MAWAR SARON: Jurnal Pendidikan Kristen dan Gereja

From Colonial to Educational: Dialogic Imagination of Matthew 28:19-20 and the Story of Apapuhang in Sangihe

Ryanto Adilang — Fri, 23 Oct 2026 00:00:00 +0000

This article addresses the issue of how the Christian mission in Indonesia is understood, specifically, the tendency to equate the Great Commission (Matthew 28:19-20) with "Christianization". This perception is linked to a colonial legacy that has shaped biblical interpretation and potentially hinders religious moderation and interfaith peace. The study aims to reinterpret Matthew 28:19-20 from the perspective of the Sangihe people by engaging in a dialogue with the “Apapuhang” folktale. It employs the “dialogic imagination” method developed by Kwok Pui-lan within a postcolonial hermeneutic framework. Cultural analysis is supported by Clifford Geertz’s concept of “thick description” and Raymond Williams’s “structure of feeling” to understand the “Apapuhang” story as an expression of the Sangihe community's collective experience and reflection. The findings reveal that the dialogue between Matthew 28:19-20 and the “Apapuhang” story yields an understanding of the Christian mission oriented toward education, liberation, and community empowerment. In Matthew, the mandate to teach serves as the foundation for an educational approach rooted in love and aimed at human flourishing. Meanwhile, the “Apapuhang” story represents creativity, cooperation, and collective innovation as vital elements of societal development. The convergence of these two narratives demonstrates the relevance of local Sangihe values to theological interpretation and Christian educational practice. The article concludes that the Christian mission can be understood as an educational practice that humanizes, empowers, and supports the building of a shared life. This interpretation opens the way for Christian education to contribute to fostering religious moderation and peace amidst Indonesia’s diversity.

Menjadi Gereja Inklusif: Konstruksi Sosio-Teologis Berbasis Piil Pesenggiri bagi jemaat GBI Mawar Saron Trans Bali

Setiaman Larosa — Fri, 23 Oct 2026 00:00:00 +0000

Inclusivity is a tangible expression of the church's calling to be a community open to all people, including those from diverse cultural backgrounds. This article aims to construct a socio-theological foundation based on local wisdom that can help GBI Mawar Saron Trans Bali, Lampung, become an inclusive church. The study employs a descriptive qualitative method with a constructive theology approach. Field data were collected through observation and document analysis to map the congregation's understanding and practice of the Piil Pesenggiri philosophy. The data were verified through source triangulation and then used as the basis for developing a design that places Lampung cultural values in dialogue with Christian principles. The mapping results show that the congregation partially understands the Piil Pesenggiri philosophy, yet has not integrated it into their theological outlook, which opens opportunities for its adaptation. On this basis, the proposed design connects the four values of Piil Pesenggiri (Nemui Nyimah, Nengah Nyappur, Sakai Sambaian, and Juluk Adek) with Christian principles through the church's teaching, ministry, and liturgical practices. This design merits consideration as a socio-theology foundation for GBI Mawar Saron Trans Bali, Lampung, to develop a contextual church life while also fostering inclusive congregation socialization.

Peran Guru PAK sebagai Agen Misi melalui Pembelajaran Transformatif dan Pembentukan Karakter di Sekolah

Carles Nainggolan — Fri, 23 Oct 2026 00:00:00 +0000

Digitalization requires Christian Religious Education (CRE) teachers to integrate faith teaching, character formation, and responsible witness. This study examines their participation in mission through transformative learning in schools. A narrative literature review and thematic analysis of 25 sources integrate Missio Dei, reflective learning, and character education. The synthesis identifies six roles: faith educator, character model, transformative-learning facilitator, spiritual mentor, guide to service, and liaison among schools, families, communities, and digital environments. Its contribution is a conceptual Mission Character Integration Model (IMK) with six stages: biblical truth, relationships and modeling, critical reflection, character practice, service and witness, and evaluation and mentoring. Character formation expresses participation in God’s mission rather than guaranteeing faith transformation. As IMK remains empirically untested, implementation requires ethical sensitivity to school contexts and further validation.

Revitalisasi Spiritualitas Kristen melalui Pendidikan Agama Kristen dalam Pembentukan Kepribadian Peserta Didik

Febriyanti Siramba, Rudy Roberto Walean, Sanjay Mendra Jubil Kampus Nadeak — Fri, 23 Oct 2026 00:00:00 +0000

The revitalization of students’ spirituality through Christian Religious Education (CRE) should be
understood as a process that connects the lived experience of faith with personality development.
This study aims to analyze the relationship between the revitalization of spirituality and personality
development, as well as to formulate its implications for the implementation of CRE. The study
employs a qualitative approach using the literature review method. Data are analyzed descriptively
and analytically through identification, categorization, comparison, and thematic synthesis. The
synthesis results indicate that the revitalization of spirituality can be understood as a series of
processes encompassing a relationship with Christ, the internalization of Scripture, reflection on life
experiences, the cultivation of spiritual practices, the transformation of values, and behavioral
change, all of which contribute to the development of Christian personality. This synthesis produces
a conceptual model that connects spiritual growth with the educational process, rather than merely
positioning Christian values as normative objectives. The model has implications for reflective and
transformative CRE learning, teacher role modeling, the development of a school culture that
supports the practice of Christian values, the integration of faith formation into the curriculum, and
formative assessment of how students apply these values in their daily lives. This model represents a
conceptual synthesis of the literature and requires further empirical testing in educational practice