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All Journal International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
Udur Ernita Aritonang
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education

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THE MAIN THOUGHTS OF THE REFORMATION OF MARTIN LUTHER AND THE CHURCH MOVEMENT AND ITS IMPLICATIONS FOR THE CHRISTIAN RELIGIOUS EDUCATION (CRE) Udur Ernita Aritonang; Juaniva Sidharta
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 12 (2025): NOVEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i12.1311

Abstract

This study examines the main ideas of Martin Luther's Reformation, the development of the church movement, and its implications for Christian Religious Education (CRE). The Reformation, initiated by Luther in the 16th century, was not merely a reaction to the deviations of the Catholic Church, but a spiritual calling rooted in the experience of justification by faith (Romans 1:17). Luther opposed the church's abuse of indulgences and established key theological principles: Sola Scriptura, Sola Fide, Sola Gratia, Solus Christus, and Soli Deo Gloria. These principles gave rise to major changes in theology, church life, and faith education. The Lutheran movement expanded through the Augsburg Confession of 1530, which became the foundation of the teachings and identity of Protestant churches. The core of Luther's teaching, the doctrine of justification by faith, frees people from the fear of God's wrath and directs the focus of faith solely on Christ. This study uses qualitative methods with a library study, examining Luther's works and secondary literature. The results show that Luther's thoughts have had a significant impact on CHE, namely, faith education centered on Scripture, emphasizing a personal relationship with Christ, and a pedagogical vision that upholds access to education for all. The practical implication is that Christian Religious Education is called to develop a faith that is critical, reflective, and faithful to the Word, enabling students to become witnesses of Christ in society. The main ideas of Luther's Reformation remain relevant for renewing church life and Christian education today.
PEDAGOGICAL HERMENEUTICS: A NEW FOUNDATION IN THE INTERPRETATION AND APPLICATION OF CHRISTIAN RELIGIOUS EDUCATION (CRE) Udur Ernita Aritonang; Kelly Simanjuntak; A. Dan Kia
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 1 (2025): DECEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v5i1.1615

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Pedagogical Hermeneutics seeks to bridge the gap between the biblical text and the educational context through a dialogical process involving the educator, the learner, and the Word of God. In this approach, interpretation does not merely focus on the historical and theological meaning of the text but also on the existential transformation of the learner involved in it. Pedagogical Hermeneutics emphasizes that every process of faith learning is an act of interpretation oriented toward personal and communal transformation. Christian education does not stop at the transfer of biblical knowledge but becomes a reflective space in which learners encounter the living God through the text. The educator acts as a facilitator who helps learners interpret life experiences in the light of the Gospel so that the meaning of the Bible is not reduced to mere information but becomes inspiration and life transformation. This approach also demands an integration between modern hermeneutical theories such as those of Gadamer and Ricoeur and contextual Christian pedagogical praxis. Pedagogical Hermeneutics, therefore, reaffirms the function of the Bible not only as a theological text but also as an educational text that shapes faith consciousness. This paper aims to affirm the relevance of the hermeneutical approach in faith learning that is reflective, participatory, and transformative. This study employs a qualitative descriptive method through theological and pedagogical literature analysis.
Co-Authors A. Dan Kia Juaniva Sidharta Kelly Simanjuntak