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LOGOS
Published by STPAK St. Yohanes Penginjil Ambon
ISSN : 22523818     EISSN : -     DOI : -
Core Subject : Religion, Humanities, Education, Art,
Religion Arts Humanities Education Other
Fokus utama kajian Jurnal Logos adalah penelitian ilmiah dalam bidang Pendidikan Keagamaan Katolik, dengan ruang lingkup mencakup bidang keagamaan secara umum, liturgi, pastoral, katekese, spiritualitas, filsafat, sosiologi, antropologi, religi, dan budaya.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 140 Documents
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Menerima ‘Yang Lain’: Fenomenologi Pemberian Jean-Luc Marion Dan Relevansinya Bagi Toleransi Dalam Masyarakat Gabriel Junior Ell
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 13 No 2 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62095/jl.v13i2.193

Abstract

Masyarakat multikultural sering dihadapkan pada tantangan seperti konflik antarkelompok, intoleransi, dan ketidakadilan sosial, yang muncul akibat ketidakmampuan menerima perbedaan. Toleransi, sebagai “kebajikan kewarganegaraan,” menjadi kunci untuk menjaga harmoni sosial. Artikel ini bertujuan menjelaskan relevansi konsep fenomenologi pemberian (givenness) Jean-Luc Marion dalam memahami toleransi. Melalui studi literatur dan analisis filosofis, penelitian ini mengeksplorasi bagaimana konsep givenness yang menekankan penerimaan tanpa syarat terhadap “yang lain” (the other) dapat menjadi kerangka filosofis untuk menerima perbedaan dan membangun toleransi. Hasil penelitian menunjukkan bahwa prinsip givenness mendorong sikap rendah hati, keterbukaan, dan penghormatan terhadap keberagaman, yang menjadi fondasi bagi toleransi dan kebajikan kewarganegaraan. Namun, penerapan konsep ini menghadapi tantangan dalam mengatasi ketidakadilan struktural. Artikel ini menawarkan pemikiran Marion sebagai dasar untuk mengembangkan sikap toleransi dalam masyarakat multikultural, menciptakan kehidupan bersama yang inklusif, harmonis, dan berkeadilan.
KREATIFITAS DAN INOVASI DALAM PENDIDIKAN Elizabeth Hateyong; Siti Irene Astuti
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 13 No 2 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

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Abstract

Technological developments and global challenges in the digital era require education to provide creative and innovative learning. Creativity is understood as the ability to generate original and useful ideas, while innovation is the application of these ideas to create added value. This study discusses the concepts of creativity and innovation in education, the role of teachers and educational institutions in developing them, and the obstacles faced in their implementation. Various challenges, such as limited facilities, a rigid curriculum, minimal teacher competency, and an unsupportive school culture, are identified as key inhibiting factors. This study also proposes strategies for developing creativity and innovation at the school, teacher, government, and student levels. Synergy between all stakeholders is key to creating an adaptive, relevant education ecosystem that is able to meet the needs of the 21st century. Thus, the development of creativity and innovation is a crucial element in the transformation of education towards dynamic and sustainable learning.
UNTHINKING AND THINKING WITH HEIDEGGER: ON NIHILISM AND THE METAPHYSICS OF CLOSURE Jeffrey L. Bartilet
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 13 No 2 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

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Abstract

The paper attempts to partly sketch Martin Heidegger’s project of ontology via the route of his discussion of nihilistic thought. It employs a purely hermeneutical analysis of selected texts of available literature on print and online on Heidegger, nihilism, and metaphysics. Examining a selection of his writings, the paper contends that Heidegger’s articulation of the problem of Being, of thinking, and of technology may be weaved together by looking at the nihilistic elements by which these problems where addressed. It does this by first looking at the discussion of traditional metaphysics and sciences found in Heidegger’s work, and second, because of the representational frame by which these traditions work these traditions tended to overlook the question of Being. The paper concludes by retrieving Heidegger’s retrieval of a kind thinking that is no longer calculative but meditative.
PERINTAH UNTUK SALING MENGASIHI (YOHANES 15:9-17) Damianus Batlayeri
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 13 No 2 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62095/jl.v13i2.196

Abstract

This article examines the command to love one another in John 15:9-17 as the core of Johannine theology. The study is grounded in the distinctive features of John’s Gospel, where love is not understood merely as an ethical mandate but as participation in the Trinitarian love that flows from the Father to the Son and is extended to the disciples. Using literary, historical, linguistic, and theological approaches, this research analyzes the narrative structure, the historical context of the Johannine community, the meaning of key Greek terms (agapē, doulos, philos), and the history of interpretation from the Patristic era to modern theology. The findings reveal that love in John is ontological, forming the identity of the disciples, marking the authentic Christian community, and empowering the Church’s mission. The shift from servants to friends highlights the disciples’ participation in God’s salvific plan. This study contributes to a deeper understanding of Johannine theology of love and its relevance for contemporary Christian spirituality and ecclesial practice.
Inkarnasi Sebagai Kritik Terhadap Barbarisme Digital Dalam Fenomenologi Henry dan Liturgi Katolik Yohanes Devri Maturbongs
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 13 No 2 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62095/jl.v13i2.197

Abstract

This study explores the tension between religious experience in the digital era and the incarnational nature of Catholic liturgy, drawing on Michel Henry’s phenomenology of life. The migration of religiosity into digital spaces reinforces a representational logic that, for Henry, produces barbarism: a condition in which images, objects, and technological mediation displace interior life and affective self-experience. The research aims to identify how digital barbarism reshapes liturgical experience and how the mystery of the Incarnation offers a theological critique of the reduction of faith to visuality and representation. Employing a qualitative literature-based method, this study analyzes Henry’s primary writings alongside contemporary works on liturgy and incarnational theology from the past decade. Findings indicate that the digitalization of religious practices risks severing the essential relation between body, affection, and presence that grounds liturgy. The analysis shows that the Incarnation presents an alternative paradigm affirming the primacy of concrete, lived experience over technological representation. The study concludes that Henry’s phenomenology provides a precise critical framework for evaluating the theological implications of digital liturgy, while the Incarnation offers a corrective horizon restoring the embodied character of Christian faith. This research contributes to liturgical studies and Catholic religious education by articulating an ontological foundation for critiquing increasingly disembodied forms of spirituality.
KONTRIBUSI FILSAFAT PENDIDIKAN KONSTRUKTIVISME JEAN PIAGET BAGI PENDIDIKAN MODERN Blasius Helyanan
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 14 No 1 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62095/jl.v14i1.198

Abstract

This article aims to provide a philosophical analysis of constructivist education in Jean Piaget’s thought and to examine its relevance to contemporary educational practice. The main problem addressed is the persistence of mechanistic learning models that overlook the internal process of knowledge construction and the cognitive developmental stages of learners. This study employs a library research method with a phenomenological-philosophical approach through critical analysis of Piaget’s major works and relevant literature in philosophy of education and developmental psychology. The findings reveal that Piagetian constructivism positions learners as active subjects who construct knowledge through assimilation, accommodation, and equilibration in accordance with cognitive development. Learning is thus understood as a process of adaptation and meaning-making rather than mere knowledge transmission. Although Piaget’s theory significantly contributes to learner-centered education, it requires integration with social and emotional dimensions. The relevance of this study lies in strengthening the philosophical foundation of humanistic and reflective education.
Menuju Kerangka Multidimensional-Dialektis Pembelajaran PAK di Perguruan Tinggi: Sintesis Perspektif AECT 2023 Michael Rahankey
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 14 No 1 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62095/jl.v14i1.200

Abstract

This article aims to formulate a multidimensional-dialectical framework for Catholic Religious Education (CRE) learning in higher education by synthesizing five dimensions of learning from the perspective of the AECT (2023) definition of Educational Technology. This study is grounded in the view that CRE learning cannot be understood merely as the delivery of content, but rather as a pedagogical practice that interrelates formative goals, communication, systems, technology, and ethical responsibility. Using a conceptual-critical approach, this article maps learning into systemic, communicative, teleological, technological, and ethical dimensions, while also examining the tensions that arise among them, such as structure and flexibility, efficiency and dialogue, learning outcomes and character formation, as well as innovation and ethical caution. The synthesis shows that the AECT (2023) definition provides an integrative, human-centered basis for a more holistic understanding of learning. This article concludes that tensions among dimensions are not obstacles to eliminate but rather dynamics that need to be managed reflectively through the design, implementation, and evaluation of learning. This framework may serve as a conceptual foundation for developing CRE learning that is more integrated, humane, and contextual.
Kapitalisme dalam Dunia Pendidikan Indonesia: Biaya Publikasi Jurnal Sebagai Pembatasan Pengetahuan Sebuah Kajian dalam Pemikiran Marxisme Yohanes Emanuel
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 14 No 1 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62095/jl.v14i1.201

Abstract

Fokus utama tulisan ini adalah mengkaji tirani dalam dunia pendidikan di Indonesia dengan bertolak dari pemikiran Marxisme. Fenomena yang saat ini tidak asing lagi bagi para mahasiswa yaitu biaya publikasi jurnal ilmiah yang sangat tinggi dan cukup membertakan. Di tengah kemajuan peradaban dunia yang begitu pesat di era ini, pendidikan di Indonesia justru mengalami kemunduran akibat adanya tanggungan-tanggungan yang diberikan kepada para mahasiswa atau pelajar terutama dalam proses publikasi tulisan. Dalam hal ini, pemerintah sebagai otoritas negara harus memperhatikan fenomena ini agar pendidikan di Indonesia sungguh maju dan dapat menjangkau para mahasiswa yang kreatif dan pemikir untuk berkontribusi bagi negara lewat tulisan-tulisannya yang selama ini tidak dapat dipublikasikan akibat biaya publikasi yang terlalu mahal. Tulisan ini menjawab isu kapitalisme dalam dunia pendidikan menggunakan pemikiran Marxisme yang menentang kekuasaan kapitalisme dan menyuarakan keadilan dan kesejahteraan umum. Dengan menggunakan pemikiran Marxisme sebagai kajian, penulis ingin menunjukan bahwa pendidikan tidak dapat digunakan sebagai tempat untuk mencari keuntungan semata tetapi pendidikan harus ditempatkan pada usaha untuk menambah pengetahuan. Tulisan ini akan dikaji menggunakan metode kualitatif studi pustaka dengan pendekatan induktif dan instrumen yang digunakan adalah buku dan jurnal-jurnal yang sesuai.
Akulah Kebangkitan dan Hidup”: Kajian Perikop Yohanes 11:25-26 Dalam Perspektif Teologi Biblis dan Tradisi Gereja Filbert Ngafrehen
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 14 No 1 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62095/jl.v14i1.202

Abstract

The statement of Jesus, “I am the resurrection and the life; he who believes in me will live, even though he dies” (John 11:25-26), is a central Christological text that reveals the nature of Christ as the source of eternal life and the conqueror of death. The purpose of this article is to interpret this text in depth, taking into account the pericope’s structure, narrative context, linguistic analysis, and its theological meaning within the Patristic tradition. The method used is a biblical hermeneutic approach, encompassing literary and narrative analysis to trace the pericope’s position in the Lazarus narrative, linguistic analysis of key Greek words, e.g., Egō eimi, anastasis, zōē, and a theological-patristic analysis linking the biblical reading with the interpretations of the Church Fathers. The study’s results show that through the theophanic formula Egō eimi (I am), Jesus declares his divine identity as the source of life itself (autozōē). This text shifts the paradigm from Jewish futuristic eschatology toward realized eschatology, where resurrection and eternal life have already begun and are realized in fellowship with Christ through faith starting now. Dogmatically, this strengthens the Church’s high Christology, and pastorally, it assures that biological death cannot separate the believer from eternal life.
“AUGMENTATIVE INTELLIGENCE” SEBAGAI PEDAGOGI KATEKETIK KONTEKSTUAL: REKONSTRUKSI KEARIFAN LOKAL KEPULAUAN MALUKU DI ERA AI Dr. Bruno Rumyaru, SS., MA
LOGOS: JURNAL PENDIDIKAN KEAGAMAAN KATOLIK Vol 14 No 1 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STPAK St. Yohanes Penginjil Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62095/jl.v14i1.203

Abstract

The rapid development of Artificial Intelligence (AI) has significantly transformed the fields of education and catechesis, while simultaneously presenting challenges related to contextuality and the preservation of local cultural values. This article explores the concept of Augmentative Intelligence as a contextual catechetical pedagogy that harmonizes AI technology with the local wisdom traditions of the Maluku Islands. Using a literature review method and a reflective-theological approach, the study examines the interconnections between digital pedagogy, the theology of inculturation, and core Malukan cultural values such as pela-gandong, masohi, Larwul Ngabal, Duan-Lolat, and the family or clan system. The study reveals that AI can function augmentatively by fostering dialogue in faith formation, supporting cultural transmission, and encouraging participatory and humanistic catechetical learning. Consequently, Augmentative Intelligence provides an inculturative, contextual, and relevant catechetical model for the Church in responding to the challenges of the digital era.

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