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All Journal International Perspectives in Christian Education and Philosophy Theosophia: Jurnal Teologi dan Pendidikan Kristiani
Novalyn Olly Tuegeh
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Disruption as a Kairos Moment Rethinking the Role of Christian Education in Fostering a Biblically-Grounded yet Compassionate Sexual Ethic Kia, A Dan; Gilbert Timothy Majesty; Novalyn Olly Tuegeh
International Perspectives in Christian Education and Philosophy Vol. 2 No. 4 (2025): November: International Perspectives in Christian Education and Philosophy
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ipcep.v2i4.425

Abstract

The disruptive era, characterized by rapid technological advancement, shifting social paradigms, and the globalization of ideas, presents a profound challenge to Christian Education, particularly in the realm of sexual ethics. The pervasive visibility of the LGBT phenomenon often creates a reactive response within Christian communities, leading to a perceived dichotomy between upholding biblical authority and extending Christ-like compassion. This article argues that this disruption should not be viewed merely as a threat but recognized as a Kairos moment a critical and opportune time for theological and pedagogical renewal. Employing a methodology of theological reflection and conceptual analysis, this study explores how Christian educators can move beyond polarized debates to reconceive their role. It proposes a framework for fostering a sexual ethic that is simultaneously biblically grounded and pastorally compassionate. This involves a deliberate rethinking of pedagogical approaches that engage students in critical dialogue with both Scripture and contemporary culture. The article contends that an authentic biblical ethic is not merely about prohibition but about forming disciples who understand God's design for human flourishing, relationships, and sexuality. By seizing this Kairos moment, Christian Education can empower students to navigate a complex world with convictional clarity and empathetic grace, thereby transforming a challenge into a catalyst for a more holistic, effective, and faithful ministry.
Kurikulum dan Metode Pembelajaran Pendidikan Agama Kristen Di Era Perubahan Cepat Novalyn Olly Tuegeh
THEOSOPHIA: Jurnal Teologi dan Pendidikan Kristiani Vol. 1 No. 2: November 2024: Theosophia: Jurnal Teologi dan Pendidikan Kristiani
Publisher : STT IKSM SANTOSA ASIH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67066/6bkepx84

Abstract

Abstract: This research aims to analyze the Christian Religious Education (CRE) curriculum and learning methods in an era of rapid change. The results of the research found that the curriculum in learning CRE in an era of rapid change must be adapted to the needs of students, be it CRE in the family, school, church and community, age level and level of education of the students. The source of authority for building the CRE curriculum is the Bible. Methods that can be used in learning CRE include: dialogue method, storytelling method, lecture method, discussion method, play method, investigation method, audio-visual method. The methods that can be used in learning CRE in this era of rapid change must also be adapted to the needs, age and level of education at which the students are studying. The method used in this research is descriptive qualitative.   Abstrak: Penelitian ini bertujuan untuk menganalisis kurikulum dan metode pembelajaran PAK di era perubahan cepat. Hasil penelitian ditemukan bahwa kurikulum dalam pembelajaran PAK di era perubahan cepat harus disesuaikan dengan kebutuhan peserta didik baik itu PAK di keluarga, sekolah, gereja dan masyarakat, tingkatan usia, dan jenjang Pendidikan peserta didik. Sumber otoritas untuk membangun kurikulum PAK adalah Alkitab. Metode yang bisa digunakan dalam pembelajaran PAK antara lain: metode dialog, metode bercerita, metode ceramah, metode berdiskusi, metode sandiwara,  metode penyelidikan, metode audio visual . Metode yang bisa digunakan dalam pembelajaran PAK di era perubahan cepat ini juga harus disesuaikan dengan kebutuhan , usia, serta jenjang pendidikan dimana ada peserta didik itu belajar. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif.
Evaluating Adaptive Assessment Models for Children with Special Needs in Christian Religious Education: A Mephibosheth-Inspired Hermeneutical Framework Novalyn Olly Tuegeh; Dicky Welly Kansil; Gilbert Timothy Majesty
International Perspectives in Christian Education and Philosophy Vol. 3 No. 2 (2026): May: International Perspectives in Christian Education and Philosophy
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ipcep.v3i2.549

Abstract

The evaluation of adaptive assessment models for children with special needs within Christian Religious Education (CRE) presents unique pedagogical and theological challenges. Standardized assessments often fail to accommodate diverse cognitive, emotional, and physical abilities, inadvertently excluding these learners from meaningful spiritual evaluation. This article proposes a constructive and hermeneutical method to develop an alternative evaluative framework inspired by the biblical narrative of Mephibosheth (2 Samuel 9). Constructively, the study synthesizes principles from special education specifically Universal Design for Learning (UDL) and differentiated assessment with a theological anthropology grounded in imago Dei. Hermeneutically, the Mephibosheth narrative is reinterpreted not as a passive recipient of charity but as a paradigmatic figure whose "crippled feet" symbolize both vulnerability and dignified inclusion under divine grace. The resulting framework redefines assessment success not by normative performance metrics but by relational engagement, progress relative to individual capacity, and the affirmation of inherent worth before God. Key evaluative components include flexible modalities (verbal, artistic, kinesthetic), process-oriented feedback, and community-based affirmation. This Mephibosheth-inspired approach transforms assessment from a tool of exclusion into a means of grace, offering a theologically robust and pedagogically practical model for CRE practitioners to faithfully serve children of all abilities.
Co-Authors Dicky Welly Kansil Gilbert Timothy Majesty Kia, A Dan