This research aims to determine the significant relationship between evangelism and discipleship of Christian religious education students at the Faculty of Teacher Training and Education, HKBP ...Nommensen University, Medan. This type of research is descriptive correlational. The population in this research is students of Christian Religious Education, Faculty of Teacher Training and Education, HKBP Nommensen University, Medan in 2022, totaling 39 people, while the sample in this research is 39 people with a collection technique using a total sample. The tool used in data collection was a questionnaire consisting of 28 items. For evangelism, 14 items were valid, while for discipleship, 14 items were valid, with 4 options before the questionnaire was used, its validity and reliability were tested. The research results state that student evangelism is moderate to 16 people (41%). Tendency to discipleship Students are categorized as moderate to 15 people (38.4%). According to Matthew 28:18-20 students, evangelism and discipleship have a significant relationship. This is obtained by tcount = 13.008 and ttable = 1.684, th>tt(13,008>1,684)where we get tcount>ttable. Thus, the relationship is significant and acceptable.
This research aims to produce teaching materials that follow the progress of the times. To produce teaching materials that suit the equipment needs of teachers as educators and evangelists. To ...increase the awareness of students who work as educators and evangelists. To determine the suitability of teaching materials to equip students to become evangelists and educators. The development research uses a questionnaire instrument with a Likert scale with five alternative answer choices. Data analysis was carried out using quantitative descriptive analysis techniques. This development research resulted in a new curriculum for the Missiology course in the PAK Study Program. Curriculum development refers to the 4 D model, namely the Define, Design, Development, and Disseminate Stage. However, this research shows a feasibility assessment only up to stage 3, namely the development stage. According to the Curriculum Expert, the result was 75%, so it was categorized as agreeing or feasible. The results of the curriculum feasibility assessment by the mission practitioner experts were
This study identified the interests and barriers felt by students as an illustration of the concern of Christian Religious Education (CRE) teachers. This study aims to describe the level of stress ...and resilience of students, their preferred coping strategy, and the correlation of stress with student resilience. This research uses a quantitative approach with a nonexperimental design. A total of 147 respondents was sampled from the 700 teenage students population. The age range of students is 16 – 18. A survey questionnaire was used to investigate the stress and resilience scale of students, namely the Perceived Stress Scale which consists of 10 items (PSS-10), and the Connor-Davidson Resilience Scale which consists of 10 items (CDRS-10). The results from the descriptive analysis show that very few students have an interest in learning CRE and the highest barrier is self-confidence. The results from the descriptive analysis show that the level of stress that students feel is mostly in the middle category and the low category. The level of student resilience is mostly in the medium and high categories. The results of the correlation analysis show that stress is related to resilience where the direction of the correlationis negative. It means that the students who scored higher on PSS-10 is more likely to have difficulty or lower survival capacity (low endurance score). Therefore, to reduce the impact of stress so that the students have high resilience, coping strategy efforts by CRE teachers must be carried out with high concern, so that students can focus on interests and can face various barriers.
The purpose of this article is to carry out a theological analysis of “land” as one of the important theological themes in the Old Testament. The approach used in this article is the deductive ...paradigm. Based on the results of the analysis of the theme of land theology in the Old Testament, the theological theme of the “land” refers to the land that belongs to God which was inherited (mahala) by Israel. The land became one of the prominent features of the series of stories and life in the Old Testament. Israel’s responsibility on YHWH’s land is to establish the Torah as a source of religious education. The paper recommends that any Christian that God places anywhere and in any field of work should strive to strengthen Christian teaching that is rooted in the Word of God as a source of teaching authority. It recommends that an understanding of “land” in the Old Testament should become the theological starting point in building the paradigm of Christian Religious Education.
Keywords: Land Theology, Torah, Strengthening Torah, Christian Religious Education
Based on this research, this paper sought to showcase the work of the zero curriculum in light of the rapid curriculum changes in Indonesia. Christian education has not been an exception to the ...curriculum changes over time. The curriculum and learning strategies for Christian Religious Education remain at the stage of compartmentalizing the curriculum for children, youth, adults, and the elderly. According to researcher, Null Curriculum becomes a counterweight when the null curriculum becomes implicit in homes, churches and schools. It attempts to be honest with the existence, culture, religion, customs of each learner and the locality of school, church and home. Null curriculum represents something of paradox in the midst of the onslaught of curriculum shifts. Curriculum paradoxes become crucial by incorporating procedures such as critical analysis, art and drama as interludes in the formal curriculum, such as the current curriculum development in Indonesia known as the independent curriculum. Research conducted in this study is categorized as qualitative research through a literature review, using secondary sources from a variety of recent journals that bring together Christian religious education, null curriculum, learning strategies and the dialectics of curriculum in Indonesia. Results showed that null curriculum at home, school and church levels ought to be reconsidered by curriculum users and beneficiaries as part of null curriculum participation in terms of content, flow of change and inclusiveness. Null curriculum as an ongoing curriculum through curriculum transformation in the midst of ignoring the urgency of the dimensions of Christian orthodoxy as finalities that get responses, responses and criticisms when encountering learning strategies in learning spaces.
Since 2019, a premarital counseling program, as a form of Christian religious education at the Evangelical Christian Church in Timor (GMIT), has been implemented, specifically to provide an ...understanding of reproduction health and the first thousand days of life regarding stunting. This research aimed to evaluate the effectiveness of premarital counseling in anticipating stunting at GMIT Sion Kuli, Rote Ndao Regency, East Nusa Tenggara (NTT). The research method used is a qualitative method. The research result showed that the premarital counseling program has not been effective in anticipating stunting because it has not focused on anticipating stunting. Thus, it can be concluded that the church has not paid serious attention to anticipate the danger of stunting.Abstrak. Sejak tahun 2019, program bimbingan pranikah, sebagai salah satu bentuk Pendidikan Agama Kristen di Gereja Masehi Injili di Timor (GMIT) telah dilaksanakan, khususnya untuk memberikan pemahaman tentang kesehatan reproduksi dan periode seribu hari pertama kehidupan yang menyangkut stunting. Penelitian ini bertujuan untuk mengevaluasi efektivitas bimbingan pranikah dalam mengantisipasi stunting di GMIT Sion Kuli Kabupaten Rote Ndao, Nusa Tenggara Timur (NTT). Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa program bimbingan pranikah belum efektif dalam mengantisipasi stunting karena belum berfokus pada antisipasi stunting. Dengan demikian dapat disimpulkan bahwa gereja belum memberikan perhatian serius dalam antisipasi bahaya stunting.
In Indonesian educational institutions, religious education, including Christian Religious Education, must be taught to all students and Christian students. However, most students today focus on ...developing scientific competencies in a particular field rather than general compulsory learning such as Christian Religious Education. The objectives include determining the significance of Christian Religious Education in universities and the role and impact of education on student life at the Manado State Polytechnic. This research concluded that Christian Religious Education must still be taught in all universities because it has a vital role in the growth of intellectual, spiritual, moral, and social students.
Learning outcomes in Christian Religious Education (CRE) are attributed to the teaching and learning approaches utilized by teachers. In Kenya, conventional methods of teaching are prevalent in ...classrooms, as teachers often prefer methods that alleviate their workload. Nevertheless, the implementation of learner-centred methods such as constructive simulation enhances learning outcomes. Therefore, this research evaluated the dissimilarity in learning outcomes of CRE learners instructed by constructive simulation, and those instructed with a conventional approach. The research employed a quasi-experimental study with groups under treatment and control, incorporating a pre-test and post-test approach. In total, 90 form two CRE learners from two sub-county secondary schools were purposively selected for the research. Data were collected using the Learner Attainment test in CRE as the assessment tool. The research utilized correlation analysis to establish the similarity scores between the pre-test and post-test assessments. Additionally, the t-test statistical model was employed to test the effectiveness of the two teaching methods. Results revealed a strong positive connection between the two assessment tests of learners taught using constructive simulation (r = 00.0510, p < 0.01) and conventional method (r ═ 0.673, p < 0.01). Notably, constructive simulation (t(49) = − 9.76, n = 50, p < 0.05) significantly outperformed the conventional method of teaching (t(39) = 2.700, n = 40, p < 0.324). These findings implied that constructive simulation was more effective in enhancing learning outcomes as opposed to the conventional method of teaching. The results suggest that when designing curricula and formulating educational policies, educators and policymakers should incorporate constructive simulation as a learner-centred method.
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