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Journal articles on the topic 'Christian education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Taylor, John Wesley. "Aesthetics in Christian education." Asia Adventist Seminary Studies 3, no. 1 (2000): 51. https://doi.org/10.63201/grws9934.

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Concept confusion readily assaults the Christian mind. For certain Christians, "beauty" and "sin" have become synonyms, mirror images of depravity and degradation. Furthermore, these individuals often equate piety with somberness, drabness with holiness. If one experiences delight, such feelings must be inevitably wrong and the source of pleasure inherently evil. By some, the injunction "love not the world" (1 John 2:15) is viewed, in fact, as a grim warning against literature, music, and art. Such aesthetic experiences are viewed as subtle, sinister attempts to sneak worldliness in through th

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Mau, Marthen. "Christian education and political education for Christians in Indonesia." Jurnal Pendidikan Agama Kristen (JUPAK) 3, no. 2 (2023): 17–34. http://dx.doi.org/10.52489/jupak.v3i2.144.

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The problem that usually occurs is that some political people consider it dirty, unclean, unclean, evil, and sinful, but that opinion is not true. Usually, unscrupulous politicians who abuse their authority in politics for the benefit of themselves, their families, and groups, thus ignoring the public interest. Therefore, the purpose of this research is to encourage Christian educators to teach Christian education and political education for the benefit of the general public; as well as to open the horizons of thinking for Christians and the public as a whole. This paper uses qualitative metho

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Miller, Matthew R., and JohnMark Bennett Beazley. "Christian Spiritual Formation in the Classical School." Journal of Spiritual Formation and Soul Care 11, no. 2 (2018): 230–40. http://dx.doi.org/10.1177/1939790918796834.

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Classical Christian education has ancient roots in the Christian church. In recent days, Christians have attempted to recover this classical tradition. Many cite the intellectual rigor vis-à-vis public schools as the reason for choosing classical Christian education. However, intellectual rigor is only one part of the classical tradition. More importantly, classical Christian education seeks to develop morally upright Christians. This education forms the character of Christians so that they may live faithfully in the world. This article describes how classical Christian education works at High

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Choi, Bongdoh. "A Study on Praxis Education for Culturalization In Christian Education." Korean Society of Culture and Convergence 45, no. 6 (2023): 683–93. http://dx.doi.org/10.33645/cnc.2023.06.45.06.683.

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The aims of this study was for today's existing value system and social order are changing due to multi-dimensional religions and cultures in the multi-cultural era, and a new paradigm of Christian education is required due to these changes. To address this demand, this study looked at the relationship between church and culture in a cross-cultural way in Christian education. The right Christian faith can be established only in a responsible relationship with the reality that Christians are in, and it can never be achieved in the pursuit of personal godliness away from reality. This researcher

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Biaf, Raymon Imanuel, and Ezra Tari. "Peran Guru Pendidikan Agama Kristen Dalam Mengembangkan Kepedulian Ekologi Pada Generasi Muda Kristen." Scholars 2, no. 1 (2024): 57–68. http://dx.doi.org/10.31959/js.v2i1.2377.

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the increasingly alarming ecological crisis demands efforts to build awareness and concern for the environment, especially among the younger generation of Christians. This study aims to determine the role of Christian Religious Education teachers in shaping a generation of Christians who care about the ecological crisis. Using a qualitative approach with descriptive methods, data collection was conducted through interviews, observations, and filling out questionnaires. The results showed that Christian Religious Education teachers have an important role in shaping a Christian generation that c

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Olusola Fasipe (Ph.D), Emmanuel. "ADULT CHRISTIAN EDUCATION: A TRAINING OF KINGDOM WORKERS." International Journal of Advanced Research 9, no. 04 (2021): 246–54. http://dx.doi.org/10.21474/ijar01/12680.

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Christian adult learners are to be trained to demonstrate Christlikenessand become agents of change in the society where there is the decadence of morality and godliness. Sadly, many Christian institutions that engage in adult education are not preparing their students to function as agents of change in a corrupt society. Instead, most Christian institutions have concentrated on the development of adult learners both intellectually and theologically. The purpose of adult Christian education is to train workers for the kingdom of Christ. Upon completing their training, adult Christians are to b

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Estep, James Riley. "Philosophers, Scribes, Rhetors … and Paul? The Educational Background of the New Testament." Christian Education Journal: Research on Educational Ministry 2, no. 1 (2005): 30–47. http://dx.doi.org/10.1177/073989130500200102.

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Of increasing interest to New Testament scholars is the educational background of Paul and the early Christians. As evangelical educators, such studies also engage our understanding of the Biblical and historical basis of Christian education. This article endeavors to ascertain the early Christian community's, and particularly Paul's, assessment of education in first-century A.D. Greco-Roman culture as one dimension of the interactions between the early Christian community and its culture. It will (1) provide a brief review of passages in the New Testament that reflect or interact with the edu

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Sarah Wassar, Juanda Yulianus, Kezia Verena, Lia Lesty S, and Lidiawati Lidiawati. "Hidup dan Pelayanan Yesus sebagai Landasan Pendidikan Kristen." REDOMINATE Jurnal Teologi dan Pendidikan Kristiani 4, no. 2 (2023): 16–35. https://doi.org/10.59947/redominate.v4i2.60.

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Christian education lessons are held at home, church and school. The importance of Christian education is seen in the life and ministry of Jesus Christ while He was on earth. The Bible as the basis of Christian Education which leads believers to know the person, life and ministry of Jesus as a reality for the foundation of Christian education. So that Christians can carry out the task of the Lord Jesus' great commission, (Matthew 28: 19-20), namely to make disciples of all nations and teach them to do everything that the Lord Jesus commands. This research was conducted using a qualitative meth

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Sarah Wassar. "Hidup dan Pelayanan Yesus Sebagai Landasan Pendidikan Kristiani." REDOMINATE Jurnal Teologi dan Pendidikan Kristiani 5, no. 1 (2025): 70–83. https://doi.org/10.59947/redominate.v5i1.105.

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Christian education lessons are held at home, church, and school. The importance of Christian education can be seen in the life and ministry of Jesus Christ while he was on earth. The Bible is the basis of Christian education, which guides believers to know the person, life, and ministry of Jesus as a reality for the foundation of Christian education so that Christians can carry out the task of the great commission of the Lord Jesus, (Matt. 28: 19-20) namely to make disciples of all nations and teach them to do everything that the Lord Jesus commanded. This research was conducted using qualita

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D'Souza, Mario O. "The Christian Philosophy of Education and Christian Religious Education." Journal of Educational Thought / Revue de la Pensée Educative 34, no. 1 (2018): 11–28. http://dx.doi.org/10.55016/ojs/jet.v34i1.52604.

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Philosophy and education are concepts that enjoy an ancient association. In addition, it is maintained in this paper that the discipline of the philosophy of education can make an important contribution to the discipline of Christian religious education as both are concerned with the dimensions of an integral education. There is also an important relationship between the Christian philosophy of education and a Christian philosophy of life. All this leads one to reflect upon the connection between philosophy and theology in the con text of Christian religious education. This is of particular in

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Castro Cáceres, Yeferson. "El valor de la educación familiar. Una aproximación desde la obra La vanagloria, la educación de los hijos y el matrimonio de Juan Crisóstomo." Revista Albertus Magnus 14, no. 2 (2024): 122–36. http://dx.doi.org/10.15332/25005413.10414.

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The following writing is the result of the interest in identifying elements that contribute to the deepening of the essential values that concern the Christian family. To this end, this writing seeks to approach the practical life of Christians and answer the question: What function did education in the family serve for Christians in the 4th century and what echo does it have for Christian life today? In this logic we focus on the Christianity of Antioch, led by John Chrysostom, in his work: Vainglory, the Education of Children and Marriage, a work written between the years 393-394. In this wo

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Elwira Simamora, Imelda Tambunan, Sani Bancin, and Samsul Lumbanraja. "Transformasi Pendidikan Agama Kristen: dari Masa Lalu Hingga Masa Kini." Tri Tunggal: Jurnal Pendidikan Kristen dan Katolik 3, no. 1 (2024): 38–46. https://doi.org/10.61132/tritunggal.v3i1.861.

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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

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Asrinia Susanti Riu. "Alkitab Sebagai Dasar Utama Guru PAK Dalam Mengajar." Sepakat : Jurnal Pastoral Kateketik 9, no. 1 (2023): 61–72. http://dx.doi.org/10.58374/sepakat.v9i1.134.

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The Bible is the main source of knowledge for every believer, especially for children in education. However, there is a tendency that Christian education prioritizes an educational model that emphasizes humanitarian philosophy so that it tends to no longer make the Bible the main source of Christian education. In obtaining data for writing this article, the author used a qualitative method with a literature review approach. The Bible is a material that should be given to children or society. This means that the teaching of the Bible itself does not only talk about the formation of morality and

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Juni Wisna Zega. "Membangun Karakter Unggul Melalui Pendidikan Kristiani Sebagai Upaya Gereja dalam Mewujudkan Transformasi Kristiani." REDOMINATE Jurnal Teologi dan Pendidikan Kristiani 5, no. 1 (2025): 108–18. https://doi.org/10.59947/redominate.v5i1.109.

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Christian education is essential and crucial in building a solid character among Christians. Because of the problems that arise and are not avoided, moral degradation continues to increase. Therefore, the church's efforts in transforming Christianity and Christian education offer a profound moral and spiritual life foundation for individuals to grow in faith and develop a personality that reflects the teachings of Christ. The purpose of this study is for Christian education to be the primary tool in shaping character through teaching gospel values, fostering spiritual disciplines, and developi

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Lawrence, Neal. "Designing Educational Organisation in a Christian Context." Journal of Education and Christian Belief 2, no. 2 (1998): 115–26. http://dx.doi.org/10.1177/205699719800200206.

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IS IT NECESSARY or even possible to design educational organisation after a distinctly Christian pattern? How Christian an organisation is surely depends on more than attaching the label ‘Christian’ or even the carrying out of a Christian mission. There is perhaps an unspoken assumption by Christians that when they organise to carry out a Christian purpose, they will inevitably do so in a Christian way. Ultimately, all Christian organisations have an educating agenda of some sort, ranging from formal school education to a multiplicity of other educating activities. But is a Christian oganisati

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Cram, Ronald H. "CHRISTIAN EDUCATION IN THEOLOGICAL EDUCATION." Religious Education 87, no. 3 (1992): 331–36. http://dx.doi.org/10.1080/0034408920870302.

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Wilhelm, Gretchen M., and Michael W. Firmin. "Character Education: Christian Education Perspectives." Journal of Research on Christian Education 17, no. 2 (2008): 182–98. http://dx.doi.org/10.1080/10656210802433384.

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Moore, Zoë Bennett. "Christian Education and Ministerial Education." British Journal of Theological Education 8, no. 1 (1996): 3–12. http://dx.doi.org/10.1080/1352741x.1996.11674064.

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Angin, Yakub Hendrawan Perangin, and Tri Astuti Yeniretnowati Yeniretnowati. "DESKRIPSI STANDAR DAN GAYA HIDUP KEKRISTENAN SEBAGAI ARAH PENDIDIKAN AGAMA KRISTEN." Metanoia 3, no. 2 (2022): 118–32. http://dx.doi.org/10.55962/metanoia.v3i2.51.

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Today many people profess to be Christians but their lives are still far from the andard of living and lifestyle modeled by Jesus. It is even more ironic that a similarm life as demonstrated and exemplified by Jesus is considered impossible to do while on this earth and not for Christians to practice today. This study uses a literature review method, namely by analyzing the concept of what is the standard of living and lifestyle that Christ modeled and wore as a framework for the concept of Christian standards and lifestyle as a direction for the development and Christian education. The result

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Gea, Leniwan Darmawati. "Book Review." THEOLOGIA INSANI (Jurnal Theologia, Pendidikan, dan Misiologia Integratif) 3, no. 1 (2024): 110–13. http://dx.doi.org/10.58700/theologiainsani.v3i1.63.

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The book "Philosophy of Christian Education: Laying the Foundations and Philosophy of Christian Education amidst the Challenges of World Philosophy" written by Khoe Yao Tung makes an important contribution to Christian Education, because the book aims to stimulate educators to think about issues of metaphysics, epistemology and axiology to develop a philosophy based on truth from a Christian perspective. This book is needed to equip educators to understand the importance of philosophy for Christian education, which has become increasingly unrecognized recently. To fulfill this, the author outl

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ODUKOGBE, Akinrinsola Aderibigbe, and Adebayo Ola AFOLARANMI. "Enhancing Christian Education Ministry of a Church Through Social Media Platforms." Pastoral Counsellors: Journal of Nigerian Association of Pastoral Counsellors 4 (January 11, 2025): 271–79. https://doi.org/10.5281/zenodo.14633083.

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Christian Education is essential for church growth and individual maturity in faith. Social media platforms provide this means. Christian education is the process of teaching and learning based on Christian doctrines, principles, beliefs, and values with the aim of developing spiritual, intellectual and moral growth of people. While social media platforms are online spaces where users create, share and interact with content, information, or other users in a virtual environment. This study investigates the relationship between social media and Christian education ministry. The objective of the

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Julisa Rowe. "Storytelling As Imaginational Art In Christian Education." Conference Series 4, no. 2 (2023): 132–42. http://dx.doi.org/10.34306/conferenceseries.v4i2.933.

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A few years ago, I went to see the play “The Christians” at a college in Portland, OR. Portland is, philosophically, an extremely liberal town. And the college doing the play is a very secular, liberal college reflection of that. I found it interesting that they were doing a play called “The Christians” and wanted to see what they were going to do to the Christian message, since there is a tendency for non-Christians to present Christians as narrow-minded, bigoted or even idiotic! The play takes place in a megachurch that has just paid off its debts, and the pastor declares there is no physica

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Sendow, Mieke Nova, Denny Adri Tarumingi, Peggy Sandra Tewu, and Linda Patricia Ratag. "LOGOS IN JOHN 1: 1-18 As an Analysis of The Implications of Logos for Christian Religious Education." Educatio Christi 6, no. 1 (2025): 1–14. https://doi.org/10.70796/educatio-christi.v6i1.152.

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Logos is a term known to many Christians. The word logos is expressed by humans, translated from Greek meaning: word, saying, message or word. The word Word also refers to what dwells in the human mind such as; mind, reason or logic. The problem is that many people discuss and write about logos theologically but no one has written about logos who have become human beings and are present in the midst of Jewish society to educate and teach. This research aims to explore the meaning of logos that have become human in Jesus Christ based on the Gospel of John 1:1-18 and raise its implications for C

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이정관. "Christian Education to Strengthen Healthy Christian Families." Journal of Christian Education in Korea ll, no. 44 (2015): 177–206. http://dx.doi.org/10.17968/jcek.2015..44.007.

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Gobbo, Wilbert. "Christian Education, Quo Vadis?" Religions 14, no. 8 (2023): 977. http://dx.doi.org/10.3390/rel14080977.

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Christian education is very important. It can help to bring a holistic liberation and development of people. A good education can be a key to a good life. Our reflection is on Christian education; quo vadis, meaning where are you going? Chapter one will be a general introduction. Chapter two will focus on a brief historical survey of Christian education. It will reflect, among others, on the way Christian education was brought to Africa from Europe. In some places, it was regarded as a colonial tool. The analysis of the state of Christian education will be in chapter three. It will, among othe

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McCall, Jaison K. D. "The Double Consciousness of Blackness and Christianity: Towards a Biblical Intersectionality." Christian Education Journal: Research on Educational Ministry 16, no. 2 (2019): 328–43. http://dx.doi.org/10.1177/0739891319847694.

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This research uniquely aims to introduce a biblical intersectionality approach and its usage in reconciling the double consciousness of the Black Christian. Related to Christian education, this research informs issues associated with Christian identity development and redemptive formation among black Christian students. The unique history of African Americans aids in Black Christians feeling a part of and apart from their faith. A biblical approach to intersectionality supports understanding the complexity of the lived experience.

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Monasterio, Xavier O. "Camus' Meditation on the Christian Faith." Horizons 26, no. 2 (1999): 215–31. http://dx.doi.org/10.1017/s0360966900031923.

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AbstractAlbert Camus' initial visceral hostility to the Christian faith was submitted to the test by his personal acquaintance with Christians in the underground Resistance to the Nazis. As a result, though never tempted to become a Christian himself, Camus' appraisal of Christianity underwent a profound transformation. As the re-evaluation of his Christian faith, though exceptionally detailed and perceptive, found only novelistic form, it has not been the object of the careful critical analysis it richly deserves. The present article explores what may justly be called Camus' meditation on the

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Mari, Giuseppe. "Christian education as humanistic education? Opportunity and challenge within the secularized culture." Forum Pedagogiczne 7, no. 2 (2017): 267–78. http://dx.doi.org/10.21697/fp.2017.2.19.

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There is a strong and original relationship between Christian faith and Humanism, but it is necessary not to reduce the Christian education to Humanism. In fact, it was the Christian faith which gave birth to Humanism, not vice versa. It is necessary to put the distinction in order to avoid the reduction of the Christian education to the generic philanthropy. The Christian faith is, first of all, an encounter with Jesus, not only from the existential point of view, but also as a peculiar knowledge through Christ as God’s Word.

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Galindo, Israel. "Methods of Christian Education toward Christian Spiritual Formation." Review & Expositor 98, no. 3 (2001): 411–29. http://dx.doi.org/10.1177/003463730109800307.

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Goree, Kristen J., Linda S. Rieg, and Mary E. Hobus. "Why Christian Nursing Education?" Journal of Christian Nursing 38, no. 3 (2021): 148–51. http://dx.doi.org/10.1097/cnj.0000000000000841.

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Kay, Willaim K., and Fred Hughes. "CHRISTIAN LIGHT ON EDUCATION." Religious Education 80, no. 1 (1985): 51–63. http://dx.doi.org/10.1080/0034408850800106.

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Freathy, R. J. K. "Encyclopedia of Christian education." British Journal of Religious Education 39, no. 1 (2016): 115–18. http://dx.doi.org/10.1080/01416200.2016.1250472.

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Heywood, David. "Christian Education as Enculturation." British Journal of Religious Education 10, no. 2 (1988): 65–71. http://dx.doi.org/10.1080/0141620880100202.

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Woodward, Alan. "Christian Education about Corruption." Journal of Christian Education os-37, no. 3 (1994): 27–36. http://dx.doi.org/10.1177/002196579403700304.

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NWOSU, CONSTANCE C. "Christian Education in Africa." Journal of Research on Christian Education 21, no. 1 (2012): 1–5. http://dx.doi.org/10.1080/10656219.2012.662400.

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Maitanmi, Stephen O. "Reflections on Christian Education." Journal of Research on Christian Education 28, no. 2 (2019): 91–93. http://dx.doi.org/10.1080/10656219.2019.1649401.

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Hanesová, Dana. "Encyclopedia of Christian Education." International Journal of Christianity & Education 20, no. 2 (2016): 158–61. http://dx.doi.org/10.1177/2056997116639944.

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McNair, Jeff, and Erik W. Carter. "Inclusive Christian Religious Education." Journal of Religion, Disability & Health 14, no. 2 (2010): 111–12. http://dx.doi.org/10.1080/15228961003748370.

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Hulme, E. Eileen, David E. Groom, and Joseph M. Heltzel. "Reimagining Christian Higher Education." Christian Higher Education 15, no. 1-2 (2016): 95–105. http://dx.doi.org/10.1080/15363759.2016.1107348.

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Dr., A. C. Lal Kumar. "CHRISTIAN MISSIONARIES IN EDUCATION." International Journal of Interdisciplinary Research in Arts and Humanities 2, no. 1 (2017): 183–86. https://doi.org/10.5281/zenodo.570386.

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The practice of Christian higher education has respected these different forms. Three types of Christian higher education exist on the continent: church-controlled higher learning of theological institutions: church- funded colleges and universities of higher learning: and finally Christian-perspective liberal Arts colleges. The importance of the Christian based education of previous generations needs to be underlined and brought to the attention of the church because the utmost importance of this issue was overlooked for too long. The first major threat facing Christian higher education is th

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Bong, Won Young. "Exploratory Study on Christian Education through Hybrid Education System in Christian Universities." Journal of the Korea Contents Association 14, no. 6 (2014): 513–28. http://dx.doi.org/10.5392/jkca.2014.14.06.513.

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Gurning, Lasmauli, and Maria Titik Windarti. "Christian Religious Education, Testimony, and Technology: A Holistic Approach to Christian Education." JURNAL KADESI 5, no. 2 (2023): 99–108. http://dx.doi.org/10.54765/ejurnalkadesi.v5i2.69.

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This article discusses how technology and testimonies can be integrated into Christian religious education to create a holistic approach that builds character. Testimonies share personal stories about how faith impacts people's lives, while technology enables personalized and interactive learning experiences beyond traditional classrooms. This article emphasizes the importance of using testimonies in Christian education to connect faith with practical life situations. The holistic approach to Christian education aims to develop students comprehensively, including their physical, social, emotio

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Hermawan, Ahmad. "Islam and Christian Perspective Toward Global Religious Education in Indonesia." Al-Hayat: Journal of Islamic Education 6, no. 2 (2022): 89. http://dx.doi.org/10.35723/ajie.v6i2.203.

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Globalization challenges Muslims and Christians in developing religious education in Indonesia. The problem of globalization has attacked the spiritual values of education. The output of religious teachings has recently shifted from the primary goal, namely the goal of education, because the education system is religiously oriented. Intolerance, corruption, human rights violations and all forms of moral decay that the Indonesian nation faces are manifestations of the minimal results of the cultivation of religious education in Indonesia. To fill this gap, this study tries to analyze and solve

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Lena Simanungkalit, Taripar Aripin Samosir, and Senida Harefa. "Increasing Christian Education Learning Motivation Through a Scientific Approach." Intellektika : Jurnal Ilmiah Mahasiswa 1, no. 6 (2023): 26–31. https://doi.org/10.59841/intellektika.v1i6.454.

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The purpose of this study is to determine the positive and significant differences in Christian Education learning motivation in students using a scientific approach with Christian Education learning motivation in students using a conventional approach in class XI majoring in Culinary Engineering of SMK Negeri 1 Siatas Barita Learning Year 2023/2024. This research method is a quantitative approach with quasi-experimental methods and with post-test only control group design. The population is all students who are Christians class XI of the Department of Culinary Engineering of SMK Negeri 1 Siat

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Buchanan, Michael T. "Teacher education: What Australian Christian schools need and what higher education delivers." International Journal of Christianity & Education 24, no. 1 (2019): 96–107. http://dx.doi.org/10.1177/2056997119892642.

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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are abl

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David Leo Fernando S, Nisma Simorangkir, Raikhapoor Raikhapoor, Lustani Samosir, and Damayanti Nababan. "Pengaruh Bimbingan Guru PAK terhadap Minat Belajar Pendidikan Agama Kristen dan Budi Pekerti Siswa Kelas X SMK Negeri 1 Sigumpar Tahun Pembelajaran 2024/2025." Jurnal Budi Pekerti Agama Kristen dan Katolik 2, no. 4 (2024): 106–18. https://doi.org/10.61132/jbpakk.v2i4.754.

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This study aims to determine the extent of the influence of PAK teacher guidance on the interest in learning Christian Religious Education and Character Education of class X students of SMK Negeri 1 Sigumpar in the 2024/2025 Academic Year. With the hypothesis that there is a positive influence of PAK teacher guidance on the interest in learning Christian Religious Education and Character Education of class X students of SMK Negeri 1 Sigumpar in the 2024/2025 Academic Year. Using a descriptive quantitative research method. The population of all students of class X SMK Negeri 1 Sigumpar in the 2

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Lisdayani Simamora, Sabar Rudi Sitompul, Limmarten Simatupang, Raikhapoor Raikhapoor, and Eduward Hottua Hutabarat. "Hubungan Perhatian Orang Tua Kristen Dengan Motivasi Belajar Pendidikan Agama Kristen Dan Budi Pekerti Siswa Kelas X SMK Negeri 1 Raya Kabupaten Simalungun Tahun Pembelajaran 2023/2024." Sinar Kasih: Jurnal Pendidikan Agama dan Filsafat 2, no. 3 (2024): 164–75. https://doi.org/10.55606/sinarkasih.v2i3.367.

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The research aims to determine the positive and significant relationship between the attention of Christian parents and the motivation to learn Christian Religious Education and Character in Class The research hypothesis is that there is a positive and significant relationship between the attention of Christian parents and the motivation to learn Christian Religious Education and Character in Class Descriptive and inferential quantitative research methods. The population of all class X students at SMK Negeri 1 Raya Simalungun Regency for the 2023/2024 academic year who are Protestant Christian

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Natonis, Harun Y., Anita A. Hege Udju, Maya Djawa, Agus Nggiku, and Maglon Ferdinand Banamtuan. "Implementation of Christian Religious Education Mission through Religious Moderation House in Oinlasi Village, South Amanatun District, South Central Timor Regency." International Journal of Religion 5, no. 11 (2024): 7312–22. http://dx.doi.org/10.61707/m2q5kb18.

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Christian Religious Education is a complex socialization process involving religious communities, which plays an important role in shaping individual and community character. In Indonesia, Christian Religious Education does not only take place in the classroom, but also involves interaction with the community, in accordance with the concept of "together becoming Christians". In the multi-religious and multicultural context of Indonesia, religious moderation is very important to foster tolerance and harmony between religious communities. In the midst of the challenges of globalization and techn

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Susanta, Yohanes Krismantyo. "Menuju Pendidikan Kristiani yang Bersahabat Di Tengah Heterogenitas Agama." Jurnal Teologi Cultivation 4, no. 2 (2021): 56–69. http://dx.doi.org/10.46965/jtc.v4i2.325.

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The practice of religious education (including Christian religious education) carried out by religious institutions is considered to have contributed to national disunity. This is indicated by the attitude of feeling the most correct self, seeing other people who are different (in the context of religion) as a party that is more inferior so as to bring up the hierarchy (domination-subordination relations) that causes alienation (exclusion) of others. This paper aims to find a friendly form of Christian education in the context of religious heterogeneity. By utilizing the concept of friendship

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Pike, Mark A. "Transactional Reading as Spiritual Investment." Journal of Education and Christian Belief 11, no. 2 (2007): 83–94. http://dx.doi.org/10.1177/205699710701100207.

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THIS ARTICLE ADDRESSES how Christians can read wisely and well as citizens of both God's kingdom and an increasingly secular society. I suggest that focussing on reading as a transaction between reader and text rather than on the morality of texts or the maturity of readers can provide a biblical approach for Christian educators seeking to invest reading experiences with Christian faith. I also contend that reading is one of the ways Christians should invest in a secular society and that when readers sow their faith and invest their spiritual lives in their reading transactions, they can grow

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