermeneutical integration. The relevance of Cusa’s thought for contemporary religious formation is articulated in three contributions: docta ignorantia as a formative habitus, coincidentia oppositorum as a paradigm of dialogue, and ontological participation as the foundation of knowledge.

Slope stability studies are crucial in determining the sustainability and operational safety of mining activities. This research was conducted to analyze the correlation between rock porosity and Unconfined Compressive Strength (UCS) results, as well as the corrleations between Point Load Index (PLI) and Unconfoned Compressive Strength (UCS) results. These two correlations form the primary components of the study. Three types of rock were tested claystone, coal, and siltstone. The results of the study are as follows for the correlation between porosity and Unconfoned Compressive Strength (UCS), claystone yielded a coefficient of determination (R2) of 0.32 is classified as weak correlation, with the linear regression equation Y=-0.11X+6.98. Coal yielded an (R2) of 0.56 is classified a moderate correlation, with the equation Y=-1.98X+103.77. Siltstone yielded an (R2) of 0.86 is classified a strong correlation, with the equation Y=-0.38X+20.02. Regarding the correlation between Point Load Index (PLI) and Unconfoned Compressive Strength (UCS), claystone achieved an (R2) of 0.12 is classified a very weak correlation, with the linear regression equation Y=8.91X. Coal achieved an (R2) of -0.27 is classified a very weak correlation, with the equation Y=27.87X. Lastly, siltstone achieved an (R2) of -0.45 is classified a very weak correlation, with the linear regression equation Y=24,90X.