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The rapid and significant development of technology in the world has made online games a very popular form of entertainment among teenagers and students. Easy access to online games through gadgets has led to an increase in the number of teenagers playing online games. This condition has both positive and negative impacts on education, particularly on students' interest in learning. This study aims to analyze in depth the influence of online games on the lives and learning achievements of teenagers based on previous articles. We chose a literature study method for this research, and the data sources were obtained from articles relevant to the discussion. The data collection technique was carried out by reading and examining important information from the articles used. The results of the study show that online games have both positive and negative impacts on teenagers. The positive impacts can be seen in games that are educational and relevant to learning, as they can increase motivation, curiosity, and skills in teenagers. However, if played excessively and without supervision, online games tend to reduce concentration, decrease study time, and impact academic achievement, psychological well-being, and the health of adolescents. Therefore, the role of parents and teachers is crucial in controlling, guiding, and monitoring the use of online games so that adolescents can use them wisely and support the learning process wherever they are.

Popular culture and digitalization have become the main context of the lives of Catholic children and adolescents, thus having a significant impact on the formation of their identity, values, and practices of faith. Phenomena such as social media, music, movies, and digital games are not only entertainment spaces, but also pedagogical spaces that shape the way of thinking and spirituality of the younger generation. This study aims to analyze the relevance of Thomas H. Groome's Shared Christian Praxis (SCP) model as a contextual catechesis approach for children and adolescents living in popular culture. Using a qualitative method based on literature studies, this study interprets popular cultural dynamics, the principles of the Church's faith education, and the SCP approach through hermeneutical and thematic analysis. The results show that traditional catechesis approaches are no longer adequate to answer the needs of the digital generation which demands a dialogical, participatory, and experiential learning process. The SCP approach has been proven to be able to integrate students' experiences, critical reflection, the Church's story of faith, hermeneutical dialogue, and concrete actions as a single faith-building process. Thus, this research makes a practical contribution to the Church and Catholic educational institutions in designing catechesis strategies that are more relevant, contextual, and able to respond to the challenges of popular culture faced by the younger generation.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

Free association among adolescents is a social problem that is increasingly worrying, especially in the current era of globalization. Adolescents' lack of understanding regarding behavioral boundaries in social interactions can have various negative impacts, both physically, psychologically, and socially. To address this, this community service activity was conducted with the aim of providing education about the dangers of free association to students of MA Mathla'ul Anwar Pandeglang. A total of 25 students participated in this activity. The media used was a snakes and ladders game that had been educationally modified to suit the material presented. The implementation method included interactive lectures, educational games, group discussions, and learning evaluations through pre- and post-tests. The results of the activity showed a 34% increase in students' understanding of the dangers of free association after participating in the entire series of activities. In addition, the snakes and ladders game media proved effective as a fun learning tool and was able to increase active student participation. This game also helped students more easily understand and remember the material presented. With this creative and participatory approach, it is hoped that education about healthy associations and adolescent character can be better accepted and implemented in everyday life. This activity is expected to become an alternative model for character education in schools and can be implemented sustainably in various educational institutions.

Free association among adolescents is a social problem that is increasingly worrying, especially in the current era of globalization. Adolescents' lack of understanding regarding behavioral boundaries in social interactions can have various negative impacts, both physically, psychologically, and socially. To address this, this community service activity was conducted with the aim of providing education about the dangers of free association to students of MA Mathla'ul Anwar Pandeglang. A total of 25 students participated in this activity. The media used was a snakes and ladders game that had been educationally modified to suit the material presented. The implementation method included interactive lectures, educational games, group discussions, and learning evaluations through pre- and post-tests. The results of the activity showed a 34% increase in students' understanding of the dangers of free association after participating in the entire series of activities. In addition, the snakes and ladders game media proved effective as a fun learning tool and was able to increase active student participation. This game also helped students more easily understand and remember the material presented. With this creative and participatory approach, it is hoped that education about healthy associations and adolescent character can be better accepted and implemented in everyday life. This activity is expected to become an alternative model for character education in schools and can be implemented sustainably in various educational institutions.

This paper discusses the importance of using educational gaming applications to enhance adolescent learning at GGP Sanggabuana. In this era of rapid technological advancement, educational gaming applications have become an innovative solution to facilitate interactive and enjoyable learning for children. The benefits of using these applications include increased interest in learning, reinforcement of teaching through visual and auditory interaction, facilitation of self-directed learning, provision of instant feedback, and reinforcement of positive collaboration and competition. The steps for implementing educational gaming applications at GGP Sanggabuana include needs assessment, application development, training and mentoring, integration with the curriculum, monitoring and evaluation, and collaboration with parents. By involving all stakeholders, educational gaming applications can be optimized in enhancing children's interest and effectiveness in learning within the context of religious education. However, it is important to conduct further research and evaluation on the effectiveness and benefits of educational gaming applications in adolescent learning. This is necessary to continue developing and improving the quality of applications, so that children's learning experiences can further enhance their understanding of religious and moral values. With the existence of educational gaming applications, it is hoped that children can experience more engaging, interactive, and meaningful learning experiences in the context of adolescence at GGP Sanggabuana.