Implementation Of Gadamerian Hermeneutics In Contextual Bible Learning For Digital Native Generation In Senior High Schools

Abstract

The digital native generation faces unique challenges in biblical interpretation, characterized by rapid information consumption, short attention spans, and digital-mediated communication preferences. This study explores the implementation of Gadamerian hermeneutics as a pedagogical framework for contextual Bible learning in senior high schools. Using a qualitative case study approach, this research involved thirty-five students and five Bible teachers from three Christian senior high schools in North Sumatera, Indonesia. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and analysis of students' hermeneutical products. The findings reveal that Gadamerian hermeneutic principles, particularly the fusion of horizons, effective history, and dialogical understanding, significantly enhanced students' ability to engage with biblical texts in contextually relevant ways. Students demonstrated increased critical thinking, deeper personal connection with Scripture, and improved capacity to bridge ancient texts with contemporary issues. The implementation faced challenges including teachers' limited understanding of philosophical hermeneutics, students' initial resistance to slower, reflective reading practices, and institutional pressure for standardized outcomes. This study contributes to biblical pedagogy by offering a theoretically grounded framework that addresses the epistemological preferences of digital natives while maintaining hermeneutical rigor. Recommendations include professional development for teachers in philosophical hermeneutics, curriculum design that integrates digital tools with reflective practices, and assessment methods that value interpretive process over content recall.

Keywords: Gadamerian hermeneutics; biblical pedagogy; digital natives; contextual learning; fusion of horizons; theological education