Publication Search

This study aims to examine relevant and effective Christian Religious Education (CRE) learning methods in the digital era. The rapid development of information and communication technology has brought significant changes in education, including CRE instruction. The research method employed is a literature study with a descriptive-analytical approach to various academic sources and technology-based CRE learning practices. The results indicate that integrating digital media such as online learning platforms, Bible-based interactive applications, and social media creatively can enhance students' engagement and understanding of Christian faith values. Furthermore, the use of digital technology opens wider opportunities for contextual and meaningful faith formation across diverse learning environments. The study also identifies key challenges faced by CRE teachers, namely digital readiness, infrastructure limitations, and maintaining relational and spiritual dimensions in virtual learning environments. Teachers must therefore be equipped not only technologically but also theologically to navigate these complexities. The research concludes that the transformation of CRE methods in the digital era is not merely a technology adoption but a holistic theological integration of faith, technology, and pedagogy.

This study aims to analyze the role of Christian Religious Education (CRE) teachers as counselors in shaping students’ social behavior amid increasing behavioral deviations such as bullying, violence, misuse of social media, and low tolerance. These phenomena are influenced by internal factors such as emotional instability and identity formation, as well as external factors including family, environment, and digital culture. This research employs a descriptive qualitative method using a library research approach by collecting data from books, scholarly journals, and relevant documents. The findings reveal that CRE teachers play a strategic role not only as educators but also as counselors who accompany students holistically, covering spiritual, moral, emotional, and social aspects. The counseling role performed by CRE teachers includes modeling behavior, mediating conflicts, strengthening self-control, providing social support, and building empathetic relationships with students. Through this approach, students undergo a process of internalizing Christian values such as love, forgiveness, responsibility, and tolerance, which contribute to the development of positive social behavior. Furthermore, collaboration among teachers, parents, and the community serves as a supporting factor in successful character formation. Therefore, the role of CRE teachers as counselors is proven to be effective in shaping students’ social behavior in accordance with moral, social, and religious values, while contributing to the development of a generation with integrity and competitiveness.

Christian religious education teachers act as agents of social, spiritual, and cultural transformation by integrating Christian values ​​into the lives of communities that are still strongly bound to ancestral customs and beliefs. The transformation of customs through contextual evangelism is both a challenge and an opportunity for Christian religious education (PAK) teachers in carrying out their roles as educators and servants of God in a pluralistic society. This study aims to analyze the strategic steps of PAK teachers in integrating Gospel values ​​with local culture without eliminating the identity of the Christian faith or damaging the noble values ​​of customs. The research method used is a qualitative approach and literature study. The results of the study indicate that PAK teachers need to have three main strategic steps, namely contextual understanding by studying in depth the values, symbols, and practices of local customs, a transformational approach, namely presenting Gospel values ​​through education that respects culture but leads to renewal of life and pedagogical implementation through creative and reflective learning methods that foster students' awareness of faith and social responsibility. With this strategy, Christian Religious Education teachers can become agents of transformation, bridging the gap between Christian faith and local culture, ensuring that evangelism is not confrontational but contextual, dialogical, and builds lives rooted in the love of Christ.

This study examines the application of the professional code of ethics for Christian Religious Education (CRE) teachers in building student integrity in secondary schools during the digital era. The primary issues discussed include the extent to which the code of ethics is implemented, its impact on students’ moral-spiritual standards, and the challenges of aligning professional ethics with a ministry calling. Using a library research approach, this study analyzes biblical texts, ethics textbooks, and scientific journals published within the last ten years. The findings indicate that the professionalism of CRE teachers must be grounded in Kingdom of God values by integrating pedagogical competence with theological calling through In-Persona Christi theory and the concept of vocatio. Authentic teacher exemplarity is identified as the most effective instrument for adolescent character formation amid the post-truth era, where digital information often blurs moral judgment. This study recommends a kenosis pedagogy approach, requiring educators to be authentically present, humble, and free from intellectual arrogance in order to achieve meaningful transformation of student character, integrity, and moral-spiritual maturity within contemporary Christian educational practice and school life contexts.

Penelitian ini bertujuan untuk mengkaji strategi pembelajaran Pendidikan Agama Kristen dalam menerjemahkan konsep-konsep teologis yang abstrak agar sesuai dengan perkembangan kognitif peserta didik usia sekolah dasar. Latar belakang penelitian ini berangkat dari pentingnya penanaman iman sejak dini dalam keluarga sebagai ecclesia domestica, yang kemudian dilanjutkan secara sistematis dalam pendidikan formal. Namun, pada jenjang sekolah dasar, pembelajaran Pendidikan Agama Kristen menghadapi tantangan karena materi teologis yang bersifat abstrak tidak selalu selaras dengan kemampuan berpikir anak. Berdasarkan teori perkembangan kognitif Jean Piaget, anak usia 7–12 tahun berada pada tahap operasional konkret, sehingga membutuhkan pendekatan pembelajaran yang kontekstual dan berbasis pengalaman nyata. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan hermeneutika-pedagogis untuk menganalisis strategi pengajaran Yesus dalam Injil Markus 4:1–33. Hasil penelitian menunjukkan bahwa Yesus menerapkan strategi pembelajaran yang efektif melalui pengelolaan ruang belajar (spasial), penggunaan perumpamaan sebagai media naratif, serta pendekatan dialogis-partisipatif. Strategi ini memungkinkan terjadinya jembatan antara konsep abstrak Kerajaan Allah dengan realitas konkret kehidupan pendengar. Dengan demikian, integrasi antara pemahaman teks Alkitab dan pendekatan pedagogis yang sesuai dengan perkembangan kognitif menjadi kunci dalam pembelajaran Pendidikan Agama Kristen yang efektif. Penelitian ini menegaskan bahwa guru Pendidikan Agama Kristen perlu mengembangkan strategi kreatif dan kontekstual agar nilai-nilai iman tidak hanya dipahami secara kognitif, tetapi juga dihayati dan diimplementasikan dalam kehidupan sehari-hari peserta didik.

Strategi pembelajaran merupakan salah satu komponen penting dalam menunjang keberhasilan proses pembelajaran Pendidikan Agama Kristen (PAK). Strategi pembelajaran berbasis nilai Alkitab memiliki peran strategis dalam membentuk peserta didik secara rohani, moral, dan intelektual.  Namun, perkembangan teknologi dan dinamika pedagogik modern menuntut pendidik untuk meintegrasikan nilai-nilai Alkitab dengan pendekatan pembelajaran yang inovatif, kontekstual dan relevan dengan kebutuhan zaman. Penelitian ini bertujuan untuk mengkaji pentingnya perkembangan strategi pembelajaran PAK yang memadukan prinsip-prinsip iman kristen dengan pendekatan pedagogik modern. Metode yang digunakan adalah penelitian kualtitatif dengan pendekatan studi kepustakaan melalui analisis berbagai sumber ilmiah yang relevan. Kebaruan penelitian ini terletak pada pada konteks pembelajaran masa kini. Hasil penelitian menunjukkan  bahwa penerapan strategi pembelajaran berbasis nilai Alkitab secara kontekstual mampu membentuk peserta didik yang memiliki pemahaman iman yang kokoh, karakter moral yang baik, serta kecerdasan intelektual yang seimbang.

The diversity of students’ study motivations in theological higher education presents both challenges and opportunities in shaping the spirituality of prospective Christian Religious Education (CRE) teachers. Not all students enter the CRE program based on a calling to ministry, resulting in varying levels of initial spiritual readiness. This study aims to analyze the process of spiritual formation among CRE students as prospective teachers at STT Katharos Indonesia Bekasi in the context of diverse study motivations, referring to James W. Fowler’s theory of faith development. This research employs a qualitative descriptive approach using observation, in-depth interviews, and documentation involving CRE students. The findings reveal that despite diverse initial motivations, the integrated theological education process through academic learning, ministry practices, community life, and spiritual formation effectively fosters faith growth and personal encounters with Christ. This process contributes to the development of students’ spiritual maturity. The study concludes that CRE education functions as an effective means of faith transformation in preparing prospective teachers with strong spiritual integrity and readiness for ministry.

This study aims to analyze the implementation of pedagogical competence among Christian Religious Education teachers and its implications for students’ learning interest at SMTK Katharos Bekasi. The study is based on the importance of teachers’ pedagogical competence in creating effective learning environments and increasing student engagement in the classroom. A qualitative approach with a descriptive design was applied in this research. Data were collected through classroom observations, questionnaire-based interviews with students, and literature review. The findings show that teachers’ pedagogical competence is categorized as good, with an average score of 33.8 or 75.1% of the maximum score, reflecting effective classroom management, appropriate material delivery, and proper student guidance. Students’ learning interest is also categorized as good, with an average score of 32.8 or 72.9%, indicating active participation and positive engagement in the learning process. Therefore, pedagogical competence positively influences students’ learning interest, and continuous improvement is needed to enhance learning effectiveness.

Artikel ini bertujuan untuk memberikan suatu pemahaman tentang bagaimana peran dan tanggung jawab seorang guru dalam mempersiapkan peserta didik menjadi individu-individu yang sesuai dengan kehendak Allah. Peran guru juga sangat penting dalam membentuk karakter spiritual dan perkembangan peserta didik. Dalam konteks pendidikan Agama Kristen, tugas guru tidak hanya terbatas hanya pada aspek akademik, akan tetapi juga mencakup pembentukan moral dan spiritual peserta didik Yang  Berdasarkan Roma 12:2, yang mendorong umat untuk tidak hidup dengan pola dunia ini, tetapi mengalami pembaruan pikiran yang  dapat berkeadaan sesuai dengan kehendak Allah, guru memiliki tanggung jawab dalam mempersiapkan peserta didik agar mampu menghadapi tantangan dunia dengan nilai-nilai Kristiani melalui pembaharuan pikiran. Tanggung jawab guru ini dapat meliputi pendampingan dalam pengembangan pribadi, serta pembentukan karakter yang sesuai dengan ajaran agama kristen.  Dengan demikian, guru tidak hanya  sebagai pengajar, tetapi juga sebagai pembimbing spiritual yang menuntun peserta didik untuk hidup sesuai dengan prinsip-prinsip moral yang benar yang sesuai dengan pengajaran Alkitab.

This study analyzes the ethics of Christian Religious Education teachers based on James 3:1, which emphasizes the great responsibility carried by those who teach in the context of educational ministry. The research aims to examine the relevance of biblical principles regarding the role and duties of teachers with the implementation of the professional code of ethics for Christian Religious Education teachers in Indonesia. Teachers are not only responsible for delivering academic knowledge but also serve as moral and spiritual role models whose words, attitudes, and actions significantly influence students’ faith development. This study uses a descriptive qualitative method through literature analysis, including the interpretation of James 3:1, ethical guidelines, and theological-pedagogical studies. The findings show that James 3:1 provides a strong warning for teachers to be cautious, responsible, and accountable in their teaching practices, as their judgment before God is greater. In conclusion, the ethics of Christian Religious Education teachers reflect their faith commitment in carrying out their responsibilities with integrity.

Faith education for children in contemporary Christian families is experiencing a crisis as many parents completely hand over the responsibility of faith education to schools and churches. This study aims to analyze the principles of faith education in Deuteronomy 6:4-9 and formulate strategic roles for Christian Religious Education teachers in empowering parents to implement faith education at home. The research method used is qualitative with a library research approach and hermeneutical analysis of Deuteronomy 6:4-9. The results show that Deuteronomy 6:4-9 emphasizes the importance of parental role modeling, repetitive teaching, integration of faith in daily life, and creation of a faith-rich home environment. Christian Religious Education teachers play a strategic role in empowering parents through theological training, provision of practical materials, continuous mentoring, partnership with churches, and exemplary living. Collaboration between Christian Religious Education teachers and families is essential to build a holistic faith education ecosystem so that children grow with a strong faith foundation from home.

Penelitian ini bertujuan untuk menganalisis peran kepemimpinan guru Pendidikan Agama Kristen (PAK) berbasis Pancasila sebagai strategi pembentukan karakter anti-bullying di sekolah. Maraknya praktik perundungan menunjukkan lemahnya internalisasi secara moral dan spiritual, sehingga diperlukan pendekatan kepemimpinan guru yang integratif dan kontekstual. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi pustaka melalui analisis kritis terhadap buku, artikel jurnal, dan dokumen ilmiah yang relevan dengan kepemimpinan guru PAK, nilai-nilai Pancasila, dan pendidikan karakter. Hasil kajian menunjukkan bahwa kepemimpinan guru PAK yang meneladani nilai kasih, kerendahan hati, keadilan, pengampunan, dan tanggung jawab sosial berperan strategis dalam membentuk karakter peserta didik yang menolak perundungan. Integrasi nilai-nilai kepemimpinan guru PAK dengan Pancasila khususnya kemanusiaan yang adil dan beradab, persatuan, musyawarah, serta keadilan sosial menciptakan pendekatan pendidikan karakter yang holistik, relevan dengan konteks kebangsaan, dan berorientasi pada pembentukan budaya sekolah yang aman, inklusif, dan bermartabat. Kebaruan penelitian ini terletak pada penegasan kepemimpinan guru PAK sebagai pemimpin moral dan spiritual yang secara eksplisit mengintegrasikan nilai iman Kristen dan ideologi Pancasila dalam upaya pencegahan bullying di sekolah.

The development of modern education demands that teachers play a broader role beyond merely delivering subject matter, including building professional reputation, credibility, and positive influence on students, colleagues, parents, and society. For Christian Religious Education teachers, personal branding has a deeper dimension because they also serve as role models and ambassadors of Christian values. This study aims to describe the formation of personal branding among Christian Religious Education teachers based on spiritual and theological values, as well as its impact on teaching and student character development. The method used is descriptive qualitative through a literature study of books, journals, notes, and relevant reports, with narrative analysis to illustrate the practices and values that shape teachers’ personal branding. The findings indicate that the personal branding of Christian Religious Education teachers is an integration of professional competence, personal integrity, and Christian values, encompassing authenticity, consistency, professionalism, spiritual and moral role modeling, inspirational and communicative abilities, adaptation to technology, and positive relationships with students and the community. Spiritual and theological values such as Christian love, integrity, humility, patience, justice, service, and commitment to God’s Word form the main foundation that strengthens teachers’ credibility, motivates students, and establishes them as living examples of Christian life. Personal branding for Christian Religious Education teachers is not merely an image or popularity, but a real reflection of faith, character, and daily behavior consistent with Christian teachings, thus supporting effective learning, student character formation, and the teacher’s reputation as an authentic, inspiring, and professional educator.