Pedagogical Competence of Christian Teachers as Facilitators in the Process of Developing 21st Century Thinking Skills

Abstract

In the 21st century, national education required to reformulate its learning system to optimally meet the demands of students' thinking skills. However, assessments of Indonesian students' abilities in mathematics, science, literacy, and numeracy remained relatively low. To address this gap, students required teachers with strong pedagogical competence to help them improve their 21st-century thinking skills. This research aimed to examine the role of Christian teachers as facilitators in developing such skills. Their pedagogical responsibilities included guiding students toward learning that met student’s thinking needs, implementing problem-based learning, integrating technology in line with Christian values, and providing constructive feedback on students' thinking development. Christian teachers also needed to recognize sin as a human reality and understand the restoration of human's relationship with God through redemption, ensuring that educational practices remained untainted by secular postmodern philosophies. The author suggested that problem-based learning methods be explored to help students cultivate the thinking skills essential for the 21st century.

Full text

Didaché: Journal of Christian Education, Vol. 5, No. 2 (2024): 142–167
Sekolah Tinggi Teologi Simpson Ungaran | e-ISSN: 2722-8584
https://journal.sttsimpson.ac.id/index.php/DJCE | DOI: 10.46445/djce.v5i2.792
Article History
Corresponding author(s)
email: w.irawati3@gmail.com
Received: Feb 16, 2024
Revised: August 20, 2024
This is an open-access article under the CC BY-SA license
Accepted: Oct. 10, 2024
Pedagogical Competence of Christian Teachers as
Facilitators in the Process of Developing 21st Century
Thinking Skills
Kristian Hutauruk1, Wahyu Irawati2
1, 2 Universitas Pelita Harapan, Indonesia
Abstract
In the 21st century, national education required to reformulate its learning system to
optimally meet the demands of students' thinking skills. However, assessments of
Indonesian students' abilities in mathematics, science, literacy, and numeracy remained
relatively low. To address this gap, students required teachers with strong pedagogical
competence to help them improve their 21st-century thinking skills. This research aimed
to examine the role of Christian teachers as facilitators in developing such skills. Their
pedagogical responsibilities included guiding students toward learning that met
student’s thinking needs, implementing problem-based learning, integrating technology
in line with Christian values, and providing constructive feedback on students' thinking
development. Christian teachers also needed to recognize sin as a human reality and
understand the restoration of human's relationship with God through redemption,
ensuring that educational practices remained untainted by secular postmodern
philosophies. The author suggested that problem-based learning methods be explored
to help students cultivate the thinking skills essential for the 21st century.
Keywords: Facilitator, thinking skills, pedagogical competence, Christian teachers,
Christian values

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Introduction
The 21st century has brought about various fundamental shifts in human
life. These shifts have significantly influenced many aspects of human existence,
including education (Usmaedi, 2021). The challenges of the 21st century have
become more complex with the introduction of the Industry 4.0 and Society 5.0
eras (Berlian et al., 2021). These concepts present two essential issues to society:
human labor increasingly being replaced by automated machines and the use of
technology to create innovations aimed at addressing welfare concerns (Mudzar
& Chew, 2022). The rapid development in these areas has prompted the
educational world to reformulate learning processes to align with the demands
of the 21st century (Sugiyarti, 2018). Christian education responds to these
challenges by promoting the 6C competencies that students must master within
the context of pastoral service. These competencies include showing compassion
in every act of service (compassion), thinking critically to solve dynamic
problems (critical thinking), communicating effectively to express new
information (communication), collaborating to achieve shared goals
(collaboration), being creative to reach innovative outcomes (creativity), and
maintaining hope for eternal life, assured in the glory of God (consummation)
(Siswanto et al., 2023).
Trilling (2009) states that education plays a key role in enhancing human
resource capacity, enabling society to compete globally. Since students are the
central focus of education, learning must aim to develop the whole self,
encompassing cognitive, affective, and psychomotor aspects. The 21st century
demands that students possess critical and deep-thinking skills through a process
of independent knowledge construction (Gunadi et al., 2022). The development
of 21st-century thinking skills must also align with Biblical truth, as reason is part
of the human capacity given by God, who created humanity in His image and
likeness. God equips humans with reason and common sense so they can fulfill
the cultural mandate to rule over, subdue, and take care for the earth, as written
in Genesis 1:28 and Genesis 2:15 (Erickson, 2013). Critical thinking, as a 21st-
century skill, is not only useful for solving contextual problems in daily life but
also serves as a tool God can use to optimize human reason, reflecting His image
and likeness.
The 21st century demands that students develop the ability to tackle
complex challenges in daily life through optimal thinking skills. Addressing

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these challenges requires human resources with a high level of thinking maturity,
prompting students to undergo a transformation in their thinking skills,
becoming adept at navigating dynamic changes and adjusting to new
environments (Wijaya et al., 2016). The rapid advancement of technology and
information, such as online learning platforms offering various sources of
information and academic videos, enables students to actively acquire the
thinking skills required for the 21st century. Education acknowledges that
students must construct their own knowledge independently (Fristadi & Bharata,
2015). This has led to a shift in the learning system, focusing on the personal
development of students, with teachers being directed to enhance their
pedagogical competence as classroom facilitators. With teachers serving as
facilitators, students can actively engage in constructing new knowledge and
assigning real meaning to that knowledge.
The advancement of a nation is difficult to achieve if it has human
resources with poor thinking skills to address various global challenges. Critical
thinking has become a key focus in overcoming the rapid changes of the 21st
century (Prayogi, 2020). Good critical thinking skills help students make
comprehensive decisions, present contextual problem-solving solutions, and
enhance personal capacity (R. K. Lase & Tangkin, 2022). Moreover, Fristadi &
Bharata (2015) emphasize that thinking skills enable students to approach
problem-solving logically and accurately, which in turn helps them find
solutions to future challenges. In the process of developing thinking skills,
students are expected to be more adept at generating ideas based on the material
and knowledge gained in class, and projecting solutions that align with real-life
challenges, as a form of meaningful learning implementation.
The 2021 Programme for International Student Assessment (PISA)
conducted by the OECD (Organization for Economic Co-operation and
Development) revealed that Indonesia continues to rank poorly in critical
thinking skills, placing 74th out of 80 participating countries in both mathematics
and science. Indonesian students' ability to analyze exam questions remains low,
ranking last among the 40 countries involved (Abroad, 2017). In terms of
mathematical, scientific, literacy, and numeracy thinking skills, Indonesia ranks
44th out of 49 participating countries (Hadi & Novaliyosi, 2019). These findings
clearly indicate that Indonesian students' critical thinking skills need significant
improvement. Enhancing 21st-century thinking skills can be achieved through

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the pedagogical competence of teachers. Pedagogical competence is an essential
skill that every teacher must possess (Munawwarah et al., 2020), distinguishing
the teaching profession from others. Through this competence, teachers must
understand their students, as reflected in how they manage the learning process.
Effective classroom management includes designing and implementing lessons,
fostering student potential, and evaluating learning outcomes. The ultimate goal
is for students to not only grasp theoretical knowledge but also to analyze and
apply it in their daily lives.
Teacher pedagogical competence is essential for students to enhance their
thinking skills in the 21st century. There are several pedagogical competencies
that teachers must master to improve students' thinking skills in line with the
demands of the 21st century, including understanding learning styles, mastery
of the foundations or philosophy of educational practice, curriculum
development, and the ability to manage learning (Hatta, 2018). According to
Sulistriani (2021), one crucial pedagogical competence that helps develop
students' thinking skills and scientific values is the teacher's role as a learning
facilitator. The teacher's pedagogical competence as a facilitator is vital in guiding
and facilitating students with various explanations, allowing them to develop
reasoning abilities and construct solutions to global problems in the 21st century
(Mudzar & Chew, 2022). The pedagogical competence of teachers as facilitators
is also expected to create a learning atmosphere that meets students' needs,
enabling them to independently construct knowledge from the abundance of
information amidst increasingly complex issues (Fristadi & Bharata, 2015).
Students are also encouraged to be more active in developing critical, creative,
and metacognitive thinking skills across various global problem contexts (Berlian
et al., 2021). The pedagogical competence of Christian teachers as facilitators
emphasizes the teacher's role as a learning agent, inspiring students, giving
motivation, guiding the learning process, and facilitating their learning needs.
This competence transforms the classroom into a space where students can grow
and think independently.
The pedagogical competence of teachers as facilitators is expected to
reduce the influence of postmodernism in educational practices. It helps students
optimize their thinking skills without altering the fundamental philosophy of
Christian education, which places Christ at the center of learning (D. Lase, 2022).
The pedagogical competence of Christian teachers as facilitators plays a role in

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guiding students to avoid various misconceptions that could lead to lives
deviating from the truth of God, especially in meeting the demands of the 21st
century (Gaghunting & Bermuli, 2022). The overall fulfillment of these teaching
components directs Christian teachers toward their primary task, which is the
introduction of Christ (Tampenawas et al., 2020). Christian teachers as facilitators
provide students with the space to construct their knowledge by making the
Bible the principle of true truth (Purba & Chrismastianto, 2021).
Christian teachers must understand the concept of pedagogical
competence as facilitators based on biblical insights and principles. Christian
teachers are expected to have a strong foundational understanding of the values
and teachings within the Bible, enabling them to integrate biblical principles into
their teaching (Gaghunting & Bermuli, 2022). A solid understanding of the Bible
assists Christian teachers in exercising their pedagogical competence as
facilitators, allowing them to guide students with wisdom and love in Jesus
Christ (Knight, 2008). The pedagogical competence of Christian teachers as
facilitators is expected to present learning that is integrated with the principles
of the Word of God, enabling students to optimize their overall thinking capacity
as the image and likeness of God in accordance with the demands of the 21st
century (Berkhof, 2013). In fulfilling this competence, Christian teachers must
have a strong commitment by fully relying on Christ so that the Holy Spirit can
empower them to fulfill their calling (D. Lase, 2022). A steadfast commitment
emerges from a heart that has experienced new birth in Jesus Christ
(Tampenawas et al., 2020). A personal relationship and ownership of love for
Christ are the main keys that Christian teachers must possess in guiding students
to the Word of God. Christian teachers act as facilitators of learning as well as
agents of transformation, helping to introduce Christ through educational
activities (Brummelen, 2015).
Method
Based on the overall presentation above, this study aims to examine the
pedagogical competence of Christian teachers as facilitators in the process of
developing 21st-century thinking skills. This research employs a religious study
method with a philosophical approach to Christianity through various relevant
sources. The application of this method aims to deeply and comprehensively
understand the phenomenon of the pedagogical competence of Christian

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teachers as facilitators in the context of developing students' thinking skills in the
21st century (Banjarnahor & Naibaho, 2023). This study focuses on the
pedagogical competence of Christian teachers as facilitators in the process of
developing 21st-century thinking skills.
Findings
The Pedagogical Competence of Teachers as Facilitators
Christian education plays a crucial role in redeeming the pedagogical
competence of teachers as facilitators to align with the principles of the Word of
God. The philosophy of Christian education outlines four roles of teachers as
learning facilitators: to present, to organize structure, to empower, and to guide
(Brummelen, 2015). Gaghunting & Bermuli (2022) state that a teacher as a
facilitator has the task of presenting so that students possess various forms of
knowledge based on the Word of God. Through the role of Christian teachers as
facilitators, students can understand the meaning of life, the power of sin, and
redemption (Hoekema, 2010). The pedagogical competence of teachers as
facilitators encompasses their ability to organize learning structures that fulfill
various personal values of students, such as peace, respect, love, and others
(Christofer & Irawati, 2022). Teachers as facilitators can also empower students
to engage in each sequence of learning, enabling them to fulfill commitments and
responsibilities (Knight, 2008). This can be observed when students in the
classroom complete every assigned task and follow the established procedures.
Based on the above experts' explanations, it can be concluded that Christian
education identifies four pedagogical competencies of teachers as facilitators:
presenting, organizing structure, empowering, and guiding. These four
pedagogical competencies enable students to understand their meaning as God's
creations redeemed from sin, thereby embodying various forms of Christian
values such as peace, respect, and love in fulfilling their mandates and
responsibilities. The pedagogical competence of teachers as facilitators also
assists each student in developing critical thinking skills (Brummelen, 2015;
Christofer & Irawati, 2022; Gaghunting & Bermuli, 2022; Hoekema, 2010; Knight,
2008).
The success of learning is closely linked to the role and responsibilities of
a teacher in the classroom. Teachers are responsible for educating and delivering

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the learning needed by students so that they can achieve their learning objectives
(Shofiya & Sartika, 2020). Teachers serve as key agents in realizing national
educational success (Muadzin, 2021). The effectiveness of a teacher can be
measured by the learning experiences encountered by students (Yestiani &
Zahwa, 2020). Students engaged in the learning process can experience progress
in reasoning, scientific values, skills, and attitudes (Srirahmawati, 2021). The
Teacher and Lecturer Law No. 14 of 2005 states that educators have the primary
duty to teach, guide, facilitate, direct, and evaluate students toward better
outcomes in the learning process. Sanjani (2020) supports this by stating that the
teaching process by teachers not only involves the transfer of knowledge but also
the development of values of life and living. The actualization of students' self-
capacity development is expected to manifest through the pedagogical
competence of teachers as facilitators, allowing students to become future
generations ready to contribute to community service (D. Lase, 2022). Teachers
are tasked with accompanying students throughout the learning process so that
students can engage effectively and acquire the skills necessary to solve various
problems in the future (Nathania & Yoedo, 2020). According to Sulistriani et al.
(2021), the presence of teachers is crucial for student engagement and optimal
self-potential development. Based on the insights from the experts above, it can
be concluded that teachers, as educational drivers, are essential for students to
achieve learning objectives and experience transformations across all aspects of
their self-capacity through teaching, guidance, direction, and evaluation of
learning. The success of a teacher can be observed through the meaningful values
acquired by students during the learning process in their daily lives. Through the
pedagogical competence of teachers as facilitators, students actively engage in
optimally developing their potential, enabling them to make significant
contributions to society in the future (D. Lase, 2022; Muadzin, 2021; Nathania &
Yoedo, 2020; Sanjani, 2020; Shofiya & Sartika, 2020; Srirahmawati, 2021;
Sulistriani et al., 2021; Yestiani & Zahwa, 2020).
The Government Regulation of the Republic of Indonesia Number 74 of
2008 outlines four competencies that a teacher must possess in order to achieve
the main objectives of national education: pedagogical, professional, character,
and social competencies. Pedagogical competence refers to the teacher's ability
to facilitate learning based on the needs of students in the classroom, allowing
them to experience optimal development in thinking capacity, skills, and

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attitudes (Hasnawati, 2020). This competence includes the teacher's ability to
create an inclusive learning environment so that students can participate actively
and collaboratively during the learning process (Fathorrahman, 2017).
Professional competence encompasses the strengthening of learning content in a
broad and deep manner by the teacher (Hatta, 2018). Character competence
involves the authoritative character of the teacher in the classroom, which
includes emotional maturity (Kirana, 2017). Social competence relates to the
teacher's ability to communicate with various parties involved in educational
practices (Novauli M, 2015). The shift in the learning system that prioritizes
students' independent knowledge construction has made the role of teachers as
facilitators increasingly necessary (Nuraini, 2017). Based on the opinions of
experts outlined above, there are four competencies that teachers need to support
the growth process of students during learning: pedagogical, professional,
character, and social competencies. The role of teachers as facilitators can be
classified as part of pedagogical competence. The pedagogical competence of
teachers as facilitators can provide meaningful learning experiences to encourage
the optimal development of students' self-capacity, particularly in developing
their critical thinking skills (Fathorrahman, 2017; Hasnawati, 2020; Hatta, 2018;
Kirana, 2017; Novauli M, 2015; Nuraini, 2017).
Anthropology is a discipline that comprehensively understands the
various dimensions of human life. Christian anthropology further examines the
position of humanity as God's creation through the lens of Christian faith. It
views humans as the crown of God's creation, reflecting His image and likeness
(Grudem, 2009). Christian anthropology emphasizes the calling of humanity to
participate in God's plan of salvation (Prijanto, 2017a). It also asserts that the
pedagogical competence of teachers as facilitators can be analyzed through the
relationship between humans and their calling to participate in God's plan of
salvation (Gaghunting & Bermuli, 2022). The pedagogical competence of teachers
as facilitators is crucial in awakening students' potential and abilities in line with
their identity as images of God. Thus, the pedagogical competence of Christian
teachers as facilitators provides guidance to students to avoid falling into or
being trapped in the empty philosophies offered by the world, which are not
grounded in the Word of God (Paparang, 2018). Teachers encourage the holistic
growth of students, including their spiritual, moral, intellectual, and emotional
development (D. Lase, 2022). As facilitators, teachers help students create a

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learning environment that integrates biblical principles. This enables students to
develop critical thinking, self-reflection, and the application of Christian
principles in their actions and decision-making (Septiarti, 2017). Based on the
expert opinions presented above, Christian anthropology emphasizes the
existence of teachers as facilitators who serve as agents of transformation for
students' knowledge as Imago Dei, enabling them to participate in God's call for
salvation. Christian teachers, as facilitators, guide students to know God as the
Creator through learning that is integrated with the ultimate truth, which is the
Bible (Gaghunting & Bermuli, 2022; Grudem, 2009; R. K. Lase & Tangkin, 2022;
Paparang, 2018; Prijanto, 2017b; Septiarti, 2017).
Christian education views the pedagogical competence of teachers as
facilitators as more than just facilitating learning to develop students' skills. This
can be viewed through the study of the epistemology of education, which leads
to an understanding of the sources of knowledge, the origins of knowledge, and
the processes and goals of teaching practices (Greene et al., 2016). The
epistemology of Christian education establishes God and His revelation as the
primary foundation in the practice of learning (Knight, 2008). Teachers, as
facilitators in the study of the epistemology of Christian education, are directed
to respect the authority of the Bible and to integrate the principles of Christian
truth into their learning (Gaghunting & Bermuli, 2022). According to D. Lase
(2022), teachers have the responsibility to help students understand Christian
truth and implement it in their lives. They are responsible for introducing God
and Christ based on the truth of God's Word with the help of the Holy Spirit
(Christofer & Irawati, 2022). Based on the expert opinions above, the
epistemology of Christian education guides teachers as facilitators and as guides
who assist students in knowing God and His work of salvation through Jesus
Christ. The pedagogical competence of teachers as facilitators has implications
for the process of character formation based on Christian values, the deepening
of thinking skills, and the creation of interpersonal relationships to support the
holistic growth of students (Christofer & Irawati, 2022; Gaghunting & Bermuli,
2022; Greene et al., 2016; Knight, 2008).
21st Century Thinking Skills
The development of 21st-century thinking skills has become an urgency
in the field of education. These skills encompass all cognitive aspects, including

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the ability to adapt and tackle various complex challenges in everyday life
(Abdullah & Osman, 2010). Students are expected to undergo a transformation
in thinking to become accustomed to constant change and to be adept at
accommodating new environments (Zubaidah, 2016). According to Mardhiyah
et al. (2021), 21st-century thinking skills also require elements of creativity as
actions to produce original ideas. These skills can be defined as high-level
reasoning abilities that involve analysis, interpretation, evaluation, and synthesis
(Rustamana, 2020). Mashudi (2021) states that 21st-century thinking skills
introduce critical, creative, analytical, and systematic thinking capabilities.
Furthermore, these skills are integrated with the digital world to solve various
concrete problems in daily life (Dwijayanti, 2021). Based on the overall exposition
above, it can be concluded that the process of developing 21st-century thinking
skills is essential for education to produce human resources capable of
addressing global issues. These skills include high-level, critical, analytical,
systematic, solution-oriented, and innovative thinking that integrates with
technology to resolve various problems encountered in everyday life. A concrete
example of 21st-century thinking skills is that an individual with critical and
analytical thinking abilities can utilize technology to identify and address
problems or phenomena in their surroundings, such as analyzing data to make
strategic decisions or finding innovative solutions in product or service
development (Abdullah & Osman, 2010; Dwijayanti, 2021; Mardhiyah et al., 2021;
Mashudi, 2021; Rustamana, 2020; Zubaidah, 2016).
The 21st-century thinking skills are viewed as aligned with biblical
perspectives. The Bible considers these thinking skills as part of the status of
being made in the image and likeness of God in His creation (Tobeli & Zelda,
2017). These skills demand the optimal use of cognitive aspects within humans
(Basongan, 2022). This indicates that the process of developing thinking skills
poses a challenge for humans, as God’s creation, to optimize the capacities that
He has given them (Eliasaputra et al., 2020). Hoekema (2009) emphasizes that
21st-century thinking skills can express God’s existence within humanity. The
rational mindset present in humans reflects God’s reason, as humans are made
in His image and likeness (R. K. Lase & Tangkin, 2022). Based on the expert
opinions above, it can be concluded that 21st-century thinking skills are regarded
as relevant from the perspective of Christian faith. These skills require humans,

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as images of God, to use their rational capacities optimally (Basongan, 2022;
Eliasaputra et al., 2020; Hoekema, 2009; D. Lase, 2022; Tobeli & Zelda, 2017).
The development of 21st-century thinking skills based on biblical
principles is considered highly important from the perspective of Christian faith.
The rapid advancement of technology significantly impacts various dimensions
of human life, including research and education (D. Lase, 2022). The challenges
of the 21st century, which demand innovative ideas, are deemed essential by
Christianity as they align with three commandments in the Bible: The Cultural
Mandate, the Mandate of Love, and the Mandate of Evangelism (Gea &
Darmawan, 2021). God has revealed commands to humanity to care for and serve
His creation for His glory, as written in Genesis 1:28 and Genesis 2:15
(Eliasaputra et al., 2020). Thinking skills align with God's Word in helping
humanity, as the crown of His creation, make wise decisions and evaluate
various secular philosophies that often instinctively arise in the lives of Christians
(Tarigan, 2019). The Bible views thinking skills as essential for aiding believers in
understanding and responding to differing viewpoints in ways that respect
Christian values such as love, truth, and tolerance (Panggabean, 2022).
Christianity also regards critical thinking skills as a necessity in the 21st century,
serving as a means to deepen faith, strengthen wisdom in decision-making, and
appreciate freedom of thinking with Christian integrity (Pardede, 2016). From
the insights provided by experts above, it can be concluded that 21st-century
thinking skills are considered in line with the mandates expressed by God in the
lives of Christians through the Bible. These skills can serve as tools to express
God’s glory, deepen faith, and make wise decisions. Thinking skills assist God’s
people in critiquing various empty philosophies that contradict the Christian
perspective (Eliasaputra et al., 2020; Gea & Darmawan, 2021; Panggabean, 2022;
Pardede, 2016; Tarigan, 2019).
High-level thinking skills in the context of the 21st century from a
Christian faith perspective can be understood as the application of critical and
reflective thinking abilities based on biblical principles. The 21st-century
thinking skills encourage every believer to implement the values contained in the
Bible in the process of elaborating on high-level problems (Gea & Darmawan,
2021). Solving high-level problems involves the ability to analyze situations or
issues from a Christian faith perspective, considering biblical teachings, and
evaluating solutions based on principles of faith (regula fidei) (Listiania et al.,

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2021). Pardede (2016) argues that the Bible states that making good decisions
regarding problem-solving enables a person to comply with the command to love
God with all their mind (Matthew 22:37). Romans 12:2 also encourages every
believer not to conform to the world but to know and be able to discern God’s
will in their lives (Panggabean, 2022). A renewed mind, informed by God's Word,
refers to the action of testing everything based on biblical values (Karlau &
Rukua, 2023). This indicates that thinking skills require diligence to examine and
choose various matters that are good and pleasing to God (R. K. Lase & Tangkin,
2022). From the insights provided by experts above, it can be concluded that 21st-
century thinking skills from a Christian faith perspective can be interpreted as
the capability to think critically, deeply, and reflectively, grounded in biblical
truth. The Christian faith perspective encourages individuals to question,
analyze, and evaluate information using a mindset based on the principles of
biblical truth (Gea & Darmawan, 2021; Karlau & Rukua, 2023; R. K. Lase &
Tangkin, 2022; Listiania et al., 2021; Panggabean, 2022; Pardede, 2016).
Christian Teacher's Pedagogical Competence as a Facilitator in the Development
of 21st Century Thinking Skills
The pedagogical competence of teachers as facilitators is essential for
guiding learning based on biblical Christian principles in an effort to enhance
students' thinking skills according to the demands of the 21st century. Teachers
trust students as responsible individuals, and thus they need to provide guidance
to develop problem-solving and creative thinking skills that are aligned with the
Word of God (R. K. Lase & Tangkin, 2022). Teachers should ask questions and
present various simple case studies from daily life. As facilitators, teachers do not
dominate the learning process but rather direct students to sources of
information, allowing them to solve problems actively and independently
(Naibaho, 2018). The efforts students make in finding solutions to these case
studies can serve as indicators of high-level thinking skills, as they apply the
knowledge gained during the learning process to real-life situations (Prijanto,
2017b). The pedagogical competence of Christian teachers as facilitators should
guide students to implement biblical principles in critical thinking and problem-
solving synthesis that are relevant to the 21st century (Bano & Tangkin, 2022). By
facilitating problem-solving skills with the application of biblical values, students
can make wiser decisions that involve comprehensive thinking from a spiritual

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and moral perspective grounded in Christian faith (Knight, 2008). From the
experts' explanations, it can be concluded that teachers need to facilitate students
with learning guidance by applying material to everyday life. Teachers also
guide students to use a biblical perspective in every problem-solving scenario
presented during the learning process (Knight, 2008; D. Lase, 2022; Naibaho,
2018; Prijanto, 2017b).
The pedagogical competence of teachers as facilitators is essential for
creating a learning environment that encourages students in the process of
developing 21st-century thinking skills. Teachers as facilitators must present
learning discussions that involve problem-solving and in-depth analysis of the
subject matter (Riyanto, 2014). According to Sudira (2016), students are
challenged to think innovatively through activities that explore new ideas from
various sources of information within study groups. Student involvement in
study groups is believed to enhance their thinking skills, as they are required to
share ideas and view problems from different perspectives (Lisnawati et al.,
2022). Diverse perspectives can enrich students' knowledge as they must engage
in discussions to identify situations, think critically, and develop creative and
effective problem-solving strategies (Nainggolan et al., 2022). The pedagogical
competence of Christian teachers as facilitators is required to encourage students
to reflect on their chosen actions or solutions so that they can reflect God's love
within them (Christofer & Irawati, 2022). Based on the experts' opinions above, it
can be concluded that the pedagogical competence of teachers as facilitators is
crucial in creating a learning environment that offers various opportunities for
students to construct problem-solving and effective thinking skills. Christian
teachers as facilitators provide opportunities for students to collaborate in groups
to produce innovative and efficient problem-solving actions from diverse
perspectives (Christofer & Irawati, 2022; Lisnawati et al., 2022; Nainggolan et al.,
2022; Riyanto, 2014; Sudira, 2016).
Teachers as facilitators present learning that wisely utilizes technology as
an effort to meet the challenges of thinking skills in the 21st century. Teachers
who integrate technology into the learning process can help develop students'
thinking skills through various stages, such as accessing, sorting, understanding,
analyzing, verifying, evaluating, distributing, and synthesizing information
(Nainggolan et al., 2022). The pedagogical competence of Christian teachers as
facilitators is expected to involve selecting and integrating technology tools and

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resources that are relevant to biblical learning contexts (Tobeli & Zelda, 2017).
According to Telaumbanua (2020), Christian teachers also guide students in
using technology responsibly while upholding Christian values. Through the
facilities provided by teachers in the classroom, students can actively participate
in learning, feel more connected to the material, and increase their interest in
exploring topics in-depth based on Christian faith principles (R. K. Lase &
Tangkin, 2022). Increased learning interest can serve as an indicator of students'
progress in thinking, as they are encouraged to seek in-depth information to
make holistic decisions (Basongan, 2022). Based on the experts' views, it can be
concluded that the pedagogical competence of teachers as facilitators is essential
for providing technology-based learning that aligns with Christian values.
Proper learning facilities can help students actively engage and connect deeply
with the lesson material, as teachers encourage them to analyze all information
to produce comprehensive decisions (Andriani et al., 2018; Basongan, 2022; D.
Lase, 2022; Nainggolan et al., 2022; Telaumbanua, 2020; Tobeli & Zelda, 2017).
Christian teachers as facilitators need to provide constructive feedback
and guidance to students in developing 21st-century thinking skills. They can
offer specific and clear guidance to students regarding their strengths and areas
that need improvement in their 21st-century thinking skills (Kristianto, 2018).
Through the feedback given by the teacher, students can reflect and identify ways
to enhance their higher-order thinking skills (Susanti Telaumbanua et al., 2023).
According to Intarti (2016), the guidance process by a teacher with pedagogical
competence as a good facilitator can help students develop more structured,
logical, reflective, analytical, and solution-oriented thinking. Constructive
feedback provided by teachers can increase intrinsic motivation and boost
students' confidence during the learning process (Dewi, 2020). Teacher guidance
can facilitate the understanding of the thinking process and help students
become independent learners (Patandung & Saragih, 2020). Based on the
opinions of experts, teachers as facilitators are also responsible for providing
constructive and specific feedback to students. Constructive and specific
feedback can help students reflect on their thinking processes and identify ways
to develop more critical and analytical thinking (Dewi, 2020; Intarti, 2016;
Kristianto, 2018; Patandung & Saragih, 2020; Susanti Telaumbanua et al., 2023).

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Discussion
The 21st century demands education to reformulate its learning system to
address the dynamic and complex challenges of the future. The traditional
learning system, where teachers are the primary subjects of education, has begun
to shift in the 21st century (Fristadi & Bharata, 2015). According to Gaghunting
& Bermuli (2022), the pedagogical competence of teachers as learning facilitators,
which tends to focus on the personal development of students through the active
and independent construction of knowledge, has become more necessary. The
development of technology influencing the educational world has led to a more
progressive approach in learning systems (Dwijayanti, 2021). The pedagogical
competence of teachers as facilitators is crucial in delivering active, collaborative
learning that focuses on the self-development of students according to the 21st-
century needs (Naibaho, 2018). Teachers as facilitators have proven to be more
effective in developing students' thinking skills in line with the needs of the 21st
century, as teachers tend to ask questions that encourage students to analyze,
evaluate, and draw their own conclusions (Sudira, 2016). This approach enables
students to develop higher-order thinking skills rather than merely receiving
information passively (Nainggolan et al., 2022).
The development of 21st-century thinking skills is fundamentally in line
with the values, principles, and ethics of Christianity. The advancement of
technology that supports the success of the learning process is also viewed
positively from a Christian perspective (Tobeli & Zelda, 2017). Technology is
viewed as a result of human thinking skills given by God from a Christian faith
perspective. This has significant implications, as it suggests that God is actively
involved in the existence of technology today as a product of human thought
(Eliasaputra et al., 2020). The development of students' thinking skills, driven by
the demands of the times, has led to the foundational practices of education being
influenced by postmodern philosophy (Agustinova, 2020). This philosophy
serves as a basis for many educational practices, including the development of
21st-century skills and the application of the teacher's role as a facilitator in the
classroom. The truths upheld by this philosophy are in conflict with Christian
education, as postmodern truth is heavily influenced by individual
interpretation, context, and thought, which are inherently relative. Christian
education influenced by postmodern relativism can lead to the dilution or

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distortion of fundamental Christian values such as the authority of the Bible,
morality, and the oneness of God (Williamson, 2017).
Christ is present as the Savior who restores humanity as the image and
likeness of God from the distortion of sin. Redemption is carried out so that every
person who has fallen into sin can experience a transformation of life to become
more like Christ, who is the perfect Image of God (Grudem, 2009). According to
Hoekema (2009), there are two emphases on the transformational life that
resembles Christ: first, humans are empowered by the Holy Spirit as God’s grace
to live in a manner similar to Christ, and second, humans are responsible for the
grace that God provides to become more like Christ. The practice of 21st-century
Christian education is important for emphasizing the understanding of sin as a
human reality that must be acknowledged and the urgency of restoring the
relationship between humanity and God through redemption (Hoekema, 2009).
This aims to counter the contamination of postmodern relativism in Christian
educational practices.
Christian Educational Philosophy regards the Bible as the foundation and
the primary source of true knowledge. The epistemological study of Christian
educational philosophy explains that biblical values are the main basis for
teaching practices in constructing true knowledge (Brummelen, 2015). The
pedagogical competencies of Christian teachers as facilitators are essential for
addressing the challenges of postmodern philosophy while also assisting
students in developing thinking skills in accordance with the demands of the 21st
century (Knight, 2008). Christian teachers, as facilitators, need to actively and
clearly uphold Christian values throughout the learning process (Basongan,
2022). The pedagogical competencies of teachers as facilitators are crucial to
encourage students to actively develop metacognitive thinking skills through
guidance, feedback, and problem-based learning, as well as projects undertaken
in learning groups (Eliasaputra et al., 2020). Learning practices that optimize
students' thinking skills in line with the demands of the 21st century is relevant
to God's mandate in Genesis 1:28, in which humanity is given the responsibility
to lead, care for, and have dominion over the earth (Bavinck, 2011). The
implementation of this mandate can be achieved by God's grace through
knowledge (Hodge, 1871). Humans need to recognize that God is the source of
knowledge so that when they utilize that knowledge, it should be for the glory
of God (Berkhof, 2013). The learning process facilitated by a teacher can

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158
determine the success of students in achieving learning objectives. Teachers, as
facilitators, strive to engage students more actively through learning activities
filled with challenges, open-ended questions, and collaborative projects (Sudira,
2016).
Teachers, as facilitators in meeting the demands of 21st-century thinking,
must implement their pedagogical competencies by applying a problem-based
learning approach to teach students how to think analytically and solve real-
world problems. According to Sudira (2016), teachers act as facilitators and
guides to help students identify situations, design problem-solving methods, and
apply the knowledge they have gained during the learning process in relevant
contexts. They provide guidance during the problem-solving process by posing
open-ended questions to students, allowing them to build an effective framework
for addressing complex issues (Nainggolan et al., 2022). Christian teachers assist
students in identifying problems based on Christian values relevant to the
context of the issues. As facilitators, they present learning that refers to principles,
stories, teachings of Jesus, or ethical values of Christianity (Lase, 2022). This aims
to help students understand how to think Christianly when facing complex
problems and to make wise decisions (Christofer & Irawati, 2022). Teachers as
facilitators also need to ensure that the solutions proposed by students are
aligned and contextualized with Christian values or the teachings of Jesus Christ
(Riyanto, 2014). This can serve as a form of evangelism that teachers perform in
the classroom, helping students to recognize Christ as their Savior (Tobeli &
Zelda, 2017). Through their pedagogical competencies, Christian teachers, as
facilitators of learning grounded in a biblical Christian perspective, can fulfill
their calling as agents of transformation for students, helping them understand
their position as the image and likeness of God, which has been restored through
the redemption of Christ, particularly in the process of developing thinking skills
appropriate to the context of the 21st century (Naibaho, 2018).
Teachers, as facilitators, play a crucial role in delivering technology-based
learning and providing feedback to meet the thinking skills required in the 21st
century. The pedagogical competence of teachers is essential for designing
learning experiences that effectively use technology to enhance students'
metacognitive thinking skills and active engagement (Riyanto, 2014). Teachers as
facilitators teach students to gather, analyze, and evaluate information found
online (Sudira, 2016). They also encourage students to solve complex problems

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159
by utilizing appropriate technological tools (Eliasaputra et al., 2020). According
to Dewi (2020), teachers as facilitators must recognize the progress of students'
thinking skills during the learning process. Providing constructive feedback is
believed to motivate students to improve their thinking skills. The feedback
given by teachers to students should include Christian values such as grace,
truth, love, justice, or integrity (Kristianto, 2018). Christian teachers, as
facilitators, must ensure that the feedback given to students is clear and specific
by offering guidance for improving the quality of their thinking skills
(Patandung & Saragih, 2020).
Implication
The pedagogical competence of Christian teachers as facilitators is crucial
in developing 21st-century thinking skills in students, in line with Christian
values. The application of biblical principles in teaching practices is considered
essential, since the teacher's role as a facilitator must be redeemed through
spiritual renewal, preventing the learning process from being influenced by the
relativism of postmodernism. A teacher’s pedagogical competence as a facilitator
should serve as a tool for fulfilling the call to salvation by upholding Christian
values while developing 21st-century thinking skills in students. This
competence includes several key responsibilities: guiding students by presenting
learning that integrates subject matter with Christian values, implementing
problem-based learning to enhance innovative and solution-oriented thinking
skills, utilizing technology to improve the quality of thought, and providing
constructive feedback to help students evaluate their thinking skills.
Recommendation for Further Research
The author suggests further exploring problem-based and collaborative
learning methods, such as problem-based learning, experiential learning, and
problem posing, to help students enhance their thinking skills in line with the
demands of the 21st century. Teachers are also encouraged to sharpen their
pedagogical competence, particularly in applying technology to improve
students' thinking skills, by participating in various seminars. This will enable
teachers to provide interactive and innovative learning environments that align
with Christian values.

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Conclusion
The pedagogical competence of Christian teachers as facilitators is
essential for developing students' thinking skills in the 21st century. Christian
teachers, as learning facilitators, have several tasks and responsibilities in
fostering students' thinking skills. These include guiding students to create a
learning environment that aligns with their needs or learning styles, presenting
problem-based learning, implementing technology that aligns with Christian
values, and providing constructive feedback on the development of students'
thinking. The author reflects that teachers, as facilitators, can be viewed as agents
of transformation, helping students to know God through the learning process.
Learning grounded in biblical values and principles can help students grow in
their understanding of their calling as the image and likeness of God, redeemed
through Christ.
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