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INDONESIA
Journal Didaskalia
Published by Sekolah Tinggi Teologi Injili Indonesia Surabaya
ISSN : 26221667     EISSN : 26218054     DOI : https://doi.org/10.33856/didaskalia
Core Subject : Religion,
Religion
Journal Didaskalia published by STTII Surabaya as a means of developing evangelical values in Christian Religious Education by focusing on spiritual, knowledge and teaching skills of Christian education. Scientific work using educational and general study using Bible, field research and analysis that is very evangelical and applicative in the world of education and service in Indonesia.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 77 Documents
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Parental Role in Digital Era Character Formation: A Deuteronomy 6:4-9 Perspective Dahliana Purba , Nursenta; Oktarin Colia Sembiring , Elby Dinant
Jurnal Didaskalia Vol 8 No 1: Journal Didaskalia - April 2025
Publisher : Sekolah Tinggi Teologi Injili Indonesia Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33856/didaskalia.v8i1.488

Abstract

The digital transformation has fundamentally altered family dynamics and child development patterns, creating unprecedented challenges for moral and spiritual formation within contemporary families. While technology offers substantial benefits, unregulated digital exposure poses significant risks to children's character development and spiritual growth. This study examines the critical role of parents in fostering moral and spiritual development among family members during the digital era, utilizing biblical principles from Deuteronomy 6:4-9 as a theoretical framework. A systematic literature review methodology was employed, analyzing peer-reviewed publications from 2018-2024 focusing on parental influence, digital era challenges, and family-based character formation. Data were synthesized using thematic analysis to identify key patterns and relationships between parental practices and child development outcomes. The analysis reveals that intentional parental engagement significantly correlates with positive character formation outcomes in children exposed to digital environments. Effective parental strategies include structured digital literacy education, consistent moral guidance, and active spiritual mentorship. Families implementing comprehensive digital stewardship approaches demonstrated superior outcomes in children's moral reasoning, spiritual development, and behavioral regulation compared to families with minimal parental involvement. Parents serve as primary architects of family moral and spiritual development, particularly in navigating digital era complexities. The integration of biblical principles with contemporary parenting strategies provides a robust framework for character formation. This study contributes to the growing body of evidence supporting proactive parental involvement as essential for optimal child development in technologically saturated environments.
Sexuality Education in Sunday Schools For Children Aged 0 –12 Years Lucas Tjong , Andrew; Felicia Fanaya , Kezia; Binar , Sri
Jurnal Didaskalia Vol 8 No 1: Journal Didaskalia - April 2025
Publisher : Sekolah Tinggi Teologi Injili Indonesia Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33856/didaskalia.v8i1.490

Abstract

Sex education for children in Sunday schools, particularly those aged 0–12 years, is a significant topic that sparks diverse opinions among church leaders. The rapid development of information technology today compels both parents and educators, within schools and churches, to provide children with sexuality education that is consistent with the teachings of God's Word. This paper, through a literature review of scholarly journals and relevant books, aims to examine the importance of sexuality education, focusing on the need to adapt it to children's developmental stages and its integration into ecclesiastical settings. Drawing from the perspective of Genesis 1:27, the goal is for children to learn to respect and honor both themselves and others, while also understanding appropriate boundaries in interpersonal relationships. Such knowledge is essential to protect children from the risk of sexual violence, which remains a critical concern.
Christian Teacher Ethics in Society 5.0: Integrating Faith Values in Digital Education Hia, Meniati
Jurnal Didaskalia Vol 8 No 1: Journal Didaskalia - April 2025
Publisher : Sekolah Tinggi Teologi Injili Indonesia Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33856/didaskalia.v8i1.528

Abstract

The transformation toward Society 5.0 presents complex challenges for Christian education in maintaining faith values while integrating technological advancement. This study analyzes the ethics of Christian teacher professionalism in the Society 5.0 era through practical theology and educational philosophy perspectives using qualitative research methods with theological hermeneutic approaches and systematic literature analysis. The research explores how Christian values can be applied in increasingly digital and connected educational contexts through examination of biblical principles, theological frameworks, and contemporary educational practices. Findings indicate that Christian teacher professionalism in the Society 5.0 era requires ethical reconstruction including: (1) technology theology centered on imago Dei as anthropological foundation, (2) transformative pedagogy based on agape love as pedagogical motivation, (3) learning communities reflecting koinonia as community model, and (4) educational service as diakonia expressing service orientation. This research contributes to developing a comprehensive ethical framework for Christian teacher professionalism that effectively responds to Society 5.0 technological challenges while preserving faith integrity and Christian educational mission, providing practical implementation strategies for educational institutions, teachers, and policymakers in the digital transformation era.
Integrating Christian Paideia Principles with Digital Parenting Strategies Based on Ephesians 6:4 Pagawak, Sim; Weya, Neton; Pattinaja, Aska Aprilano
Jurnal Didaskalia Vol 9 No 1: Journal Didaskalia - April 2026
Publisher : Sekolah Tinggi Teologi Injili Indonesia Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33856/didaskalia.v9i1.547

Abstract

This article examines the integration of Christian paideia principles in Ephesians 6:4 with digital parenting strategies in the technological era. Previous studies on paideia tend to focus on exegetical-theological aspects that emphasize faith education and spiritual discipline. In contrast, studies on digital parenting highlight technical strategies such as regulation, supervision, and digital dialogue. However, a research gap remains, as the two fields have not been systematically integrated. Using the method of exegesis analysis and empirical literature review, this study found a conceptual model of paideia-digital parenting that includes four main components: theological basis (paideia and nouthesia), digital readiness of parents, practical strategies (regulation, supervision, dialogue, intervention), and outcomes in the form of children with faith, character, and digital ethics. This research confirms that paideia remains relevant in the digital era, while providing implications for Christian families, churches, and educational institutions in shaping a generation that is mature in faith and adaptive to technology.
A Psychotheological Approach to the Development of Children's Faith and Personality in Christian Religious Education Rumiyati Rumiyati; Meniati Hia
Jurnal Didaskalia Vol 9 No 1: Journal Didaskalia - April 2026
Publisher : Sekolah Tinggi Teologi Injili Indonesia Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33856/didaskalia.v9i1.566

Abstract

This study explores the integration of developmental psychology and Christian theology in understanding the formation of children's faith and personality through Christian Religious Education (CRE). A psychotheological approach is employed to bridge the scientific understanding of human psychological and spiritual development with the dimension of faith derived from divine revelation. Employing a qualitative library research design, this study examines James Fowler's theory of faith development, Erik Erikson's psychosocial theory, and the biblical perspective on children's spiritual growth. The analysis reveals that the development of faith and personality in children cannot be separated from their dynamic relationship with God, the family as the primary institution of faith formation, and the faith community as a formative environment. Psychotheologically-based CRE equips teachers to become facilitators of holistic faith development, addressing the cognitive dimension through doctrinal understanding, the affective dimension through spiritual experience, and the moral dimension through Christian ethics, thereby systematically forming Christlike character within the child. This study also outlines practical implications for curriculum development and teaching methodologies in CRE that are responsive to children's developmental stages and grounded in strong theological principles.
Youth Christian Religious Education Strategy Based on Interactive Storytelling Through Social Media Platforms Makoro, Aldi; Tangayo , Gilbert; Pangaribuan, Rosdinar; Nendissa, Julio Eleazer
Jurnal Didaskalia Vol 9 No 1: Journal Didaskalia - April 2026
Publisher : Sekolah Tinggi Teologi Injili Indonesia Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33856/didaskalia.v9i1.618

Abstract

This study aims to develop a Christian Religious Education (CRE) strategy for youth relevant to the digital context through the use of interactive storytelling on social media platforms. The methods used were literature review and social media content analysis with a qualitative descriptive approach. The results showed that interactive storytelling which includes elements of participation, narrative choice, and direct feedback was proven to significantly increase youth's active engagement in the faith learning process. Indicators of this increase included the frequency of responses to posts, participation in follow-up discussions, and the emergence of personal and dialogic faith reflections. Furthermore, this strategy successfully built a sense of community ownership among youth, which has been a major challenge in conventional CRE, which tends to be one-way. The research findings identified that platforms such as Instagram, TikTok, and YouTube Shorts, with their interactive features (polls, questions, duets, stitches, and chain comments), are the most effective media for implementing this approach. The theoretical implications of this study emphasize the need for a paradigm shift in CRE from a static model of knowledge transmission to a dialogic, contextual, and creative model centered on youth's narrative experiences. Thus, interactive storytelling on social media is not just a tool, but a fundamental strategy capable of bridging the message of Christian faith with the everyday world of digital native youth. Keywords: youth CRE, interactive storytelling, social media, digital strategy.
Structural Barriers to the Implementation of Christian Religious Education in Indonesian Public Schools: A Policy and Institutional Practice Analysis Ohira Ohira
Jurnal Didaskalia Vol 9 No 1: Journal Didaskalia - April 2026
Publisher : Sekolah Tinggi Teologi Injili Indonesia Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33856/didaskalia.v9i1.261

Abstract

Christian Religious Education (CRE) in Indonesian public schools faces layered and systemic structural barriers. This study aims to analyze these barriers from the perspectives of educational policy and institutional practice. A qualitative approach with literature review and policy document analysis was employed. Data were gathered from academic journals, regulatory documents, government reports, and verified media coverage. The study identifies five primary barriers: (1) educational management dualism between the Ministry of Religious Affairs and Regional Education Offices, generating institutional responsibility ambiguity; (2) a significant CRE teacher deficit with a ratio of 1:8.5 teachers per public school; (3) inadequate learning facilities and infrastructure; (4) structural discrimination against CRE teachers in appointment, certification, and welfare; and (5) discrimination against Christian students in school operational practices. These findings indicate that root causes lie not merely in technical implementation but in flawed policy design and cross-sectoral coordination failure. Comprehensive policy reform is urgently required, including revision of inter-agency coordination mechanisms, strengthening of CRE teacher recruitment and welfare systems, and enforcement of monitoring mechanisms for religious minority students' rights in public schools.

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