PRACTICAL APPLICATION OF THE TEACHINGS OF
APOSTLE PAUL REGARDING THE DIVINE CALLING TO SERVE, AS OUTLINED IN 1 TIMOTHY
4:1-8 ON THE CHRISTIAN TEACHERS WITHIN THE JABODETABEK AREA
Lasmauli
Gurning, Sri Wahyuni, Srini M.Iskandar, Ana Lestari Uriptiningsih
Sekolah Tinggi Teologi Kadesi Yogyakarta, Indonesia
Email: [email protected]
|
KEYWORDS Practical application; teachings of Apostle Paul; divine calling;
serve; 1 Timothy 4:1-8, Christian teachers; Jabodetabek area |
ABSTRACT Calling to Serve is the duty of a servant
of God, including Christian teachers. The form of the task and call is to serve
the preaching of the Word regardless of the conditions, admonish and advise,
also provide sound teaching. At the research locus, researchers found that
Christian teachers who had implemented the call to serve in their learning
activities were teachers who were civil servants or certified, while teachers
who taught general subjects had not implemented the call to serve. At the
research locus, the researchers also found that there were teachers whose
educational qualifications were not linear, teachers in the field of biology
studies became teachers of Christian Religious Education because they were
Christians. It was also found that teachers were impatient with students and
even lacked self-control. In addition, there are some teachers who are not
called to serve as teachers, because their parents or siblings have become
teachers. In the end, they also become teachers. Some teachers have different
backgrounds. Based on these findings, the researcher considers it necessary
to research the call to ministry because as Christian teachers the call to
serve based on 2 Timothy 4:1-8 is very important. |
INTRODUCTION
The
Epistle of Second Timothy represents the final correspondence penned by the
apostle Paul during his period of incarceration in Rome. This correspondence
was composed during the historical period characterized by Emperor Nero's
endeavors to stifle the expansion of Christianity within the city of Rome,
employing harsh persecution tactics against adherents of the faith. During that particular period, the
circumstances were highly precarious, specifically due to the increasing
prevalence of erroneous doctrines (as mentioned in verses 3-4), compounded by
the limited duration of Paul's lifespan (as indicated in verses 6-8).
The
primary objective of Paul in composing this correspondence was to provide
Timothy with encouragement and support in the execution of his responsibilities
within the context of Ephesus. Timothy was compelled to engage in combat with
individuals who espoused heretical beliefs, having successfully infiltrated and
formed alliances with the intention of posing a threat to the ecclesiastical
institution. Hence, in order to maintain
Timothy's enthusiasm and perseverance in his endeavors, Paul reiterated
numerous points to Timothy. The Apostle Paul expounded upon the concept of
service, positing that it entails engaging in labor not driven by personal
volition, individual preference, or self-determination, but rather by the
volition of the recipient of this service.
The divine
summons extended to humanity conveys the inherent notion that the summons is
exclusively intended for the purpose of devoutly serving the divine entity.
From a theological perspective, it might be argued that God's calling
inherently signifies a summons to fulfill a virtuous and honorable objective.
The biblical passage Isaiah 43:1 demonstrates the divine summons of Jacob, also
known as Israel, to become the chosen property of God.
The
passage found in 2 Timothy chapter 4, verses 1-8 elucidates the imperative for
Timothy to engage in the dissemination of the divine message. The act of
engaging in the dissemination of the Gospel, as outlined in the scriptural
passage of 2 Timothy 4:2-3, entails the state of preparedness to deliver
sermons and teachings, irrespective of the prevailing conditions. In this
correspondence, Paul imparts his last message to his esteemed protégé, Timothy,
in the realm of spiritual guidance (2 Tim 4:4-6), cautioning him about the
forthcoming trials and tribulations he is certain to encounter. Christ's
disciples frequently confront challenges and hindrances in their testimonies
and lifestyles as a result of their immediate surroundings. Paul and Timothy
have shared this experience jointly (3:11). Even within the ecclesiastical
institution, there are instances of teachings that are detrimental to the
well-being of individuals (2:18). These teachings are often accompanied by
diverse manifestations that serve as indicators of the deterioration of human
moral and ethical conduct (3:1-4). A significant number of individuals engage
in the public observance of their religious beliefs while simultaneously
disavowing its impact on their day-to-day existence.
The lesson
conveyed by Paul to Timothy holds significant value as a testament that retains
its relevance across the passage of time. Across many epochs, the Christian
community has encountered a multitude of problems. However, regardless of the
circumstances, be it favorable or unfavorable, and in the face of both natural
and humanitarian calamities, the Christian community remains obligated to
achieve its enduring mission and purpose.
In
addition to disseminating the teachings of the Gospel, the Apostle Paul expected
that Timothy would denounce any erroneous beliefs or teachings that deviated
from the principles outlined in the Scriptures. The act of attributing fault
does not inherently connote ugliness or malevolence. In the presence of an
altruistic disposition, it is incumbent upon individuals to exhibit the
fortitude necessary to articulate the errors committed by others. However, such
expressions must be conveyed judiciously rather than haphazardly.
Christian
educators should bear the duty of actively participating in the task of
disseminating the teachings of the Gospel. Nevertheless, it is worth noting
that Christian educators in the Jabodetabek region frequently fail to
adequately fulfill their responsibility of engaging in the dissemination of the
Gospel, both inside the confines of the educational institution and outside its
boundaries. In this context, the scope of their teaching obligations is
confined to the assigned instructional tasks. The data presented in this study
was derived from interviews conducted with several educational professionals.
The findings indicate that Christian educators in the Jabodetabek region,
namely those who hold positions as civil employees or possess teaching
certifications, demonstrate a certain degree of commitment to their vocation in
their instructional practices. Nevertheless, certain individuals fail to truly
embrace their vocation as educators, particularly those who are responsible for
teaching courses of a general nature, such as mathematics, English, and the
Indonesian language. Certain educators may exhibit a deficiency in patience and
self-regulation when interacting with their students. Furthermore, a
significant issue arises in both state schools and Christian educational
institutions due to the scarcity of human resources or religious educators who
possess specialized knowledge in their respective domains. Consequently, while
performing their instructional responsibilities, educators solely adhere to the
designated instructional time and adhere to the established curriculum.
RESEARCH
METHOD
In this study, researchers used quantitative methods by conducting
observations, interviews and documents. The measurement scale used in this
study is using a Likert scale to find out attitude measurements. This research
also uses literature studies as a theoretical basis related to the duty of
being called to serve based on 2 Timothy 4:1-8.
RESULTS AND
DISCUSSION
Definition of Teacher
A teacher can be defined as an individual who has committed themselves
to the task of disseminating knowledge, facilitating learning, providing
guidance, and instructing individuals in comprehending the content of their
respective academic disciplines (Ellis, 2010; Goodnough, 2010). Within this particular framework, it is imperative to acknowledge that
an educator's function extends beyond the confines of formal education,
encompassing several additional modes of instruction. Furthermore, it is
crucial to recognize that teachers assume the responsibility of serving as
exemplary figures for their students (Safitri & Sos, 2019).
Within the familial context, the responsibility of assuming the position
of educator is shared amongst several members, including both the father and
mother, as well as other individuals comprising the family unit. Throughout the
era of the Old Testament (OT), it is evident that a divine mandate was bestowed
upon parents in Israel, compelling them to impart knowledge and instruction to
their offspring, as outlined in Deuteronomy 6:4-9. Education is a fundamental
aspect of familial responsibility. Indeed, the family serves as the initial and
fundamental sphere for the cultivation of knowledge and skills. Education is
initially encountered by each member of the family, including children, inside
the familial context, where it is perceived as an intrinsic aspect (Duarte, 2013). The familial dynamics characterized by affection, tranquility, and
concordance, particularly within the parent-child relationship, will have a
positive impact on a child's innate growth and maturation. This phenomenon can
be attributed to the significant impact that parental characteristics,
encompassing attitudes and behaviors, exert on the developmental trajectory of
a kid (Ronald, 2011).
Educational duties that parents are unable to undertake alone are
delegated to individuals possessing specialized skills, specifically
instructors (Miarso, 2004). The instructor assumes a pivotal role in the facilitation of the
teaching and learning process. According to Neolaka, a specific occupation
typically exhibits the following attributes: the possession of distinct skills
and expertise, the necessity for extensive education, preparation, or training
prior to entering the profession, the inclusion of pertinent and essential
knowledge components in each educational and preparatory endeavor that
contribute to the provision of significant societal services, and adherence to
a code of ethics overseen by a professional organization with specific
sanctions (Neolaka & Neolaka, 2017).
A proficient educator is not solely characterized by possessing a vast
amount of knowledge. In addition to their professional qualifications, it is
imperative for a teacher to exhibit commendable personal traits and uphold
strong moral beliefs (Norton, 2009). This aspect has significance as, in practical terms, the demands of
society necessitate that teachers possess not only a comprehensive
understanding of their field of expertise, but also exhibit commendable
personal traits, conduct, and adeptness in social interactions. In the literary
work titled "Kurikulum dan Pembelajaran" (Curriculum and Learning),
the author Wina Sanjaya delineates seven distinct positions that a teacher
assumes, namely: those of a knowledge provider, facilitator, administrator, exemplar,
mentor, motivator, and assessor (Sanjaya, 2008).
Firstly, the instructor serves as a primary
facilitator of knowledge acquisition. It is imperative for educators to possess
a high level of expertise in the content area they teach. The level of
expertise that instructors possess in the subject area is used as a criterion
to evaluate their effectiveness as educators. A teacher who demonstrates a high
level of expertise in the subject matter and is able to effectively transmit
this knowledge to students can be regarded as an authentic facilitator of
learning for students. A teacher of this caliber may be referred to as an
exemplary educator.
Furthermore, the role of the instructor is
that of a facilitator. The instructor offers support to enhance the educational
experience for pupils. Hence, it is imperative for educators to possess a
comprehensive understanding of diverse teaching aids and resources, including
their respective roles. Additionally, they should possess the necessary skills
to construct instructional media and effectively manage various forms of media.
Furthermore, educators should be adept at utilizing a wide range of learning
resources in their instructional practices.
Furthermore, the role of the teacher extends
beyond that of an instructor to that of a mentor. In order to fulfill the role
of a competent mentor, a teacher must possess a comprehensive comprehension of
the students under their guidance, alongside the requisite information and
abilities to plan in an efficient manner. The mentoring process include
offering support and guidance to students, with the primary objective of
placing the student at the center of the educational experience.
Furthermore, the role of the instructor might
be seen as that of a learning manager. The efficacy of the learning process can
be enhanced when educators adhere to fundamental principles of learning,
including: (a) The acquisition of knowledge and skills is most effective when
students actively engage in the learning process themselves; (b) Each student
possesses a unique learning pace that should be acknowledged and accommodated;
(c) Providing reinforcement upon the completion of each stage of activities can
facilitate enhanced learning outcomes; (d) Attaining comprehensive mastery of
individual learning steps contributes to a more profound and meaningful overall
understanding; (e) Granting students a sense of responsibility fosters
increased motivation and engagement in the learning process.
Furthermore, the role of the instructor as a
motivator is of utmost importance. Motivation is an inherent psychological
state that compels individuals to actively participate in specified actions
with the intention of attaining predetermined objectives.
Furthermore, the role of the instructor can
be seen as that of a demonstrator. The teacher assumes a crucial role in exemplifying
to pupils various strategies and techniques that facilitate their comprehension
and assimilation of delivered information, hence fostering enhanced learning
outcomes.
Furthermore, the role of the teacher extends
to that of an evaluator. The instructor gathers data or information pertaining
to the efficacy of the educational outcomes achieved. When considering the
process of assessment, it is imperative to not only examine the achievement of
students but also to critically evaluate the performance of the instructor,
thereby determining the effectiveness of their instructional practices. The
teacher is a someone whose occupation is primarily centered around the act of
imparting knowledge and skills to others, hence relying on this activity for their
sustenance and livelihood (Wahyudi,
2019). In the Javanese language, the term 'guru'
denotes an individual who is deserving of reverence and serves as a role model
for students and the wider community. The phrase 'Harus digugu' denotes the
inherent confidence and belief that pupils place in the teachings and
information imparted by their teachers. The phrase 'Sedang ditiru' signifies
that it is incumbent upon a teacher to assume the position of an excellent
model for all students.
In the realm of education, teachers often offer instruction with the
primary objective of augmenting students' cognitive domain, including their
knowledge and comprehension, including general knowledge. Nevertheless, the
primary requirement is the cultivation of character, encompassing the
alteration of attitudes within the affective and psychomotor domains (Sunal et al., 2001). This pertains to Christian educators, who have an obligation to impart
teachings regarding the veracity inherent in the teachings of Jesus Christ.
Christian teacher
The discussion about "Christian teachers" encompasses two
important aspects. First, the position of the teacher as a Christian individual
who acknowledges their status as a Christian, confesses Jesus as their personal
Lord and Savior, recognizes themselves as a royal priesthood, and has been
called out of darkness into His marvelous light (1 Peter 2:9). Second, understanding
their role as educators and instructors who carry out the teaching task,
specifically based on their Christian faith.
Several aspects are required for a teacher to become an active Christian
teacher:
1. Capable of manifesting Christian values in tangible actions. A Christian
teacher can introduce Christian values without explicitly stating that they
stem from the Bible, but rather through socialization and interaction, the
teacher becomes an agent of change.
2. Christian educators are called for one essential purpose, which is the
transformation of lives towards the likeness and fullness of Christ (Ephesians
4:12). Effective Christian teaching is one that can transform the lives of
students towards obedience and the perfection of Christ.
3. Interpreting the teaching profession not as a means of earning money but
as a field of service. Nainggolan, in his book "Guru Agama Kristen
Panggilan dan Profesi" (Christian Religious Teacher: Calling and
Profession), concludes that the profession and calling should be inseparable
for a Christian PAK (Religious Education) teacher (Nainggolan, 2010).
4. Follow the teachings of the Lord Jesus (Hananto et al., 2021). The teachings of Jesus Christ consistently address the needs of His
disciples. A Christian educator is a somebody who has experienced a spiritual
rebirth through their faith in Jesus Christ. The conveyance of divine grace and
love to others is exclusively possible via teachers who have experienced a
spiritual rebirth in Christ. In the biblical epistle of Titus, Paul instructs
Titus to exemplify virtuous conduct and exhibit moral uprightness in both his
actions and teachings (Titus 2:7). A Christian educator is not solely an
individual with knowledge of God, but rather an individual who engages in
cognitive processes and conducts themselves in accordance with the teachings
and principles of Christ (Tung, 2021).
Christian educators bear the responsibility of imparting a comprehensive
range of academic subjects while also incorporating teachings derived from the
veracity of God's Word, so integrating these principles with the rest of their
instructional content. This is due to the significant role that these educators
play, particularly in molding the moral fiber of the society and nurturing the
talents and abilities of their pupils.
The teachings of the Apostle Paul on the mission and calling to serve,
based on 2 Timothy 4:1-8
According to the Indonesian dictionary (KBBI), the phrase
"panggilan" refers to the act of summoning an individual to perform a
task, extending an invitation, or pressing someone to take action. In the
English language, there exist two distinct terms that are employed to denote
the same concept, specifically "vocation" and "calling." In
the context of the Old Testament, the term "panggilan" (qara) is used
to denote the act of summoning an individual with the purpose of appointing
them as a witness or messenger on behalf of the caller.
The concept of human existence can be understood as a spiritual
vocation. The understanding of human existence as a sacred vocation begins with
the phenomenon of human procreation, wherein individuals are formed in a manner
that reflects the attributes and characteristics of a divine being. The concept
of the image and likeness of God denotes the visible representation of divine
attributes and traits within the realm of human existence. This perspective
indicates that the entirety of human existence (creation) is a manifestation
and ultimate sovereignty of a divine being. As a result, it incorporates a
theological framework that encompasses a divine design with the intention of
being revealed in the benevolent creation, with the ultimate goal of bringing
about salvation, well-being, and justice to all aspects of existence.
Luther contends that the theological concept of the call of faith is a
direct result of sola fide. When an individual who identifies as a Christian is
bestowed with the responsibility of receiving the divine summons to serve God,
it is imperative that they respond to this calling with a profound sense of joy
and a deep-rooted commitment to fulfill their duties (Sumakul, 2016).
Calvin posited that the summons of faith constitutes a celestial grace
that strengthens those who are recipients of this summons to fulfill the divine
intentions of God and demonstrate their allegiance to Him, as they have been
chosen by Him. The notion of calling has been evident in ancient Israel,
coinciding with the emergence of the theological comprehension of God. The call
is perceived as a heavenly favor within the Christian faith. The act of making
a call establishes a connection between two individuals, namely the individual
initiating the call (referred to as the "Caller") and the individual
receiving the call (referred to as the "called").
The distinction between a calling and a command lies in the nature of
their respective characteristics. A calling is characterized by being an
invitation, while a command is distinguished by its authoritative nature. A
calling may also possess a coercive characteristic, exemplified by the instance
of a soldier being summoned by their commanding officer, to which the soldier
acquiesces. In contrast, within the framework of Christianity, a vocation is
defined as a form of exhortation, an invitation, and a compassionate summons.
The term "calling" encompasses the concepts of rebuke, exhortation, and
invitation.
The term "terpanggil" refers to the act of being called or
summoned from a large group of individuals. In the Hebrew language, the lexical
item denoting the act of summoning or vocalizing a name is represented by the
term ארק (qara). The Hebrew term ארק (qara)
carries multiple meanings including to call, to proclaim, to summon, to invite,
to recite, to praise, and to appoint. In Greek, the root word for "to
call" is kalein, "kletos" for called, and "klesis" for
calling (Botterweck et al., 1974).
The primary objective of the vocation is to achieve the realization of
the historical significance of Christ's redemptive mission and salvation. The
concept of a "call" refers to a divine command originating from God
or Jesus Christ. An illustrative example of such a call is the call to Israel,
which pertains to the liberation of Israel. It is important to note that a call
of this nature typically carries with it a promise or assurance.
There are two kinds of calling assignments that we receive from God
The concept of "duplex vocatio divina" holds significant
prominence in Lutheran theology. The first type of call is known as the general
calling, or vocatio generalis, which encompasses all individuals within the
church who have undergone the sacraments of baptism and confirmation. This
implies that individuals who have religious beliefs actively engage in the
dissemination of the teachings of Jesus Christ by utilizing their unique
abilities, spiritual gifts, and by embodying these principles in their daily
actions, speech, and conduct. Additionally, there exists a concept known as
vocatio specialis, which pertains to a distinct calling to engage in a specific
job or ministry. Individuals who possess this unique vocation bear distinct obligations
in fulfilling the requirements of the faith community, as outlined in Ephesians
4:11-12.
The epistle of 2 Timothy 4:1-8 elucidates the Apostle Paul's instruction
to Timothy regarding the divine vocation of service. This encompasses the
dissemination of the divine message irrespective of the prevailing conditions,
the execution of the task of disseminating the teachings of the Gospel, and the
steadfast fulfillment of ministerial obligations until the conclusion.
The Most Dominant Dimension Determines the Implementation of the Apostle
Paul's teaching about the duty of calling to serve based on 2 Timothy 4:1-8
among Christian teachers throughout Jabodetabek
First and foremost, the act of delivering the Proclamation of the Word.
The act of delivering the proclamation of the Word, as outlined in 2 Timothy
4:2-3, entails being prepared to preach the Word regardless of the
circumstances, whether they are conducive or otherwise. The task of
disseminating the proclamation of the Word is inherently challenging due to the
prevailing circumstances of the present era. It is anticipated that a
significant portion of individuals would exhibit a reluctance to embrace good
doctrine, instead gravitating towards teachings that align with their personal
inclinations and preferences. The act of serving the proclamation of the Word
encompasses various signs, including the readiness to deliver sermons,
identifying and addressing inaccuracies, administering rebukes, and imparting
knowledge with a patient demeanor.
Furthermore, actively participating in the task of disseminating the
teachings of the Gospel. The act of participating in the task of spreading the
teachings of the gospel may also be denoted as evangelism. Evangelism can be
defined as the systematic practice of elucidating the principles and teachings
of the Gospel to those who are considered to be in a state of sin, with the
intention of persuading and encouraging them to embrace a belief in Jesus
Christ. The act of participating in the task of spreading the message of the
gospel can be identified by several markers, including the exercise of
self-restraint in all situations, the display of endurance during times of
hardship, and the commitment of one's entire existence to the propagation of
the Gospel.
Additionally, Ensuring the Completion of the Ministry till its
Conclusion. The act of reaching the finish line signifies the fulfillment or
culmination of a divine mission that has been assigned to each servant of the
Lord. The statement made by the Apostle Paul, "I have fought the good
fight, I have finished the race," conveys the notion that Paul has
effectively disseminated the Gospel despite encountering a multitude of
obstacles and adversities. The dimension of successfully completing one's
ministry encompasses various signs, including concluding the ministry in a
satisfactory manner, attaining the ultimate goal, and maintaining unwavering
faith while eagerly anticipating the reward of righteousness.
Based on the aforementioned dimensions, it can be deduced that the
primary determinant of the implementation of Apostle Paul's teachings on the
calling to serve, as outlined in 2 Timothy 4:1-8, among teachers in the
Jabodetabek area is the emphasis on serving the proclamation of the Word.
Hypothesis test
First Hypothesis
Testing
The first hypothesis put forward: The level of implementation of the
Apostle Paul's teaching about the Call to Serve Based on 2 Timothy 4:1-8, among
Christian teachers throughout Jabodetabek is suspected to be in the moderate
category.
To test the first hypothesis, the researcher in this case applies 3
categories of levels of implementation of Apostle Paul's teaching about the
call to serve based on 2 Timothy 4:1-8, among Christian teachers throughout
Jabodetabek. (Y) Namely: (a) low, (b) moderate/moderate, and (c) high.
The following is a recapitulation of the results of the first hypothesis
test regarding the position of the Apostle Paul's teaching implementation
regarding the duty of calling to serve based on 2 Timothy 4:1-8 among Christian
teachers throughout Jabodetabek as shown in the following table:
Table 1. Recapitulation of the results of the first hypothesis test
regarding the level of implementation of the Apostle Paul's teaching about the
duty of calling to serve based on 2 Timothy 4:1-8 among Christian teachers
throughout Jabodetabek
|
No. |
Variabel |
Results |
|
1 |
The implementation of the teachings of the Apostle Paul regarding the
calling to serve based on 2 Timothy 4:1-8 among Christian teachers in the
Jabodetabek area. |
Level in the "High" category |
|
2 |
Implementation of Serving the Proclamation of the Word (D1) |
Level in the "High" category |
|
3 |
Implementation of Performing the Work of Gospel Proclamation (D2) |
Level in the "High" category |
|
4 |
Implementation of Fulfilling the Task of Service Until the End (D3) |
Level in the "High" category |
From the above results, it can be concluded that in general, the
implementation of the teachings of the Apostle Paul regarding the calling to
serve based on 2 Timothy 4:1-8 among Christian teachers in the Jabodetabek area
is categorized as "High." Therefore, the first hypothesis that was
proposed, which assumed that the level of implementation of the teachings of
the Apostle Paul regarding the calling to serve based on 2 Timothy 4:1-8 among
Christian teachers in the Jabodetabek area is in the "Moderate"
category, is rejected.
Testing the second
hypothesis
The second hypothesis that was proposed assumes that the dominant
dimension determining the implementation of the teachings of the Apostle Paul regarding
the calling to serve based on 2 Timothy 4:1-8 among Christian teachers in the
Jabodetabek area is serving the proclamation of the Word (D1).
From the two tests conducted, it can be concluded that the second
hypothesis that was proposed, assuming that the dominant dimension determining
the implementation of the teachings of the Apostle Paul regarding the calling
to serve based on 2 Timothy 4:1-8 among Christian teachers in the Jabodetabek
area is proclaiming the Word (D1), is rejected.
Because the dominant dimension determining the implementation of the
teachings of the Apostle Paul regarding the calling to serve based on 2 Timothy
4:1-8 among Christian teachers in the Jabodetabek area is fulfilling the task
of service until the end (D3).
Here is an image of the dimension fulfilling the task of service until
the end (D3) that shapes the implementation of the teachings of the Apostle
Paul regarding the calling to serve based on 2 Timothy 4:1-8 among Christian
teachers in the Jabodetabek area (Y).
Testing the Third
Hypothesis
The third hypothesis proposed is that the dominant background category
determines the implementation of Apostle Paul's teaching on the calling to
serve based on 2 Timothy 4:1-8 among Christian teachers in the Jabodetabek
area, supposedly in terms of years of teaching experience.
To determine the acceptance or rejection of the third hypothesis,
Classification and Regression Trees (CRT) will be used with a significance
level of 0.05, a maximum tree depth of 2, a minimum number of cases in the
parent node of 2, and a minimum number of cases in the child node of 1. To test
which background category influences the variable Y the most, a one-way ANOVA
will be conducted at a significance level of 0.05.
From the hypothesis testing conducted, it can be concluded that the
third hypothesis proposed, which assumes that the dominant background category
determines the implementation of Apostle Paul's teaching on the calling to
serve based on 2 Timothy 4:1-8 among Christian teachers in the Jabodetabek
area, specifically in terms of years of teaching experience, is rejected. This
is because the dominant background that determines the implementation of
Apostle Paul's teaching on the calling to serve based on 2 Timothy 4:1-8 among
Christian teachers in the Jabodetabek area is job status.
Here is an image of the background categories of job status that shape
the implementation of Apostle Paul's teaching on the calling to serve based on
2 Timothy 4:1-8 among Christian teachers in the Jabodetabek area.
Table 2. Summary
of Hypothesis Testing Results
|
Hypothesis
|
The
proposed hypothesis |
Results |
|
1 |
It is suspected that the level of implementation of
Apostle Paul's teachings on the calling to serve based on 2 Timothy 4:1-8
among Christian teachers in the Jabodetabek area is in the moderate category. |
The level of implementation of Apostle Paul's
teachings on the calling to serve based on 2 Timothy 4:1-8 among Christian
teachers in the Jabodetabek area is in the high category. |
|
2 |
It is suspected that the most dominant dimension
that determines the implementation of Apostle Paul's teachings on the calling
to serve based on 2 Timothy 4:1-8 among Christian teachers in the Jabodetabek
area is serving in proclaiming the Word (D2). |
The most dominant dimension that determines the
implementation of Apostle Paul's teachings on the calling to serve based on 2
Timothy 4:1-8 among Christian teachers in the Jabodetabek area is fulfilling
the ministry tasks until the end (D3). |
|
3 |
It is suspected that the dominant background
category that determines the implementation of Apostle Paul's teachings on
the calling to serve based on 2 Timothy 4:1-8 among Christian teachers in the
Jabodetabek area is the length of being a teacher (Lama Menjadi guru). |
The dominant background category that determines the
implementation of Apostle Paul's teachings on the calling to serve based on 2
Timothy 4:1-8 among Christian teachers in the Jabodetabek area is employment
status (status pekerjaan). |
CONCLUSION
Based on the results of the research, a conclusion can be drawn as
follows: First, the results of testing the hypothesis of the implementation of
the Apostle Paul's teaching regarding the duty of calling to serve based on 2
Timothy 4:1-8, among Christian teachers throughout Jabodetabek (Y) are in the
High category, while the hypothesis proposed is in the medium category. Thus
the hypothesis is declared rejected, this means that the hypothesis with the
research results is not appropriate.
Second, the results of testing the hypothesis that the most dominant
dimension determines the implementation of the Apostle Paul's teaching about
the call to serve based on 2 Timothy 4:1-8 among Christian teachers throughout
Jabodetabek is fulfilling ministry assignments to the end (D3), while the
hypothesis proposed is serving the preaching of the Word (D1). Thus the
hypothesis is declared rejected. this means that the hypothesis with the
research results is not appropriate.
Third, testing of the third hypothesis shows that the dominant
background category determines the implementation of the Apostle Paul's
teaching about the duty of calling to serve based on 2 Timothy 4:1-8 among
Christian teachers throughout Jabodetabek is job status, while the hypothesis
proposed is the length of time being a teacher. Thus the hypothesis is declared
rejected. This means that the hypothesis with the research results is not
appropriate.
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Copyright holders:
Lasmauli Gurning, Sri Wahyuni,
Srini M. Iskandar, Ana Lestari Uriptiningsih (2023)
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Devotion - Journal of Research and Community
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