LOGOS DAN ALGORITMA: PENDIDIKAN KRISTEN DI TENGAH KRISIS DIGITAL

Abstract

The wave of digitalization is not merely transporting people into new spaces of communication, but is shifting the existential horizon. Christian educators are no longer merely teachers of dogma, but navigators in an ocean of data that is fluid, competitive, and prone to manipulation. Digital literacy, in this context, cannot be understood merely as a technical skill in using devices, but rather as a field of ontological and theological struggle: how does the Christian faith bring light into a virtual space that is often dimmed by algorithmic noise? This study employs a descriptive qualitative method based on a literature review, tracing the literature from the past five years in national and international journals, as well as books from the past ten years. The novelty of this article lies in the philosophical and theological perspectives used to interpret digital literacy: not merely as technological competence, but as a spiritual discipline that shapes Christian epistemological virtue. The findings indicate that digital literacy can serve as an instrument for the purification of faith when practiced within the framework of existential hermeneutics and the theology of the Logos. Christian educators are called to be both digital theologians and public philosophers who guide future generations through the digital realm with the wisdom of faith, epistemological critical thinking, and the character of Christ. This article offers a conceptual contribution to Christian Religious Education (CRE), specifically by articulating digital literacy as a pedagogical-theological arena that prepares students to face the post-truth era without losing their ontological roots