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Christian Religious Education Teachers Play a Vital Role in Building Moral and Spiritual Values of Students. This study reveals the importance of Christian Religious Education (CRE) teachers in instilling moral and spiritual values ​​in students at school. Using a qualitative approach, this research highlights how the teaching of religious principles by CRE teachers directly contributes to the formation of students' character. Beginning with the importance of character education in Indonesian education, especially through Christian Religious Education, the study continues by outlining interactive, contextual teaching strategies, and the role of teachers as positive examples. The research findings emphasize the effectiveness of these methods in instilling strong moral and spiritual values ​​in students, which are crucial for their character formation. This study highlights the significance of CRE teachers in character education and recommends further research to support effective teaching methods in Christian Religious Education within the school environment

The role of teachers in Christian-based character education is crucial in shaping individuals who are not only intellectually smart but also rich in values and ethics, especially amidst the challenges of globalization and rapid technological advancements. This research aims to develop teaching methodologies that can support Christian religious education teachers in their duties, specifically in designing and implementing an effective curriculum to help students understand and apply Christian values in daily life. The research method to be used is literature research, involving the collection of data related to the discussed theme from primary sources such as books, scientific journals, and others. The research findings indicate that Christian Religious Education teachers play a vital role in forming students' character to reflect the teachings of Lord Jesus Christ through the teaching of Christian values and by being models in behavior, attitude, and ethics. Effective character education requires support from a conducive learning environment, including the commitment of the school community, a curriculum that is integrated with values and ethics, visionary leadership from the school principal, and solid teamwork, despite challenges such as limited resources, lack of parental support, and apathetic attitudes from some parties.

The cultivation and reinforcement of character values in the present time are crucial to address the moral crisis, especially during adolescence. In this age range, teenagers are in the process of seeking their identity, exhibiting excessive courage, prioritizing peer relationships, desiring recognition, developing an interest in the opposite sex, and often being unrealistic. These values are inseparable from the teachings about the triune nature of God and His work. This article aims to explain the role of Christian Religious Education in character formation. The writing employs a qualitative descriptive method, utilizing data collection techniques based on literature studies or references and observations that focus on the process and meaning of Christian Religious Education. It plays a significant role in shaping students’ character in the current era of globalization. 

This study discusses the crucial role of parents in building the religious foundation of children, focusing on the perspective of Christian religious education theology. Parents are viewed as primary agents in shaping the faith and spiritual values ​​of children. Through a theological approach, this study explores how parents can fulfill their role as religious educators within the household. Concepts such as communal prayer, scripture reading, and other religious practices are important in building the religious foundation of children. Additionally, the study outlines the importance of parents understanding Christian theology as the basis for the religious education of their children. By considering the principles of Christian religious education theology, parents can guide their children towards healthy spiritual growth and strengthen their relationship with God. Practical implications of this study include the implementation of contextual and relevant religious education methods tailored to the needs of children, as well as parents' efforts to consistently serve as models of faith for them. Thus, a profound understanding of the role of parents in building the religious foundation of children from the perspective of Christian religious education theology can provide valuable guidance for religious education practices at the household level.

Education has experienced rapid development along with the growing technological advances. This can happen because of the learning methods and systems supported by digital technology. This development shows the strong influence of the digital era. In the learning process, especially Christian Religious Education, one must have the ability to choose the right approach and method according to the material and learning objectives. The method used in this research is a qualitative literature/descriptive study. The purpose of this research is to explore various methods and digital technologies that can be used in Christianity learning, as well as evaluating their impact on students' understanding, learning motivation, and active participation in Christianity materials. The results of this discussion explain the learning methods that Christian Religious Education can use in this increasingly sophisticated digital era. The implication is that there is better accessibility in learning. To achieve these implications, it is necessary to transform learning methods to help each student understand and face moral dilemmas that arise in the use of technology in line with Christian teachings on ethics and morality.

This article examines how Christian religious education curriculum can be a means to develop students' faith. This study uses a phenomenological approach to explore students' and teachers' experiences in the learning process. Findings suggest that spirituality-based approaches, such as prayer, meditation, and biblical reflection, are effective in fostering deep faith. This article recommends a curriculum model that is more integrated with spiritual practices.

This study tested the effectiveness of an interactive learning model in improving children's understanding of biblical values. With a quasiexperimental design, the study involved 120 elementary school students in three churches. The results showed that interactive approaches, such as roleplaying and group discussions, improved students' retention and engagement. This study suggests the application of an experiential learning model for Christian religious education.

Christian education in early childhood plays an important role in shaping the character, morals, and beliefs of children. This article discusses the importance of Christianity in the early stages of development, mission theology as the primary foundation, and the transformation in childhood Christianity. This transformation was realized in an effort to integrate Christian values into children's everyday lives, using technology, and collaborating with parents and communities. With a strong foundation of faith from an early age, children can face the challenges of life with strong conviction and morality.

The aim of this research is to find out how much influence educational interactions have on student learning behavior in Christian Religious Education learning for class Christian Religious Education for class XI students at SMK Negeri 1 Balige for the 2023/2024 academic year. With a population of all class Data was collected using a closed questionnaire with 46 items compiled by the author based on variable indicators according to expert theory. The questionnaire trial was carried out on 30 respondents of class Y 0.321 – 0.637 (there are 2 question items that have validity less than r table = 0.361, namely item number 33 and 41 so that the invalid questionnaire is discarded. Thus, the valid questionnaire is 44 questions. And the reliability of the questionnaire trial is variable X which is at a value of 0.829 it is in a very strong interpretation, and the reliability of the questionnaire trial of variable Y which is at a value of 0.842 and is in a very strong interpretation and has been tested for validity and reliability. The results of data analysis show that there is a positive and significant influence between Educational Interaction on Learning Behavior Students in Christian Religious Education Learning for Class XI Students at SMK Negeri 1 Balige for the 2023/2024 Academic Year. By testing the relationship, it is obtained that rcount>rttable is 0.524>0.297, with a significant relationship test tcount>ttable is 4.257>2.000, the coefficient of determination is 27.5%. This means that H0 is rejected and Ha is accepted. This research suggests to teachers to always improve educational interactions in learning, so that the learning behavior of Class

This research aims to explore teachers' ability to apply feedback in the context of Christian Religious Education learning. Through a qualitative approach, this research seeks sources and reconstructs them from various sources such as books, journals and current research. The results show that teachers' ability to apply effective feedback in Christian religious education learning has a positive impact on students' understanding. The findings highlight the important role of feedback in improving understanding of Christianity concepts. Teachers who are able to provide specific, constructive and well-timed feedback will create meaningful learning.

Motivation to learn for a student is important. With motivation, students are able to participate in the learning process enthusiastically and are able to improve learning achievement and achieve learning goals. However, since the Covid-19 pandemic until now, students' learning motivation has begun to decline, which also affects their learning achievement, achievement of learning goals, and enthusiasm during the learning process. Catholic religious teachers, as educators and motivators, take a role in increasing students' learning motivation. In this effort, teachers experience challenges and obstacles. This article contains an understanding of student motivation, efforts that a Catholic religious teacher can make to increase student learning motivation, and the challenges experienced in these efforts. Writing this article will use the literature review method. This method is carried out by collecting various valid and reliable sources, whether in the form of books, articles, journals, etc. as reference material in writing and collecting information that is appropriate to the material discussed in this article.

Calvin's strategy in the development of Christian religious education in the Reformation era was key in forming a strong and sustainable approach to Christian religious education. John Calvin, a leading figure of the Christian Reformation in the 16th century, had a central role in advancing Christian religious education. He implemented a number of important strategies, including education for all, structured education, teaching of Scripture, training of church leaders, character education, involvement of church and state, and emphasis on local languages. These strategies help spread Calvinist theology and ensure everyone's access to quality Christian religious education. Calvin's influence on Christian education is still visible in various Christian education systems to this day. Christian religious education is education in Christian teachings that emphasizes aspects of knowledge, attitudes and values ​​and even skills that are based on the Christian faith itself. With Calvin's strategy in the midst of Christian Religious Education, Christian Religious Education can achieve the goals it should achieve, especially in the community, schools and families. In this series of strategies, Calvin played a key role in changing Christian religious education in his time. Christian religious education is no longer the exclusive right of clergy, but is a right and responsibility for the entire Christian community. Calvin's in-depth and structured educational approach, along with his emphasis on the use of print media, helped spread the teachings of the Protestant Reformation throughout the Christian world. These approaches remain influential in the development of Christian religious education to this day.

The aim of this research is to determine the effect of implementing the Think Pair Share Type Cooperative Learning Model on the Learning Activeness of Christian Religious Education and Characteristics of Class XI Students at SMK N 1 Sigumpar in the 2023/2024 Academic Year. This research was carried out using quantitative methods, True experimental design in the form of Posttest-Only Control Design. The population is all class Data was collected by distributing questionnaires. The results of data analysis show that there is an influence of the application of the Think Pair Share Type Cooperative Learning Model on the Learning Activeness of Christian Religious Education and Characteristics of Class <Ltable(=0.05,n=15) = 0.220 and the experimental class obtained a value of Lcount=0.028<Ltabel(=0.05,n=15) =0.220. Thus it is known that the sample was taken from a normally distributed population. 2) Homogeneity test: obtained a value of Fcount=1.56<2.40, so the variance of the data analyzed is homogeneous. 3) Hypothesis test using the t test obtained tcount>ttable, namely 9.22>2.048, thus Ha is accepted and H0 is rejected. The implication of the results of this research is that the use/application of the Think Pair Share type cooperative learning model will increase students' active learning.

The aim of this research is to develop a product in the form of story-based teaching materials for the subjects of Christian Religious Education and Character Education for class III elementary school and to determine the suitability of the teaching materials developed. The method used is research and development (Research and Development) with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The data obtained was analyzed descriptively qualitatively and descriptively quantitatively. Based on the results of research at the analysis stage, the overall average result of the 11 PAK teachers' answers was 3.60, which stated that the score was in the "Very High" category, meaning that the PAK class III elementary school teachers strongly agreed with using story-based teaching materials as learning material in Aku. Can Love Others. At the design stage, the product is designed including designing story-based teaching materials, determining the materials and reviewing subjects according to the curriculum. The development stage contains activities to design and assess the product. The suitability of teaching materials based on story material from the research results is "Very Good" used for learning for third grade elementary school students with the results of assessing the suitability of the material with an indicator of 88%, the suitability of the material with the learning objectives is 92%, the message/message is conveyed well and does not deviate from the theme 96%, suitability of story content with the theme of story-based teaching materials 92%, and material packaging in story-based teaching materials applied in daily life 84% showing the criteria "Very Good". Then in the implementation stage, teacher response assessment data shows that story-based teaching materials have met the criteria well as Christian Religious Education learning materials for third grade elementary school students with a score percentage of 72% in the "Good" category. The evaluation of student learning outcomes according to the RPP which was carried out showed that the effectiveness of story-based teaching materials had met the requirements, namely that out of 25 students at SD Negeri 173140 Pagar Batu, it was known that 88% of students obtained learning outcomes > 75, namely 22 students had met the minimum completeness criteria (KKM) score. , b) spiritual evaluation is known to have achieved 81.6% and is in the Good category, c) social evaluation achieved 81.4% and is in the Good category. The evaluation stage is carried out by improving the product using criticism and suggestions from validators and educators who have assessed the material story material-based teaching to provide feedback on the development of subsequent story material-based teaching materials.

The aim of this research is to develop a product in the form of story-based teaching materials for the subjects of Christian Religious Education and Character Education for class III elementary school and to determine the suitability of the teaching materials developed. The method used is research and development (Research and Development) with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The data obtained was analyzed descriptively qualitatively and descriptively quantitatively. Based on the results of research at the analysis stage, the overall average result of the 11 PAK teachers' answers was 3.60, which stated that the score was in the "Very High" category, meaning that the PAK class III elementary school teachers strongly agreed with using story-based teaching materials as learning material in Aku. Can Love Others. At the design stage, the product is designed including designing story-based teaching materials, determining the materials and reviewing subjects according to the curriculum. The development stage contains activities to design and assess the product. The suitability of teaching materials based on story material from the research results is "Very Good" used for learning for third grade elementary school students with the results of assessing the suitability of the material with an indicator of 88%, the suitability of the material with the learning objectives is 92%, the message/message is conveyed well and does not deviate from the theme 96%, suitability of story content with the theme of story-based teaching materials 92%, and material packaging in story-based teaching materials applied in daily life 84% showing the criteria "Very Good". Then in the implementation stage, teacher response assessment data shows that story-based teaching materials have met the criteria well as Christian Religious Education learning materials for third grade elementary school students with a score percentage of 72% in the "Good" category. The evaluation of student learning outcomes according to the RPP which was carried out showed that the effectiveness of story-based teaching materials had met the requirements, namely that out of 25 students at SD Negeri 173140 Pagar Batu, it was known that 88% of students obtained learning outcomes > 75, namely 22 students had met the minimum completeness criteria (KKM) score. , b) spiritual evaluation is known to have achieved 81.6% and is in the Good category, c) social evaluation achieved 81.4% and is in the Good category. The evaluation stage is carried out by improving the product using criticism and suggestions from validators and educators who have assessed the material story material-based teaching to provide feedback on the development of subsequent story material-based teaching materials.

The aim of this research is to determine the relationship between teacher social competence and the learning motivation of class VIII Christian Religious Education students at SMP Satu Roof Negeri 5 Pangururan. The method used in this research is a descriptive quantitative research method. The population is all 102 students of VIII SMP Satu Atap Negri 5 Pangururan for the 2022/2023 academic year and a sample of 35 people was determined using a random sampling technique. Data was collected using a positive closed questionnaire with 31 items, namely 20 items for variable data as follows: 1) test the positive relationship obtained by the value rxy = 0.574 > rtable(a=0.05,n=35) = 0.334, thus it is known that there is a positive relationship between variable X and variable Y. 2) Test the relationship The significant value obtained is tcount= 4.026 > ttable(a=0.05, dk=n-2=33)=2.042, thus there is a significant relationship between variable X and variable Y. So Ha says there is a relationship between teacher social competence and learning motivation Class VIII Christian Religious Education students at One Roof Middle School 5 Pangururan were accepted and H0 which said there was no relationship was rejected.

The aim of this research is to determine the positive and significant influence of the Ice Breaking Technique on the Learning Motivation of Class VIII Students at One Roof Middle School Negeri 5 Pangururan in Christian Religious Education and Character Education Subjects for the 2023/2024 Academic Year. The research method used is a quantitative method with a pre-experimental design type in the form of a One Shot Case Study. The population is all 102 class VIII students at One Roof 5 Public Middle School in Pangururan for the 2023/2024 academic year and a sample of 41 people was determined using random sampling techniques. Data was collected using a positive closed questionnaire with 28 items, namely 12 items for variable Negeri 5 Pangururan Subjects of Christian Religious Education and Character Education for the 2023/2024 Academic Year: 1) Test the analysis requirements: a) positive relationship test, obtained a value of rxy = 0.456> rtable(α=0.05,n=41)=0.308. b) Testing a significant relationship obtained a value of tcount= 3.200> ttable (α =0.05, dk=n-2=39)= 2.021. 2) Influence test: a) Regression equation test, obtained regression equation. b) Regression coefficient of determination test (r2) = 20.8%. 3) Test the hypothesis using the F test to obtain Fcount> Ftable=( α =0.05, dk numerator k=15, dk denominator=n-2=41-2=39) namely 10.24>1.92. Thus Ha accepted and H0 rejected.

This study aims to determine how much influence the Project Based Learning (PjBL) model has on the learning creativity of Christian Religious Education and Budi Pekerti class XI students of SMK Negeri 1 Laguboti Toba Regency for the 2023/2024 Learning Year, with the research hypothesis that there is a positive and significant influence of the Project Based Learning (PjBL) model on the learning creativity of Christian Religious Education and Budi Pekerti class XI students of SMK Negeri 1 Laguboti Toba Regency for the 2023/2024 Learning Year. The method used is an inferehential quantitative method with a population of all class XI students of SMK Negeri 1 Laguboti Toba Regency totaling 151 people with a sample of 60 people. Data were collected with a closed questionnaire of 30 items prepared by the author based on variable indicators according to expert theory. The questionnaire test was conducted on 40 students outside the research sample using 30 questionnaire items and after being tested the results of the validity of the questionnaire test were known to the value of rcount> table = 0.364-0.689> 0.312 and the reliability of the questionnaire test which was at a value of 0.866. has been tested for validity and reliability. The results of data analysis show that there is a positive and significant influence between the Project Based Learning (PjBL) model on the learning creativity of Christian Religious Education and Budi Pekerti class XI students of SMK Negeri 1 Laguboti Toba Regency Learning Year 2023/2024 with a coefficient of determination of 28.52% and a significant test of influence obtained Fcount>Ftabel of 24.649>4.00, meaning that H0 is rejected and Ha is accepted. This study suggests that in order for the Learning Creativity of Christian Religious Education and Budi Pekerti Class XI Students of SMK Negeri 1 Laguboti Toba Regency in a good class, the Project Based Learning (PjBL) Model by PAK teachers is implemented properly.

The aim of this research is to determine the relationship between teacher social competence and the learning motivation of class VIII Christian Religious Education students at SMP Satu Roof Negeri 5 Pangururan. The method used in this research is a descriptive quantitative research method. The population is all 102 students of VIII SMP Satu Atap Negri 5 Pangururan for the 2022/2023 academic year and a sample of 35 people was determined using a random sampling technique. Data was collected using a positive closed questionnaire with 31 items, namely 20 items for variable data as follows: 1) test the positive relationship obtained by the value rxy = 0.574 > rtable(a=0.05,n=35) = 0.334, thus it is known that there is a positive relationship between variable X and variable Y. 2) Test the relationship The significant value obtained is tcount= 4.026 > ttable(a=0.05, dk=n-2=33)=2.042, thus there is a significant relationship between variable X and variable Y. So Ha says there is a relationship between teacher social competence and learning motivation Class VIII Christian Religious Education students at One Roof Middle School 5 Pangururan were accepted and H0 which said there was no relationship was rejected.

The aim of this research is to determine the positive and significant influence of the Ice Breaking Technique on the Learning Motivation of Class VIII Students at One Roof Middle School Negeri 5 Pangururan in Christian Religious Education and Character Education Subjects for the 2023/2024 Academic Year. The research method used is a quantitative method with a pre-experimental design type in the form of a One Shot Case Study. The population is all 102 class VIII students at One Roof 5 Public Middle School in Pangururan for the 2023/2024 academic year and a sample of 41 people was determined using random sampling techniques. Data was collected using a positive closed questionnaire with 28 items, namely 12 items for variable Negeri 5 Pangururan Subjects of Christian Religious Education and Character Education for the 2023/2024 Academic Year: 1) Test the analysis requirements: a) positive relationship test, obtained a value of rxy = 0.456> rtable(α=0.05,n=41)=0.308. b) Testing a significant relationship obtained a value of tcount= 3.200> ttable (α =0.05, dk=n-2=39)= 2.021. 2) Influence test: a) Regression equation test, obtained regression equation. b) Regression coefficient of determination test (r2) = 20.8%. 3) Test the hypothesis using the F test to obtain Fcount> Ftable=( α =0.05, dk numerator k=15, dk denominator=n-2=41-2=39) namely 10.24>1.92. Thus Ha accepted and H0 rejected.