Pelaksanaan pendidikan yang merujuk pada landasan yuridis yang ditetapkan oleh pemerintah berdampak pada keberlangsungan perguruan tinggi teologi dan agama Kristen dalam komunitariannya karena pertimbangan kajian teologis sesuai learning outcome keilmuannya.Persoalan mendasar untuk diteliti yaitu bagaimana kisah penciptaan pada awal Kitab Suci memberikan perspektif mengenai sistem pendidikan yang dipahami sebagai kajian teologis. Penelitian ini bertujuan sebagai upaya memperkaya pemahaman mengenai sistem pendidikan berdasarkan kajian teologis dan yuridis sebagai acuan edukasi bagi realisasi mutual antarakeduanya. Penulis menggunakan metode analisis narasi dan strukturaldengan pendekatan observasi leksikal terhadap struktur dan narasi teksKejadian 1:1-31 untuk menyumpulkan bahwa kajian teologis dan yuridistidak saling bertentangan melainkan saling melengkapi dalam aktualisasipendidikan oleh manusia dengan sikap mengasihi dengan lev?vk? atau “hati”, n?fšek? atau “jiwa” dan me’?d?k? atau kekuatannya untuk mengasihi Pencipta-Nya.
The existence of God is in essence impossible to shift, but, in fact seems to experience a shift that appears in human efforts to respond to the mission call. Efforts to "narrow" the meaning, purpose and impact of understanding the "true love and mission" for His people here are in contrast to God's love that cannot be separated from His essence. God himself wants His love to be part of His ransom people, so this is where "mission" becomes the logical implication of God's existence as a mission initiator that has been, is being, and continues to be done through His chosen people in every age in (community). The author used qualitative method with text and language analysis approaches. Based on research results in the "text" it can be understood that God's love enables Him to send His only begotten Son to fulfill His mission. Then in His grace; The Son continues the Father's mandate to disciples to become a "community" sharing the love of God the Father. This task is then passed on to the present generation specifically for graduates of Theological/Christian Religious College.
Abstract. This study aimed to articulate an integral mission for marginalized communities. So far, The Great Commission has mostly been understood as a command to preach the gospel verbally for the purpose of converting other believers. Meanwhile, marginalized communities need a Gospel message that liberates them from all kinds of oppression. Therefore, a new perspective on mission is needed that can answer these needs. This study used a qualitative approach by starting from the text analysis of Matthew 9:35-36. The result of the analysis of the text showed that Jesus' mission was an integral one. The mission originated from a compassioned hearth and intended to answer every aspect of human needs.Abstrak. Kajian ini bertujuan untuk mengartikulasikan misi integral bagi masyarakat marginal. Selama ini Amanat Agung lebih banyak dipahami sebagai perintah untuk melakukan pemberitaan Injil secara verbal demi tujuan konversi pengantut agama lainnya. Sementara itu, masyarakat marginal membutuhkan berita Injil yang membebaskan mereka dari segala macam penindasan. Oleh karena itu, diperlukan suatu cara pandang baru tentang misi yang dapat menjawab kebutuhan tersebut. Kajian ini menggunakan pendekatan kualitatif dengan berangkat dari analisis teks Matius 9:35-36. Hasil dari analisis terhadap teks tersebut menunjukkan bahwa misi yang dilakukan Yesus adalah misi yang bersifat integral. Misi tersebut berangkat dari perasaan belas kasihan dan bermaksud untuk menjawab setiap aspek kebutuhan manusia.
Efforts to sow knowledge and pedagogic competencies for PAK teachers in the era of the industrial revolution 4.0 are positive breakthroughs for the effectiveness of PAK learning in facing various educational challenges and problems. The method used is qualitative, accompanied by a literature study approach. Text analysis and thinking through various literatures that discuss pedagogic science, pedagogic competence, the role of PAK teachers, and the industrial era 4.0 are used carefully. The results obtained show that pedagogic science, according to the continental and pragmatic views in an integrative manner, has individual, personal, moral and social relations motives that lead to pedagogic competence 4.0. This has implications for the realization of educational and learning processes by PAK teachers that are relevant in the industrial era 4.0. So it was concluded that PAK teachers need pedagogic knowledge as a stimulant that enhances pedagogic competence 4.0 which includes their role as educators, instructors and mentors supported by the use of information technology devices or media proportionally for the effectiveness of PAK learning in the industrial era 4.0.
This study aims to discuss technological disruptions that need to be addressed by Christian education teachers with adequate competence. Apparently, the rapid development of technology has created a dilemma for some Christian education teachers in Indonesia because they do not yet have adequate digital competence. Therefore, the qualitative method and the literature approach along with the thought analysis step are used to explore theoretical aspects and empirical facts. This is the effort made in several literatures such as books and journals. The results show that Christian religious education teachers should continue to improve their competence, including digital, spiritual and multiliteracy competencies that are responsive to the influence of Post-Truth in the era of technological disruption. Furthermore, Christian education teachers are responsible for utilizing the development of information technology, optimistic in increasing digital competence, in order to concretize the principles of multiliteracy education in a critical-reflective and effective manner on a variety of information for students in relation to the existence and social relations of a pluralistic society.
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