The Adaptation of Christian Religious Education to the Characteristics of Generation Alpha in Developing Students' Faith and Morality
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Abstract
Generation Alpha is a generation born and raised in the digital era with unique characteristics, such as dependence on technology, critical thinking patterns, and a tendency to learn through visual and digital interaction. This condition requires Christian Religious Education (CRE) to adapt in order to remain relevant and capable of instilling strong faith and moral values amid rapid changes. This study aims to examine the forms of adaptation of CRE in responding to the characteristics of Generation Alpha, particularly in the context of faith and moral education for students. The method used is qualitative through literature review, observation of teaching practices, and analysis of relevant findings. The results show that the adaptation of CRE can be carried out in five main aspects, namely: (1) adapting teaching methods through the use of interactive digital media, gamification, and hybrid learning; (2) adapting teaching materials to be more contextual with students’ digital lives; (3) transforming the role of teachers from mere transmitters of information to facilitators, mentors, and role models of faith; (4) developing project-based and experiential learning activities that involve collaboration with families and churches; and (5) implementing a holistic assessment system that evaluates students’ growth in faith and morals through digital portfolios and personal reflections. Through these adaptations, CRE is expected to address the challenges of education in the digital age while strengthening the faith identity and moral foundation of Generation Alpha. The implication of this study emphasizes that the success of CRE in the 21st century depends greatly on the willingness of teachers and educational institutions to innovate, collaborate, and place faith as the foundation of every learning process.
Keywords: Generation Alpha,moral education, technology
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