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I Putu Ayub Darmawan
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Didache: Journal of Christian Education
Published by Sekolah Tinggi Teologi Simpson
ISSN : -     EISSN : 27228584     DOI : https://doi.org/10.46445/djce
Core Subject : Religion, Education, Art,
Religion Arts Education Other
The scopes of this journal published articles are: Christian Education Church Education Philosophy and Christian Education Theology Learning Technology of Christian Education Management of Christian Education. The professionalism of Christian Education Teacher.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 95 Documents
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Adolescents and Christian Identity: Navigating Faith in the Digital Era Leiria Meisyani; Lilis Orliani Clodia Ceti Simon; Astrid Maryam Yvonny Nainupu; Isaac Sean
Didache: Journal of Christian Education Vol. 7 No. 1 (2026): June
Publisher : Sekolah Tinggi Teologi Simpson Ungaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46445/djce.v7i1.1124

Abstract

This study addresses the growing social relevance and scientific gaps in understanding how Christian youth navigate faith identity in an increasingly digital landscape. This study aims to analyse the dynamics of Christian youth faith formation in the digital ecosystem and to identify the theological dimensions that impact the development of authentic Christian identity. A systematic comparative literature review was conducted using peer-reviewed articles from 2010 to 2025, sourced from primary databases, and thematically analysed. The results reveal the emergence of hybrid faith communities that blend online and offline worship, the emergence of Moralistic Therapeutic Deism as a challenge to orthodox Christian identity, and the prospect of digital discipleship to enhance faith formation and mission outreach. The study emphasizes the important role of pneumatology in digital contexts while acknowledging limitations such as gaps in virtual manifestation and digital. This research recommends developing a digital literacy and theology curriculum and adopting a hybrid discipleship model to foster deeper spiritual formation amid digital challenges.
A Missio Dei Reinterpretation of Matthew 28:19–20 and Its Implications for Children’s Faith Formation Yanni Paembonan; Yunus D. A. Laukapitang; Kesia Kesy Justip
Didache: Journal of Christian Education Vol. 7 No. 1 (2026): June
Publisher : Sekolah Tinggi Teologi Simpson Ungaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46445/djce.v7i1.1143

Abstract

This article aims to reinterpret the Great Commission within the framework of missio Dei, highlighting the significance of children’s faith formation as an integral aspect of the church’s mission. The primary issue addressed is the tendency to interpret the Great Commission narrowly, emphasizing verbal evangelism and individual conversion while giving limited attention to long-term character and faith development, particularly within the challenges of a digital society. The theoretical approach includes holistic missiology and linguistic analysis of the Greek text of Matthew 28:19-20, focusing on the imperative “make disciples” and its contextual understanding. The research employs a qualitative method through theological-contextual analysis and a systematic literature review, including exegetical examination of biblical texts and critical reflection on contemporary church mission practices. The findings indicate that reinterpreting the Great Commission through the missio Dei paradigm provides a broader understanding of the role of children’s faith formation within the church’s mission, particularly through collaboration among families, church communities, and modern media to nurture holistic discipleship. The novelty of this research lies in its integration of the missio Dei paradigm with children’s faith formation as a central missional focus an approach that remains underexplored in contemporary missiological studies. The conclusion emphasises the need for a paradigm shift in mission perception and practice to sustain the church’s mission in the digital age.
The Teacher as a Shepherd: A Philosophical Metaphor for Transformative Christian Education in Indonesia Bakhoh Jatmiko; Juniriang Zendrato
Didache: Journal of Christian Education Vol. 7 No. 1 (2026): June
Publisher : Sekolah Tinggi Teologi Simpson Ungaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46445/djce.v7i1.1007

Abstract

This study addressed the gap in understanding the philosophical foundations of Christian education among teachers in Indonesia, emphasizing the need for a transformative approach to teaching. The research aimed to construct the metaphor of “the teacher as a shepherd” to provide a philosophical framework for Christian education in Indonesia. Employing a qualitative, literature-based methodology, the study analyzed biblical texts, educational theories, and prior research on metaphors in education. The findings highlighted 1) the importance of a philosophical foundation in Christian education; 2) the metaphor of the teacher as a shepherd; 3) roles of the Christian teacher as a shepherd; 4) essential qualities of a shepherd-teacher, and 5) transformative learning as the oal. the significance of metaphors in shaping teachers' professional identity and guiding their pedagogical practices. Specifically, the metaphor of a shepherd encapsulates roles such as guiding, protecting, nurturing, and fostering transformative experiences for students. This metaphor aligns with biblical-theological principles and offers a culturally relevant framework for Indonesian Christian educators. The study concluded that adopting the "teacher as a shepherd" metaphor enhances teachers' understanding of their vocation, fostering ethical responsibility and spiritual growth. Recommendation is to conduct long-term research to evaluate the sustained effects of adopting a shepherd-based educational philosophy on teacher behavior and student transformation. The contribution is proposing transformative role for educators.
The Application of the Principles of Ephesians 6:1–4 in the Upbringing of Children in Toraja Christian Families in Kupang Marsi Bombongan Rantesalu; Jeni Isak Lele; Yitram Man Pay
Didache: Journal of Christian Education Vol. 7 No. 1 (2026): June
Publisher : Sekolah Tinggi Teologi Simpson Ungaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46445/djce.v7i1.1156

Abstract

This study aims to analyse the implementation of the values of Ephesians 6:1-4 in child education within Toraja Christian families in Kupang amidst the challenges of globalisation and socio-cultural change. The research employed a quantitative survey method involving 50 respondents, with data analysed using descriptive statistics and a One-Sample t-Test supported by SPSS. The findings reveal that the implementation of the values of Ephesians 6:1-4—namely respect for parents, parental responsibility, love-based education, and moral and spiritual formation—is at a very high level and statistically significant. These results indicate a harmonious integration between biblical values and Torajan cultural principles in child-rearing practices. In conclusion, Torajan Christian families in Kupang consistently apply the teachings of Ephesians 6:1–4 as the primary foundation for child education. The study highlights the crucial role of the family as the central locus of faith formation and underscores the need for churches to strengthen family-based ministry programmes that promote contextual, biblically grounded parenting.
Leadership, Competence, and Dedication of Christian Education Teachers in the Remote Area of Seko Yosef Patandung; Selvi Panggua; Adi Sukito; Yong Ho Yoon
Didache: Journal of Christian Education Vol. 7 No. 1 (2026): June
Publisher : Sekolah Tinggi Teologi Simpson Ungaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46445/djce.v7i1.1154

Abstract

Disparities in the quality and equity of education remain evident in remote areas such as Seko, where teachers perform their professional roles under extreme constraints. This study highlighted the paradox between national demands for teacher professionalism and the reality of challenging geography, limited facilities, and policy inequities faced by teachers in Seko. This research aimed to analyze in depth how teacher leadership contributes to the development and maintenance of competence and dedication amid these limitations, within the framework of inclusive education and educational justice. The study was set in the 3T (tertinggal, terdepan, dan terluar—disadvantaged, frontier, and remote) region of Seko. A qualitative descriptive approach using an action research design was employed. Data was collected through in-depth interviews, field observations, and document analysis. Results: The findings revealed that teachers in Seko adopt transformational, adaptive, and service-oriented leadership styles. Their professional and pedagogical competence was shaped by their adaptability, creativity in utilizing local resources, and strong commitment to delivering culturally relevant learning. Their dedication was reflected in their physical, moral, and spiritual sacrifices. In conclusion, teacher leadership, competence, and dedication were intertwined, forming the foundation of the educational ecosystem in Seko. Teachers function not only as educators but also as social leaders and symbols of resilience, safeguarding educational justice and sustainability in remote areas.

Page 10 of 10 | Total Record : 95

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