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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) In Veritate Lux : Jurnal Ilmu Kateketik Pastoral Teologi, Pendidikan, Antropologi, dan Budaya Coram Mundo: Jurnal Teologi dan Pendidikan Agama Kristen
Ester Fosumange Laia
STP Dian Mandala Gunungsitoli
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences Other

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Challenges and Opportunities in Using Social Media to Build Digital Literacy in Public Education: A Review-Based Perspective Evimawati Harefa; Alexius Poto Obe; Bartolomeus Sihite; Megawati Naibaho; Ester Fosumange Laia; Marlinus Gaurifa; Raimon Rozaman Bawamenewi; Agnes Taratangbuk; Rikki Makkirap Simamora; Iman Suryani Ndraha; Nicolas Febriso Naibaho
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11016

Abstract

The advancement of technology that continues to develop today can help accelerate and simplify human work. Technological progress facilitates communication without limitations of space and time. Easy internet access makes it easier to obtain various types of information. However, the vast amount of information available online can also lead to the spread of hoaxes and misinformation. This makes digital literacy crucial for the public to distinguish between valid and invalid information. Social media, as an easily accessible form of information technology, can serve as an educational medium for promoting digital literacy. Social media as a model for digital literacy can also be applied in science education by providing students with worksheets and asking them to review information found on social media related to specific science topics. This approach not only strengthens students’ digital literacy skills but also deepens their understanding of scientific concepts by connecting them with real-world issues and current information trends. The method used is descriptive qualitative, with data derived from previous research conducted over the past ten years. The results show that digital literacy is essential for communities in utilizing technology effectively. A high level of digital literacy enables individuals to differentiate between accurate and inaccurate information. The opportunities for using social media in digital literacy education include enhanced collaborative communication, engagement and accessibility, empowerment, lifelong learning, and the promotion of innovative educational practices. The challenges, however, include limited access and resource constraints, barriers to digital literacy, privacy and security concerns, and ethical and professional considerations. These findings support the strategic integration of social media into public education systems as a tool to enhance both scientific and digital literacy, especially among youth
Etika Global sebagai Fondasi Dialog Antaragama Menurut Perspektif Hans Kung Martina Rosmaulina Marbun; Selvianti Dakhi; Yohanes Jok Pendopo Laoli; Ester Fosumange Laia; Junita Hulu; Agnes Monika Sarumaha; Seiring Lahoho
Coram Mundo: Jurnal Teologi dan Pendidikan Agama Kristen Vol. 8 No. 1 (2026): Coram Mundo : Jurnal Teologi dan Pendidikan Agama Kristen
Publisher : Sekolah Tinggi Teologi Injili Arastamar (SETIA) Ngabang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/corammundo.v8i1.605

Abstract

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.
Integrasi Integrasi Game Based Learning dalam Pendidikan Agama Katolik: Integrasi Game Based Learning dalam Pendidikan Agama Katolik Sergius Lay; Natalia Harefa; Selvianti Dakhi; Anisa Putri Hulu; Ester Fosumange Laia
IN VERITATE LUX Vol 9 No 1 (2026): IN VERITATE LUX: Jurnal Ilmu Kateketik Pastoral Teologi, Pendidikan, Antropologi,
Publisher : STP St. Bonaventura Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63037/ivl.v9i1.188

Abstract

The development of digital technology demands pedagogical innovation in Catholic Religious Education (CRE), particularly at the Catholic Junior High School (SMPK) level. One emerging approach is Game-Based Learning (GBL). This study aims to systematically analyze the integration of GBL in CRE and to formulate its pedagogical implications for improving the quality of learning. The research employs a Systematic Literature Review method, with data sources drawn from Google Scholar, ERIC, Scopus, and Garuda within the 2019–2025 period. The initial search yielded 132 articles, and after a selection process based on inclusion and exclusion criteria, 28 articles were analyzed in depth. The synthesis results indicate that GBL is effective in enhancing students’ motivation and engagement; however, most studies still focus on cognitive aspects and have not extensively explored the dimension of faith formation. Therefore, the integration of GBL in CRE needs to be situated within a holistic faith pedagogy framework through stages of strengthening faith content, contextual game design, active engagement, value reflection, and the internalization and transformation of attitudes. This study contributes conceptually by proposing an integrative framework of GBL in CRE and offers practical implications for junior high school teachers in designing innovative and reflective learning.
Co-Authors Agnes Monika Sarumaha Agnes Taratangbuk Alexius Poto Obe Anisa Putri Hulu Bartolomeus Sihite Evimawati Harefa Iman Suryani Ndraha Junita Hulu Marbun, Martina Rosmaulina Marlinus Gaurifa Megawati Naibaho Natalia Harefa Nicolas Febriso Naibaho Raimon Rozaman Bawamenewi Rikki Makkirap Simamora Seiring Lahoho Selvianti Dakhi Sergius Lay Yohanes Jok Pendopo Laoli