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INDONESIA
PEADA': Jurnal Pendidikan Kristen
Published by Institut Agama Kristen Negeri Toraja
ISSN : 27228843     EISSN : 27228835     DOI : 1034307
Core Subject : Religion, Education,
Religion Education
1. Pendidikan Karakter Kristiani 2. Pendidikan Kristen Anak Usia Dini 3. Evaluasi Kurikulum Pendidikan Agama Kristen 4. Pendidikan Agama Kristen Kontekstual 5. Konseling Pendidikan Agama Kristen 6. Strategi Pembelajaran Pendidikan Agama Kristen 7. Manajemen Pendidikan Agama Kristen 8. Teori Belajar Pendidikan Agama Kristen
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 53 Documents
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Integrating the Doctrine of Creation (Creatio Ex Nihilio) in Christian Religious Education for Primary Students in Indonesia: A Biblical-Pedagogical Framework Silitonga, Roedy; Elizabeth, Andrea Ratu; Yarona, Neli Blandina
PEADA': Jurnal Pendidikan Kristen Vol. 6 No. 2 (2025): Desember 2025
Publisher : Institut Agama Kristen Negeri Toraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34307/peada.v6i2.231

Abstract

The teaching of scientific theories of origins, such as the Big Bang and evolution, in primary education often creates epistemological tension with biblical teaching, particularly within Christian school contexts. In Indonesia, this tension is frequently addressed without a clear pedagogical framework that integrates faith and learning coherently. This study aims to develop a biblical–pedagogical framework for integrating the doctrine of creation (creatio ex nihilo) within Christian Religious Education (CRE) for primary students. Employing a qualitative research design through literature analysis and classroom-based case studies in Indonesian Christian primary schools, this study examines how the doctrine of creation can be taught as divine revelation rather than as a competing scientific explanation. The findings indicate that when creation is presented theologically as an act of God’s sovereign will, students engage scientific knowledge critically while maintaining biblical authority as the foundation of learning. This study proposes a biblical–pedagogical framework that positions Christian teachers as facilitators, reconcilers, and transformers in guiding students toward an integrated understanding of faith and knowledge. The framework contributes to Christian education by offering a coherent model for faith–learning integration that supports intellectual formation and spiritual growth among primary students in Indonesia.
Peran Strategis Guru Pendidikan Agama Kristen dalam Mengatasi Perilaku Phubbing pada Remaja Keristen di Era Digital Semy Djulandy Balukh; Rezeki Putra Gulo
PEADA': Jurnal Pendidikan Kristen Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Kristen Negeri Toraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34307/peada.v7i1.238

Abstract

Abstract: The phenomenon of phubbing is increasingly prevalent among Christian adolescents and negatively impacts the quality of social and spiritual relationships that form the core of Christian values. This study aims to explore the strategic role of Christian Religious Education teachers in addressing phubbing among Christian adolescents through value-based pedagogical strategies that integrate theological and pedagogical dimensions. This study employs a qualitative method based on thematic analysis, with data drawn entirely from literature sources analyzed systematically through six thematic analysis steps. The novelty of this study lies in an integrative framework that connects the role of Christian Religious Education teachers as moral guides, spiritual role models, and contextual learning facilitators with value-based pedagogical strategies for addressing phubbing. The findings indicate that Christian Religious Education teachers play a strategic role in shaping adolescents' digital awareness through respect for others grounded in the imago Dei principle, time management through the digital sabbath concept, and interactive case-based discussion that guides adolescents to use technology wisely in accordance with Christian values.  Abstrak: Fenomena phubbing semakin marak di kalangan remaja Kristen dan berdampak negatif terhadap kualitas relasi sosial dan spiritual yang menjadi inti nilai-nilai kekristenan. Penelitian ini bertujuan mengeksplorasi peran strategis guru Pendidikan Agama Kristen dalam mengatasi perilaku phubbing pada remaja Kristen melalui strategi pedagogis berbasis nilai yang mengintegrasikan dimensi teologis dan pedagogis. Metode yang digunakan adalah kualitatif berbasis analisis tematik dengan sumber data sepenuhnya berasal dari kajian literatur yang dianalisis secara sistematis melalui enam langkah analisis tematik. Kebaruan penelitian ini terletak pada kerangka integratif yang menghubungkan peran guru PAK sebagai pembimbing moral, teladan spiritual, dan fasilitator pembelajaran kontekstual dengan strategi pedagogis berbasis nilai dalam mengatasi phubbing. Hasil penelitian menunjukkan bahwa guru PAK berperan strategis dalam membentuk kesadaran digital remaja Kristen melalui penghormatan terhadap sesama berbasis prinsip imago Dei, pengelolaan waktu melalui konsep digital sabbath, serta diskusi interaktif berbasis studi kasus yang membimbing remaja memanfaatkan teknologi secara bijaksana sesuai nilai-nilai kekristenan.
Menemukan Makna “Sekolah” dalam Ibadah Sekolah Minggu dan Relevansinya sebagai Liturgi Anak (Children’s Liturgy) Yuniar Mariska Simamora
PEADA': Jurnal Pendidikan Kristen Vol. 6 No. 2 (2025): Desember 2025
Publisher : Institut Agama Kristen Negeri Toraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34307/peada.v6i2.275

Abstract

Abstract: Studies on Sunday School have generally been situated within a pedagogical framework that emphasizes biblical instruction, teaching methods, and the achievement of children's faith formation goals. In contrast, scholarship on Children's Liturgy has developed within a different discourse, focusing on children's participation in the worshiping life of the church. As a result, the relationship between faith education and children's liturgical experience has rarely been explored in an integrated manner. This study seeks to re-examine the meaning of the term “school” in Sunday School through the perspective of Children's Liturgy. Employing a literature review methodology, the study examines various sources on the history of Sunday School, child pedagogy, child theology, and liturgical theology. The findings indicate that the meaning of “school” in Sunday School cannot be reduced to a mere space for the transmission of religious knowledge; rather, it should be understood as a space for faith formation that integrates both pedagogical and liturgical dimensions. From the perspective of child theology, children are subjects of faith and full members of the church community who are called to participate in its liturgical life. Accordingly, Sunday School may be understood as Children's Liturgy—a formative worship space in which children experience, respond to, and embody God's work through prayer, Scripture, symbols, songs, rituals, and participation in the faith community. The originality of this study lies in its integration of child pedagogy and children's liturgy within a conceptual framework that positions Sunday School as a liturgical practice that is inherently pedagogical. Abstrak: Kajian tentang Sekolah Minggu selama ini umumnya ditempatkan dalam kerangka pedagogis yang menekankan pengajaran Alkitab, metode pembelajaran, dan pencapaian tujuan pendidikan iman anak. Sementara itu, kajian mengenai Children’s Liturgy berkembang dalam diskursus yang berbeda dengan fokus pada partisipasi anak dalam kehidupan ibadah gereja. Akibatnya, relasi antara pendidikan iman dan pengalaman liturgis anak belum banyak dipahami secara integratif. Penelitian ini bertujuan mengkaji ulang makna “sekolah” dalam Sekolah Minggu melalui perspektif Children’s Liturgy. Metode yang digunakan adalah studi literatur dengan menelaah berbagai sumber mengenai sejarah Sekolah Minggu, pedagogik anak, teologi anak, dan teologi liturgi. Hasil kajian menunjukkan bahwa makna “sekolah” dalam Sekolah Minggu tidak dapat direduksi menjadi ruang transmisi pengetahuan agama semata, tetapi perlu dipahami sebagai ruang formasi iman yang mengintegrasikan dimensi pedagogis dan liturgis. Dalam perspektif teologi anak, anak merupakan subjek iman dan anggota penuh komunitas gereja yang dipanggil untuk berpartisipasi dalam kehidupan liturgis. Karena itu, Sekolah Minggu dapat dipahami sebagai Children’s Liturgy, yaitu ruang ibadah formatif tempat anak mengalami, merespons, dan menghidupi karya Allah melalui doa, firman, simbol, nyanyian, ritual, serta kehidupan komunitas iman. Kebaruan penelitian ini terletak pada integrasi kajian pedagogik dan liturgi anak dalam kerangka yang menempatkan Sekolah Minggu sebagai praktik liturgis yang secara inheren bersifat pedagogis.

Page 6 of 6 | Total Record : 53

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