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This research investigates the optimization of Merdeka Belajar Curriculum in Christian Religious Education through the integration of digital technology to increase learners' learning motivation. The research methodology uses a phased library research approach, which involves searching, evaluating, and analyzing literature relevant to the topic. The results show that the integration of digital technology in Christianity learning can bring significant benefits in increasing students' learning motivation. The use of engaging and interactive digital tools and applications helps to create a more interesting and relevant learning experience for students. However, challenges such as technology accessibility and teacher readiness in utilizing digital technology also need to be considered. Therefore, this study highlights the importance of continuous training and support for teachers in integrating digital technology in Christianity learning. In conclusion, the integration of digital technology in Merdeka Belajar Curriculum is an important step in preparing learners to face the challenges of the modern world while still strengthening Christian values and beliefs.

This research investigates the relationship between the formation of Christian character and the impact of theology on the teaching of Christian Religious Education (CRE). Considering the fundamental theological principles and character education, this study aims to explore how Christian theology influences the approach to teaching CRE in shaping students' character. The research methodology involves literature review and theological analysis to explore theological concepts relevant to the formation of Christian character, as well as conducting interviews with CRE teachers to understand the application of Christian theology in their teaching practices. The findings highlight the importance of integrating Christian theological teachings, character education principles, and CRE teaching methods. The practical implications of this research emphasize the importance of developing CRE curriculum that reflects Christian values and strengthens the formation of students' Christian character within the formal education context. Thus, this research contributes to understanding the influence of Christian theology on CRE teaching practices in shaping students' Christian character.

The study aims to find out what the ideal church service is like for Sunday school children. The research method used is the study of libraries, interview approaches and observation of the ministry of several churches for Sunday schoolchildren. Through a number of literacy, observation and interviews with a number of Sunday school teachers, it is known that the problem of ministry to Sunday school largely arises from the church itself where many weaknesses lie in the Pastor and Assembly who are still less serious about improving the ministry of PAK to children in the church. Some suggestions to address the problem are: 1). Priests should facilitate teaching, provide week school curriculum and actively engage in serving Sunday school worship. 2). The Church needs to include a special budget for the increase in Sunday School Teacher’s HR. 3). The Church needs to periodically evaluate the Sunday school service. 4). The Church needs to work on service facilities ranging from child-friendly specialty spaces. 5). The Church needs to engage members of the congregation who have pedagogic and theological competencies to support Sunday school service. 6). Even in limitations, Sunday school teachers need to update their knowledge and skills in varying the teaching methods of week schoolchildren.

The aim of this research is to determine the positive and significant influence of the Merdeka Belajar Curriculum on the creativity of PAK learning of students in class VII of SMP Negeri 4 Laguboti, Toba Regency for the 2022/2023 academic year. The research method used in this research is a quantitative method with a descriptive statistical approach. The population is all class VII of SMP Negeri 4 Laguboti, Toba Regency, 2022/2023 academic year, totaling 190 people and a sample of 57 people was determined using random sampling technique. Data was collected using a positive closed questionnaire with 32 items. The results of data analysis show that there is a positive and significant influence of the Merdeka Belajar Curriculum on PAK learning creativity of students in class VII of SMP Negeri 4 Laguboti, Toba Regency for the 2022/2023 Academic Year: 1) Test the analysis requirements: a) positive relationship test obtained by the value rxy = 0.422> rtable(α = 0.05, IK=95%, n=57) = 0.254, thus it is known that there is a positive relationship between variable α=0.05,dk=n-2=55)=2,000, thus there is a significant relationship between variable b) Regression coefficient of determination test (r²)=17.8%. Thus Ha is accepted and H0 is rejected.

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 research aims to develop audio visual media on the material Allah is My Savior in Christian Religious Education learning for class V elementary school with the 2013 curriculum. This research is research and development (research and development) of audio visual media which aims to produce products and test product activity. The place of research was carried out at a State Elementary School in Simanindo District, Samosir Regency.

Student learning outcomes are very low due to the lack of use of interesting methods in learning activities. The research aims to: 1) Find out whether the PBL method can achieve the learning achievement targets for class IV students, 2) find out the increase in learning achievement for class IV students before and after the PBL method is implemented, 3) Find out the influence of the mutual cooperation aspect in learning using the PBL method on learning achievement fourth grade students. Experimental quantitative assessment using one class. There were 20 samples in the experimental class. The results of the study explain that: 1) the average posttest learning achievement increased through the use of the PBL method thereby increasing the class average by 87, 2) there was an increase in learning achievement from pretest to posttest in the experimental class by 68%, including quite effective use of the PBL method, and 3) there is a positive influence of the mutual cooperation aspect on learning achievement of 86.1%. Conclusion: The mutual cooperation aspect using the PBL method influences student learning outcomes and this research can also be used as a reference to develop further discussion.

Education has a very important and fundamental role for the future generations of a nation and state. Critical reasoning skills are very important for students to have in learning. Based on the results of observations and interviews conducted with Yos Sudarso Indramayu Junior High School teachers, information was obtained that students were passive in participating in learning, this was evident in the low interest in asking questions, arguing, and taking initiative during learning. This research aims to offer CTL methods in order to create more interactive learning so that students can bring learning activities to life, analyze the material to see its integrity with their daily lives. This research uses a kunatitaif approach with the application of experiments. The subjects of this study were seventh grade students of SMP Yos Sudarso Indramayu. Data collection techniques using observation / observation and student learning outcomes test.

This article uses a library approach; Review and analyze actual facts from the Bible, articles, and books as reference material. This effort aims to review Calvin's contribution to Christian Religious Education. The background of this research is that there are not a few Christian Religion teachers today who still don't understand what Calvin's contributions to PAK are. Referring to this problem, some of Calvin's contributions regarding the principles and implementation of Christian Religious education that must be known by PAK teachers, namely: Definition of PAK, PAK Objectives, PAK Students, PAK Educators, and PAK Curriculum. The final conclusion of this study is that Christian religion teachers really need the five principles of applying PAK to become educators who are capable of teaching.

This article uses a library approach; Review and analyze actual facts from the Bible, articles, and books as reference material. This effort aims to review Calvin's contribution to Christian Religious Education. The background of this research is that there are not a few Christian Religion teachers today who still don't understand what Calvin's contributions to PAK are. Referring to this problem, some of Calvin's contributions regarding the principles and implementation of Christian Religious education that must be known by PAK teachers, namely: Definition of PAK, PAK Objectives, PAK Students, PAK Educators, and PAK Curriculum. The final conclusion of this study is that Christian religion teachers really need the five principles of applying PAK to become educators who are capable of teaching.

This study aims to analyze the philosophy of Christian education related to the vision and mission of Christian religious education teachers in the context of an independent curriculum. The main focus of this study is to introduce the basic concepts and principles of Christian education philosophy that are relevant to understanding the vision and mission of Christian religious education teachers. This study also identifies the contribution of Christian educational philosophy to the development of an independent Christian curriculum. This study uses a descriptive analysis method to study the relevant concepts and principles of Christian education philosophy. Various theoretical sources, such as Christian educational philosophy literature and the Bible, are used to support the analysis. This research reveals that the vision and mission of Christian religious education teachers emphasize the recognition of God's divinity, love as the main principle, the integration of faith and knowledge, the formation of Christian character, and the spiritual dimension of education. In implementing their vision and mission, Christian religious education teachers can use content selection that supports Christian values, integrated teaching strategies, and relevant assessments. In this way, they can create learning experiences that reflect their vision and mission and help students develop strong Christian character.

This study aims to analyze the philosophy of Christian education related to the vision and mission of Christian religious education teachers in the context of an independent curriculum. The main focus of this study is to introduce the basic concepts and principles of Christian education philosophy that are relevant to understanding the vision and mission of Christian religious education teachers. This study also identifies the contribution of Christian educational philosophy to the development of an independent Christian curriculum. This study uses a descriptive analysis method to study the relevant concepts and principles of Christian education philosophy. Various theoretical sources, such as Christian educational philosophy literature and the Bible, are used to support the analysis. This research reveals that the vision and mission of Christian religious education teachers emphasize the recognition of God's divinity, love as the main principle, the integration of faith and knowledge, the formation of Christian character, and the spiritual dimension of education. In implementing their vision and mission, Christian religious education teachers can use content selection that supports Christian values, integrated teaching strategies, and relevant assessments. In this way, they can create learning experiences that reflect their vision and mission and help students develop strong Christian character.

In this era of modernization, many changes have occurred in human life, so it is very important to teach religious education in schools with the aim of contributing to the morale of students who are increasingly far from God's truth. Therefore, education must rest on the four pillars, viz. know, learn to do, learn to live together and learn to be yourself. What is very important in competency development is the curriculum as a learning tool. In this case, the curriculum is considered to be able to solve various problems of the nation, especially in the field of education, by training students, planning, implementing and evaluating the education system in an effective, efficient and effective manner.

PAK is an education that focuses on teaching Christian values and doctrines to students. The aim is to help students understand the teachings of Christianity, deepen their relationship with God, and form good character and morals. However, the fact is that some students do not understand Christian values. Students often only understand Christianity theoretically without being able to apply it in everyday life. This can hinder the development of student independence. In this study or study the authors used qualitative research methodologies and literature studies. The results of the study show that PAK can make a positive contribution to the development of student independence. Through teaching Christian values that encourage self-awareness and responsibility, students can acquire skills and attitudes that support independence, such as the ability to make decisions, be independent in learning, and play an active role in society. In the context of an independent curriculum, students can be integrated into the curriculum to support the development of student independence.