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PSYCHOLOGY AND EDUCATION (2021) 58(2): 10937-10944
An Interdisciplinary Journal
10937
www.psychologyandeducation.net
Strengthening the Values of Christian Education in Facing the New Normal
Era
Dirk R. Kolibu1, Ramot Peter2, Lamhot Naibaho3, Stenly R. Paparang4, Edward E. Hanock5
1Postgraduate Program, Universitas Kristen Indonesia, dirk.kolibu@uki.ac.id
2Character Building Development Center, Information Systems Department, School of Information Systems, Bina Nusantara
University, Jakarta, Indonesia 11480, ramot.peter@binus.ac.id
3Faculty of Education and Teacher Training, Universitas Kristen Indonesia, lamhot.naibaho@uki.ac.id
4Postgraduate Program, Sekolah Tinggi Teologi Moriah Tangerang, stenlypaparang@theology.id
5Postgraduate Program, Sekolah Tinggi Teologi Moriah Tangerang, edwardhanock@live.nl
ABSTRACT
During the Covid-19 pandemic, the application of Christian educational values must be sustainable. These values need to be
reviewed consistently concerning massive changes, not only during the Covid-19 pandemic but also due to the technology and
information called the 4.0 revolution. Consequently, the education matters must adapt with adjustment radically during the current
Covid-19 pandemic. Changes in learning methods and processes become unavoidable impact. It is necessary to strengthen the values
of Christian education by enforcement which can direct to the substance and purpose of Christian education itself. This study uses
a qualitative method with a narrative approach for analysis. The context of enforcement the values of Christian education is a
constructive and pedagogical-theological solution based on biblical principles. The enforcement does not only relate to relational
and human values, but also creed and missionary values for the sustainability of Christian education.
Keywords: strengthening, values, creed, missionary
Article Received: 24 October 2020, Revised: 13 December 2020, Accepted: 06 January 2021
Introduction
The global problems facing the nations of the world in
recent days are increasingly complex. The Covid-19
pandemic has forced an increasingly complex change and has
resulted in the development of individualistic views amid
rapid change. The competition of the world is increasingly
open so that those who are not able to compete will be
tempted. Social change, the rapid development of IT
(information technology), the rapid flow of globalisation has
made many significant social changes, and so fast. This
condition is inevitable, so it is necessary to establish National
Resilience as a dynamic condition of national and state life
capable of combating all forms of threat that endanger the
sovereignty and survival of the nation [1; 2]. The threats can
arise from within and outside the sovereignty of the country
and can threaten all dimensions of national life, namely:
ideology, politics, economy, social, cultural, defence and
security.
To face various threats, Indonesians should prepare
themselves for all aspects of life in the face of various impacts
of globalisation. The development of Science and
Technology is a trigger that is so fast and has the potential to
cause threats both from home and abroad [3; 4]. There is an
ambivalence of the use of science and technology that is a
means to spread fake news, pornography and pornography,
fraud, and other crimes that have caused a deterioration in the
character and morale of the nation's children [5; 6]. On the
other hand, the advancement of science and technology,
especially in the field of IT, has changed the human life order
more easily with all online facilities [7]. Advances in IT in
the 4.0 technology era have forced different dimensions of
life to be sucked into it. More than that, Christian educational
values need to be seen in the scheme of change during the
Covid-19 pandemic, and education providers need to
strengthen those values [8; 9].
With this action, Christian education is expected to survive
and give widespread influence even though the threat is an
inhibition factor. The values of Christian education, namely
relational, humanity, creed, and missional, should be able to
develop biblical principles to continue to make inroads along
with the times. Increasingly sophisticated technology and
information can be a medium for strengthening the values of
Christian education.
Methodology
This research uses narrative methods conducted by fact-
observing, reading and reviewing literature that are closely
related to the context of Christian educational values and
other significant features that have the support of facts and
the power of theory. The narrative method is a research step
that collects data from various sources. This method is used
as a construction formulation of thoughts on strengthening
Christian education values in the normal era in the context of
the Covid-19 pandemic. The research process was carried out
by explaining the phenomena that occurred during the Covid-
19 pandemic and showing strengthening points on Christian
values that include relational, humanities, creeds, and
missional.
Results
Christian educational values that include relational,
humanities, creeds and missional are a biblical formulation
that shows the identity and face of Christian education itself.
In fact, without these values, Christian education cannot
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become a global education system. Especially during the
current Covid-19 pandemic coupled with advances in
technology and information in the era of industrial revolution
4.0, encouraging every Christian education stakeholder and
observer to strive for strengthening these values [10; 11].
Christian education has contributed both locally, nationally,
and internationally. The pattern of strengthening will be an
internal mechanism that encourages all parties to be able to
participate in realising a credible and biblical Christian
education. Relational, humanity, creed, and missional are
biblical values expiration in public spaces, where Christian
education is applied [12; 13].
In today's observation of facts, there are shifts and
changes in almost all areas of human life. Paradigms and
learning processes are also affected by advances in
technology and information, as well as the Covid-19
pandemic [14]. Reflecting on the phenomenon, Christian
education, with its internal values needs to be the main
highlight to be strengthened as an act of anticipation of the
Covid-19 pandemic phenomenon that is not yet known when
it ends [15]. Thus, strengthening the values of Christian
education is expected to be a priority step by every Christian
education stakeholder and observer so that the vision,
mission, and objectives of Christian education can be
realized.
The source of Christian Education is rooted in God's
righteousness. The Bible notes that obedience to this law will
have a positive impact on blessings and successes; otherwise,
disobedience results in condemnation and condemnation (De
deity 28). Walter Brueggemann stated in his writings that the
Torah is, an intentional ethical practice, and hence the Torah
is a command. The people of Israel were invited to reflect
amicably and attentively, about the meaning of related to and
derived from intangible God. That is, the practice of the
Torah is not a study; the practice of the Torah is worship [16;
17]. It is an individual intensity with God significantly,
discourse or conversation with God (theology). The
relationship is certainly built on the basis of "fear of the Lord"
(Prov. 1:7; 9:10; 10:12). The fear of the Lord begins with a
confession of faith in the Lord called "Shema" "Hear, O
Israel: The Lord is our God, the Lord is One!" (Deut. 6:4).
The basis of calling was to love the Lord as the primary
duty of carrying out the Lord's will (Deuteronomy 6:5), "You
shall love the Lord your God, with all your heart and with all
your soul and with all your strength". That is, the ultimate
purpose of God's commandments is to instil the love of God
expressed through faithfulness and obedience. So, loving God
is synonymous with answering His unique calling [18; 19].
The call is closely related to "work" or "vocation" (English),
"vocare" (Latin), translated to "calling". That is, in "work"
there is the meaning of "call", because "work" is a call. Who
is calling? The Lord who calls His people to serve Him [20;
21]. The Hebrew word "call" has the meaning of "worship"
and "work" is the same word בבבע ה - 'Avodah, (Arabic
absorption) being called "worship" as an exercise in serving
the Lord (Genesis 2:15), "The LORD God took the man and
placed him in the garden of Eden to work for and preserve the
garden". So obviously the word work is serving as a natural
activity for man since it was called by Him to seek and
chooseara. A servant must understand how God shaped
himself for service [22; 23]. Whenever God gives a task, He
always equips a servant with what is needed to accomplish it.
It can be identified and understand the factors that exist.
Warren explained itself is a combination of many different
factors. A special combination of these abilities is called
SHAPE (Spiritual Gift, Heart, Abilities, Personality).
Discussion
Based on the two important aspects above, the relation
of "serving God" and "serving others" then the context speaks
of the role or function of Christian Education values [24]. The
implementation of Christian Education is closely related to
the actors of education itself. Christian education is a special
call to work for God "to be what God wants". The mandate of
education has been outlined in the Great Commission of Jesus
Christ, "Therefore go, make disciples of all nations and
baptise them in the name of the Father and the Son and the
Holy Spirit, and teach them to do all that I have commanded
you. Furthermore, know that I am with you always to the end
of time" (Mat.28:19-20). The words "go" and "teach" are two
important things regarding Christian education which is "the
act of loving God" as a form of service (worship) to others,
so Christian education is always in contact with the socio-
cultural, (community), economic and political aspects [25].
Nick Tylor says That Christian education must have a
significant perspective on spiritual formation that is more
than just the delivery of knowledge but is a process related to
holistic growth and individual development towards
optimising "full maturity" (Eph. 4:13) or "teleios" (Mat. 5:48)
a word that describes an object or man who truly fulfilled the
purpose of his creation. That is, Tylor wants to affirm
spiritual formation is a dynamic process that focuses on
development through phases similar to growth, restoration
and renewal. In the process, a person is formed not only his
existence but also his behaviour, and the result is maturity
[26; 27]. That is, loving God without the maturity of faith and
true knowledge, and then all is a form of pretence.
"Christian religious education is a political activity with
the pilgrims in a time that deliberately with them pays
attention to god's activities in our present day, on the story of
the Christian faith community, and the Vision of the
Kingdom of God, the seeds that have been present among us"
[28; 29]. That is, the Essence of Christian spirituality must
flow from the hearts of the Christians called to live the life of
agape loving God by loving our neighbour. Therefore,
Christian education strongly proposes a Christian political
spirituality, i.e. intervening in people's lives to influence them
in the way they spend their equality in social relationships.
There are three crises in Christian Education [30]. The
first crisis is about the identity of Christian schools. That is
the loss of educational characteristics that reflect the
understanding of human position in its existence and human
position before God. The second critical thing is, as the
educators tend to ignore, the intellectual orientation is only to
books and lectures. It is an expression and at the same time,
serves as a preparation for a lifestyle. Wolterstorff judges
different lifestyles as British critic Donald Davie called
difference lies from the main role held by the family, and
others lie in the main role given by the Bible and others lie in
the strong belief that work is not only a means of seeking
PSYCHOLOGY AND EDUCATION (2021) 58(2): 10937-10944
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money and authority and respect but rather a call of God, a
vocational transplanted into the world [31; 32]. In the third
crisis, many students have the bitterness that has been caused
by Christian education. They saw not the love of God in their
teachers or their institutions but rather the iron fist of
conformity [33]. That is, learners do not have continuity and
integrity in their expression to God to serve or work due to
having to conform to the system. The school did not
successfully market itself to its products because the school's
values were contrary to the gospel. What is stated above as
the achievement of Christian Education values, three
important aspects must be realised in the implementation of
human love for God and others are, aspects of servant
motivation, emotional intelligence, and service satisfaction as
a strengthening of the values of Christian Education today?
The motivational process begins with physical or
psychological needs that activate behaviour or
encouragement aimed at the target [34]. The key to
understanding the motivational process lies in the meaning of
the relationship between needs, impulses, and goals. From his
point of view, Hodgetts and Kuratko stated that the
motivation of the ministry is a function of ministry ability,
ministry efforts, and desire in serving God [35]. The ability
of service is the capacity of a servant to do something. Service
efforts is the time, encouragement, and energy expended by a
servant in pursuit of a target. The desire to serve is a certain
special object that a servant desires. First, the motivation of
the ministry cannot be seen, but can only be predicted based
on how a ministry performs its service duties. Nevertheless,
the motivation of the ministry and the success of the ministry
are not synonymous. By no means, because a person succeeds
in service, then he can be said to be motivated. This servant
may be highly skilled but does not make the most of the
aspects and talents of his ministry. Second, motivation has a
multifaceted face. It means that a waiter can have different
service motivations. At the same time, often the motivations
of the ministry are contradictory.
Some of the main classifications of service motivation
theory need to be considered because each theory explains
that the motivation of the ministry affects the success of the
service. The division is based on Content Theory, Process
Theory, and Reinforcement Theory [36; 37]. Content Theory
is a theory that focuses on "what" the motivation of the
ministry is. Content Theory pays attention to the factors in a
servant who gives energy, directs, maintains, and ends the
behaviour. This theory seeks to determine the special needs
that motivate a servant. Process Theory is a theory that
focuses on the "how" the motivation of the ministry. Process
Theory considers the main factors in the needs and objectives
of the ministry that cause the behaviour of the church. This
theory pays attention to the question of how the behaviour of
a church is given energy (Spirit and Spirit), directed,
maintained, and ended.
Reinforcement Theory is also often called behaviour
modification in serving that is associated with Skinner. This
theory considers how the consequences of past acts of
ministry affect future acts of ministry in a learning cycle
process with Jesus. This view sees that a servant acts in a
certain way according to God's Word because they have
learned through the experience of living with Jesus that
certain behaviours are associated with pleasant or unpleasant
outcomes.
Daniel Goleman mentions, all emotions are the urge to
act, an immediate plan to overcome problems that have been
gradually instilled by evolution. Meanwhile, Carlson and
Buskist conclude that emotions refer to behaviours,
physiological responses, and feelings returned by appetitive
or aversive stimuli. Emotional response patterns consist of
behaviours that handle certain situations and physiological
responses (both autonomous and hormonal) that support
behaviour. The amygdala regulates behavioural, autonomous,
and hormonal responses to a variety of situations, including
those that produce fear or anger. Stimulation of the amygdala
leads to emotional responses, and its destruction disturbs
them [38; 39]. From the above quotation, it can be explained
that emotion refers to behaviour, physical responses, and
feelings arising from the acceptance or rejection of stimuli.
Patterns of emotional responses include behaviours related to
specific situations and physical (autonomic and hormonal)
responses that support behaviour. Cooper and Sawaf list some
of the principles of emotion and the importance of emotions
as follows [40]: 1) The principles of emotion, consisting of
a) All humans have basic emotional needs; b) Each human
being has similar but different emotional needs; c) Emotional
needs are more varied in their level than in their form; d)
Emotional needs are more varied than physical needs; e)
Emotional needs are more basic and more important than
"rights"; f) Negative feelings are indicators of unmet
emotional needs; g) The feeling is real and imputed; h)
Impeachment undermines self-esteem; i) High self-esteem is
needed for productivity, job satisfaction, and customer
service; dan j) Group harmony requires mutual satisfaction
and respect. 2) The importance of emotions a) The human
body communicates with itself and with others to say what it
needs; b) The better the communication, the better a person
feels; c) Emotions help a person to strengthen the bond; d)
Emotions have the potential to unite and connect people; e)
Emotions can serve one's deep morals and ethical compass;
and f) Emotions are essential for sound decision making.
Based on the explanation above can be concluded that a
person's awareness of his emotions and management of these
emotions will successfully combine three components of
emotions namely cognitive, physical, and behavioural
referred to as emotional intelligence. Emotional intelligence
is the bridge between what a person knows and what he does.
There must be a meeting point that can combine what is
intellectually known with what is done emotionally so that
words with reflective actions will be who the person is.
Emotional intelligence is an ability to control emotions to
have a positive impact or outcome on yourself or others. The
ability to control these emotions is used both for yourself and
for others. This ability is also referred to as intrapersonal skill
that is the ability to help one another, while the ability to
control emotions concerning others is called interpersonal
skills, including the ability to help others.
According to John Locke, service satisfaction is a
pleasant situation as a result of experience or assessment of
service. It is further said that the satisfaction of service is a
result of the perception of how good the service is to provide
something meaningful [41]. If viewed from the psychological
aspect, it can be said that appreciation of economic and social
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norms will be able to increase the satisfaction of services or
rational behaviour. Economic incentives imply material gifts
or favours that can be traded for such gifts including leisure,
social norms implying 'social rewards. The purpose of the
above quotation is that the incentive of economic aspects is a
material award, including free time. Social aspect incentives
mean social rewards in the form of recognition or rejection of
others. It means that the satisfaction of the ministry contains
three aspects, namely the response to the service situation, the
response to the results of the ministry, and the response to the
ministry itself.
According to John Locke, service satisfaction is a
pleasant situation as a result of experience or assessment of
service. It is further said that the satisfaction of service is a
result of the perception of how good the service is to provide
something meaningful [42]. The results found that servants
who had high levels of service satisfaction, tended to have
better spiritual, mental, and physical health, learned more
quickly about new ministry programs and showed a right
attitude in service. When borrowing the terms put forward by
Newstrom and Davis state that attitudes towards the object of
service are a predictor of servant behaviour. It is clear that a
positive work attitude helps predict constructive behaviour;
Negative work attitudes help predict unwanted behaviour.
When employees are dissatisfied with their work, lack of job
engagement, and low commitment to the organisation,
various conclusions may occur [43]. Disgruntled servants, in
him, will grow "psychological withdrawal", for example:
lacklustre in serving, and "physical withdrawal", for example:
often absent or even further, namely doing actions that do not
conform to the word of God. On the other hand, the satisfied
servant will give himself in the duty of service well to God's
colleagues and with his service mates. It should be controlled
by Christian Educational Institute because various
institutions hold the myth that high service satisfaction
always results in high performance of service and stewards,
but the assumption is not correct.
Waitresses whose satisfaction levels are high, medium,
or low tend to perform not always proportional to their level
of satisfaction. Therefore the relationship between service
satisfaction and performance is complicated. Newstrom and
Davis further stated that high performance forms high service
satisfaction. Good service performance will result in
appreciation to high servants [44]. Nevertheless, if the award
is seen as just (worldly), it will increase the satisfaction of the
ministry. On the other hand, if the appreciation is perceived
to be unfair (worldly), then dissatisfaction in serving arises.
In other cases, the level of service satisfaction will result in a
high or low commitment, which impacts the effort and
consequently affects its performance again. God's call
determines the outcome and satisfaction of service. "When
we are called to follow Jesus, then we are joined into a close
attachment to His person" [45].
Relationships in any context always involve humanity.
In education, humanity cannot be ignored. The Bible
consistently affirms the principle of humanity in the frame of
understanding of love for God and others. This context leads
us to the grand scheme of Christian education that faith, hope,
and love, are inseparable from humanity. God wants His
people to pay attention to humanity. If so, Christian education
is very coherent with humanity. The Covid-19 pandemic has
shown the world that humanity still survives and is upheld.
Awareness for the sake of care is so visible in various parts
of the world. So is Christian education. These values are
integrated with other values such as relational, creed, and
missional. When Christian education comes face to face with
the Covid-19 pandemic, efforts to strengthen Christian
educational values are a priority and significant. Humanity is
the realisation of faith, creed, and relationality that will then
culminate in aspects of missional value. God stopped His
people to become the salt and light of the world (Mat. 5:13-
16), to be the doers of the word and to be the deed of man.
These mark the humanity value of Christian education.
Creed (Lat. Credo) generally means a religious belief
system or a formulation of faith( belief). Besides, the creed is
also synonymous with doctrine, dogma, or articles on the
points of faith. When drawn exclusively into the religious
context, it is an official statement of beliefs such as the
above creeds were formulated over the centuries and have
been tested by the times. The formulation of creeds is unheard
of in Christian educational institutions. What is evident is that
the creeds of the church were adopted and used as a
recognition of each school's faith, although not all schools did
the same and rushed to follow the role models of other
schools. It does not mean that these schools choose to break
all traces of faith recognition traditions and put forward other
ways to express the Christian faith in society in general and
the academic community in particular. How to excrete faith
to be more educational and responsive, for example, by
mentioning some of the Christian values adopted and became
the main principle of the implementation of education in
schools. These measures cannot be judged as a setback, but
rather a method of disseminating Christian education in order
to build an inclusive human civilization.
In the context of Christian education, there is a
continuity and discontinuity of the creed above. Schools or
seminaries that list creeds in their schools are an attempt to
provide characteristics or identities that make it easier for
others to see the school in question closely (For example STT
SAAT Malang which lists the Confession of Faith). Continuity
is also visible from different faces. His confession of faith is
not expressed directly in school (college), but rather through
the foundation that overshadows him. Discontinuity itself can
be said not arbitrarily carried out by other Christian
educational institutions, simply because a creed formulation
is not published because it has been implied through Christian
values embraced by the educational institution [46].
However, different thoughts were demonstrated by John
Dewey. In 1925 he wrote and published his pedagogical creed
in an educational journal. For the record, the sense of creed
here is no longer ecclesiastical but rather set of principles,
although the formulation is formulated as is a creed, as it
always begins with the statement I believe (I believe). There
are 4 (four) creed formulations that he proposed. First, he
believes that all school life should arise from home (family).
Activities in school should be connected to activities at home.
Second, he believes that schools should describe their
activities to children in such a way that students can learn
their meaning gradually. Third, he believes that school is a
psychological necessity; and fourth, he believes that school is
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social blindness as well as a home that is a form of social life,
where the child grows and is trained in moral matters.
The vital aspects of school and home on Dewey's creed
above give a strong signal that the two institutions cannot run
independently. The two complement each other so that the
synergy of the task of educating children is not onerous, or
only the responsibility of one party. Dewey's pedagogical
creed emphasises continuity or connectedness between
school and home. Not the other way around, between church
and school dogmatic. Despite subjective (not tendentious)
observations, Dewey's pedagogical credo is the other side of
reading the Old Testament literary books of wisdom, rather
than Deuteronomy, one of the book of Torah (cf. Deut. 6:4-
9). That is, what Dewey says is evident in the pattern of
upbringing in the Old Testament.
There are two primary points of rejecting the
formulation of creeds in the context of Christian education
first, the book of Deuteronomy. An essential part of this book
as well as the basis for the Jews in giving up their children is
Deuteronomy 6:4-9. Technically this passage is called the
Shema or creed of Israel. Therefore early on, Jewish
upbringing and education mainstreamed the Torah. This
Shema was based on the Abrahamic covenant (Gen. 15, 17)
and Sinaitic (Moses), Ex. 19:5-6, which tied Israel closely to
Yahweh. Meaning So the essential point of the Shema is also
the fear of God, as theological meaning. Professing and
believing in God becomes central in creeds and the principles
of Christian educational values. Second, the book of Proverbs
and Ecclesiastes. The central issue in the book of Proverbs
lies in the issue of the fear of God (Prov. 1:7, 29; 2:5; 3:7;
8:13; 9:10; 10:27; 14:2, 26, 27; 15:16,33; 16:6; 22:4; 23:13;
28:14; 31:30) or fear of God (Ecc. 5:7). The reference to the
book of Proverbs puts forward a family-centred upbringing
(father and mother); while the book of Ecclesiastes
attractively shows how the role of wisdom appears in real
action. Under the influence of creeds and theological values
demonstrated by parents to their children, those values form
themselves and contribute to a sustainable positive influence
both amid society and educational institutions.
During the Covid-19 pandemic, strengthening Christian
creeds and values in the context of Christian education is an
inevitability. The creed and values of Christian education
must enliven the community. Education and teaching are in
line and productive. As far as can be seen from the portrait of
the book of Proverbs and Ecclesiastes, as well as the book of
Deuteronomy, educational institutions, as well as family
institutions, cannot be alienated from the community. Thus,
an essential point in the context of education is that the
synergy between families and educational institutions
becomes increasingly close. The school does not become the
boss of the family, in a superior sense, and vice versa. Both
become institutions that control the creed and Christian
values of internalisation well and correctly in children. The
upbringing of creeds (theological) and Christian values
(theological-praxis) received both at home and in educational
institutions needs to be maintained and strengthened.
The missional aspect (related to religious missions) is
the culmination and action of other Christian educational
values, namely: relational, humanity, and creed. Missional is
a context in which Christian education shows a relationship
with a broader context. Without a mission, Christian
education cannot be a strong and influential value in society.
In the understanding of the mission, simply defined by
"send", "send", "free" (those prisoners or captives); from the
Latin word, missio which means dispatch and mittere, sent.
From that understanding, it makes sense when the value of
Christian education touches on the missional aspect. Without
missional, there will be no influence and development of
Christian education. This kind of awareness and
understanding encourages every Christian education
stakeholder, perpetrator, and observer to develop
strengthening measures on the values of Christian education.
Missional principles bridge Christian religious
education with cultural, national, and humanitarian values.
Missional Christian education realises the principles of the
Bible. That is, subs substantially, missionary closely related
to the responsibility of the faith. Faith is inseparable from its
realisation in real life. During the Covid-19 Pandemic, the
realisation of faith is still important and even needs to be
pursued as best as possible. Missional values are the face of
vital Christian religious education. Stakeholders as actors and
as managers of Christian religious education have the same
role and function as other believers. Both churches, Christian
foundations, and Christian schools and colleges need to
uphold this missional value, so that the development and
expansion of Christian education values, in all situations and
conditions.
Pandemic Covid-19 is a global disaster that produces
various changes. Education patterns have changed, from face-
to-face to online systems, scientific seminars have become
more widespread because they are done online, cheaply, and
effectively. Printed books are converted into e-books, the
mechanism of selling goods almost entirely using an online
system. Many things are affected by Covid-19 pandemic.
Digitalization becomes a massive system. The insistence on
technology and information to be used in learning systems
becomes very important. The decrease in the number of
students entering college is decreasing; online transportation
is widely used; cybercrime has also become growing in
various countries with various.
From this fact, the context of Christian education needs
to see that strengthening the values of Christian religious
education is very important during the Covid-19 pandemic.
One of the reinforcements is in the "missional" aspect. Digital
technology is overgrowing, so the pattern of missional
application can be quickly made through various online-
based applications. The fundamental aspect of the mission is
"teaching" about Christian education based on Scripture. The
reference text is Matthew 28:19-20, and the passage affirm
the duty of believers to work for Him in the context of the
mission. Christian education gets the same job as all
believers.
Dean Flemming is one of the theologians who discuss
the mission. In his book Why Mission? Flemming mentions
two mission scopes in the New Testament: (1) the New
Testament as a witness to God's Mission. Missional of the
triune of God, that is, the missio Dei; dan (2) the New
Testament as an instr
emphasis is on the news and tools of God's mission. Thus, the
news is the context of preaching, teaching, and talking about
God's will, and tools are contexts in which believers are
missional actors of God. Christian education applies "news"
PSYCHOLOGY AND EDUCATION (2021) 58(2): 10937-10944
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to biblical principles that permeate all aspects of human life,
and sends "independent energy" as a tool in God's hands.
Globally, missional is the duty of the church and an observer
of Christian education. The thought space becomes open
because the Covid-19 pandemic provides media and changes
the situation to be more accessible. If missional action is
strengthened, then the development and influence of
Christian education can be felt.
The points of the mission can be seen from three actions:
First, conveying that manin all aspects of his lifeneeds
God. Technology cannot replace God. Although the system
of education and worship became transformed into online
media, God remained the focus of faith and hope of Christian
education. Second, direct people (the church and the learners)
to God to live according to his will. All teaching systems,
creeds, relationships, humanities, theology, are directed to
God. Christian education cannot separate itself from its
"direction of faith and teaching to God". From it appears that
the mission becomes very relevant because the man who
directs himself to God can direct himself to his neighbour in
relation and in an environment of humanity, where the creed
is expressed in thought, words, and actions.
Third, provide breakthroughs according to the development
of the times. The Covid-19 pandemic is part of the fact of
human life globally. Christian education is part of
strengthening in this context. That is why breakthroughs are
so needed. Breakthroughs are made following their respective
contexts. Christian education stakeholders and observers can
develop breakthrough measures based on geographical,
economic, political, cultural, religious, and human resources
aspects. The world of Christian education is expected to
participate in revitalising and realising the civilisation of the
Indonesian nation with dignity. It is time for substantial
efforts to build the dignity of the nation and prepare a superior
quality society to be able to compete globally. The most
appropriate means to produce superior quality human beings
in education are both through formal and non-formal
pathways. Chinese Vice Premier Li Lanqing said: “The hope
of rejuvenating the nation lies in education, which in turn
depends upon teachers
the need for quality education is a demand for the progress of
a nation amidst the rapid development of science and
technology entering the era of technology 4.0.
Conclusion
The education system needs to be built in totality as an
interaction of a set of educational elements that work together
in an integrated manner, and complement each other towards
achieving educational goals that have become ideals with the
perpetrators. Although the fact of the Covid-19 pandemic has
made everything change, strengthening the values of
Christian education: relational, humanities, creeds, and
missional become a joint task. Christian education becomes
an essential part in facing the deterioration of national
character as the impact of the ambivalence of science and
technology development, including in the context of the
current Covid-19 pandemic. Therefore, strengthening the
values of Christian education remains a priority for
stakeholders and education providers. Christian education is
expected to create a superior young generation in all fields
facing the challenges of intolerance amidst diversity.
Educators are expected to instil Christian values and national
values to prepare students for entry into the workforce in the
4.0 technology era.
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