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The quality of Catholic Religious Education learning is an important aspect in shaping students’ faith, character, knowledge, and religious life skills. However, the learning process at SMK Negeri 1 Talibura still faces various challenges, particularly in the areas of spiritual attitudes, social attitudes, Catholic religious knowledge, and religious life skills. This study aims to describe the implementation of the Independent Learning Curriculum (Merdeka Belajar Curriculum) and its contribution to improving the quality of Catholic Religious Education learning at SMK Negeri 1 Talibura. The research employed a qualitative approach with a descriptive research design. Data were collected through observations, interviews, and documentation involving the principal, Catholic Religious Education teachers, students, and parents. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results show that the implementation of the Independent Learning Curriculum has been carried out effectively through learning planning, learning implementation, learning assessment, and the Pancasila Student Profile Strengthening Project (P5). This implementation has had a positive impact on the learning process, outputs, and outcomes. Students demonstrated improvements in spiritual attitudes, social attitudes, Catholic religious knowledge, and religious life skills, as well as positive behavioral changes in their daily lives. The findings imply that the Independent Learning Curriculum can serve as an effective strategy for improving the quality of Catholic Religious Education learning in a holistic manner.

This study aims to determine the leadership competency of Catholic religious education teachers in creating a conducive learning environment at SMP Negeri 4 Nubatukan. This research used a qualitative approach with a case study approach. Data collection was conducted through observation, interviews, and documentation involving Catholic religious education teachers, students, and school officials. The results indicate that Catholic religious education teachers have demonstrated leadership competency through their ability to manage the classroom, provide good role models, build positive relationships with students, and provide motivation during the learning process. Teachers also strive to create a safe, comfortable, and orderly learning environment to encourage students to be more active in learning. Furthermore, several supporting factors exist, such as collaboration between teachers and the school, parental support, and the application of religious values ​​in the school environment. However, this study also identified several obstacles, such as limited learning facilities, lack of student participation, and limited learning time. Based on the results, it can be concluded that the leadership competency of Catholic religious education teachers plays a crucial role in creating a conducive learning environment and supporting student development, both academically and spiritually.

This research investigates the concepts of heaven and hell within Nias culture and compares them with Catholic Church teachings, exploring their implications for Catholic Religious Education (PAK). Driven by the disparity in eschatological understanding between local culture and Catholic doctrine, and the crucial role of inculturation in faith life, a qualitative approach employing literature review was adopted. Data sources included Church documents, books, and relevant scholarly journals. Findings reveal that Nias culture perceives post-mortem existence not as a dualistic heaven or hell, but as a continuation in the spirit world, influenced by social status and adherence to tradition. In contrast, Catholic teachings define heaven and hell as outcomes of humanity's relationship with God. The inculturation process highlights a dialogue between cultural values and Christian faith, demonstrating that integrating local cultural values into PAK can enhance students' faith experience, making learning more relevant and transformative within their contexts.

This research is motivated by the increasingly complex life of global society, characterized by the intensity of intercultural and interreligious encounters and diverse value systems. These interactions often give rise to conflict, intolerance, and moral crises in social life. Hans Küng's idea of ​​global ethics offers an ethical framework that emphasizes the importance of universal moral values ​​as the basis for peaceful coexistence. This research aims to examine Hans Küng's thoughts on global ethics and examine their relevance for the development of Catholic Religious Education. The method used a qualitative descriptive approach through literature study. Data were obtained from Hans Küng's main works and various scientific literature discussing global ethics, interreligious dialogue, and religious education as secondary sources. Data analysis was carried out through descriptive-analytical stages of data reduction, presentation, and interpretation. The results of the study indicate that the concept of global ethics emphasizes universal moral principles such as respect for human dignity, justice, solidarity, honesty, and shared responsibility. These values ​​encourage constructive interreligious dialogue and cross-cultural cooperation in a pluralistic society. Integrating global ethical principles into Catholic Religious Education helps shape individuals who are moral, tolerant, and open to diversity, moving beyond doctrine toward dialogue and social peace.

The development of globalization, digital technology, and social change has influenced the way young people understand and live out their faith. Secularism tends to place religion in the private sphere, so that religious values do not always become the basis for decision-making in daily life. This study aims to analyze the challenges of secularism to the formation of the identity of Catholic youth in the modern era and to formulate relevant religious education responses in addressing these dynamics. This research uses a qualitative approach with a literature study method that examines various scientific literature, Church documents, and research findings related to the phenomenon of secularism and the formation of the religious identity of Catholic youth. The results of the study indicate that secularism has a complex impact on the faith life of young people, including decreased participation in Church activities, the emergence of individualistic attitudes, and the tendency to view religion merely as a formal identity. However, on the other hand, the modern era also opens opportunities for young people to develop their faith creatively through the use of digital technology and involvement in faith communities. Therefore, Catholic religious education and pastoral accompaniment that are dialogical, contextual, and participatory are very important in helping Catholic youth integrate their faith into daily life. This study is expected to provide theoretical and practical contributions for educators and pastoral ministers in fostering the faith identity of Catholic youth in modern society.

Studies on Eucharistic Adoration have predominantly emphasized its role as a personal devotional practice and individual spirituality, while its implications for Catholic Religious Education as a space for faith formation remain underexplored. This gap indicates the need for a theological-pedagogical reflection that connects Eucharistic Adoration with the process of faith education, particularly in the context of young people. This study aims to examine Eucharistic Adoration as an expression of Sacramentum Caritatis and its relevance as a formative space within Catholic Religious Education. The research employs a qualitative approach through a library research method, analyzing Church documents, theological works, and relevant academic literature on the Eucharist, faith education, and psycho-spiritual well-being. The findings reveal that Eucharistic Adoration is not merely a liturgical or devotional practice but also holds significant pedagogical value. It can be understood as a contemplative space that enables young people to experience a personal relationship with Christ, reflect on their inner experiences, and deepen their awareness of God’s transformative love. Furthermore, this study indicates that Eucharistic Adoration has the potential to support psycho-spiritual well-being by providing moments of silence, self-acceptance, and meaning-making in the light of faith. These findings highlight that integrating Eucharistic Adoration into Catholic Religious Education can enrich faith learning processes and help young people live their faith in a more personal and holistic manner. This study contributes to theological and educational discourse by positioning Eucharistic Adoration as a relevant practice of faith formation within contemporary Catholic education.

This study aims to evaluate the effectiveness of the Structural Analytic Synthetic (SAS) method in enhancing the early reading skills of first-grade students in Catholic Religious Education at SD YPPK Yohanes Paulus II Obaa, Mappi Regency, South Papua Province. The study employed a Classroom Action Research approach using a cyclical model comprising the stages of planning, implementation, observation, and reflection, conducted over two cycles. The research subjects consisted of 25 students, and data were collected through reading tests, classroom observations, and documentation. The results indicated a significant improvement in students’ early reading skills, with learning mastery increasing from 61% in the first cycle to 100% in the second cycle. This success was associated with the implementation of the SAS method through structured learning stages, progressing from sentences to words, syllables, and letters, accompanied by the use of varied media and intensive teacher guidance. In addition to improving reading skills, the SAS method was also found to enhance students’ interest, participation, and learning motivation. Therefore, the SAS method is recommended as an effective strategy for teaching early reading to young elementary school students, particularly within the context of Catholic Religious Education.

This study aims to describe the role of Catholic religion teachers in instilling a multicultural spirit through Catholic Religious Education at SMP Katolik 2 W.R. Soepratman Barong Tongkok. The research was motivated by the urgent need to promote multicultural awareness in Catholic schools, especially in response to persistent issues of discrimination and exclusion among students. These challenges highlight the importance of Catholic religion teachers as character builders who foster inclusive and peaceful coexistence within a diverse school community. The research employed a descriptive qualitative approach using method triangulation. Data were collected through in-depth interviews with teachers and the principal, classroom observations, document analysis, and online questionnaires to students as supplementary data. Data analysis followed the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings reveal that Catholic religion teachers go beyond teaching doctrinal content; they also act as educators, facilitators, mentors, and promoters of multicultural values. These roles are manifested in learning strategies such as Biblical reflections, group discussions, drama projects, and anti-discrimination classroom agreements. This study emphasizes that Catholic Religious Education plays a vital role in shaping students’ awareness and attitudes toward multiculturalism. Catholic religion teachers hold a strategic position in guiding students to become inclusive, open-minded individuals who are capable of living harmoniously in a pluralistic society.  

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pemahaman paham kebangsaan dan nilai Batang Garing pada pembelajaran Pendidikan Agama Katolik (PAK). Penelitian ini menggunakan metode kuantitatif. Teknik Pearson’s product moment correlation yang digunakan IBM Statistical Package Social Science (SPSS) Statistics Versi 25.0 for Windows dengan sampel Populasi. Penelitian dilakukan di SMAN 4 Palangka Raya, melibatkan 13 siswa kelas XII yang berAgama Katolik. Instrumen Penelitian menggunakan angket paham kebangsaan dan nilai Batang Garing dengan koefisien reliabilitas dihitung menggunakan Alpha Cronbach paham kebangsaan sebesar 0,78 dengan 36 item valid dan nilai Batang Garing dari sebesar 0,753 dengan 22 item valid. Hasil penelitiah ini menunjukan paham kebagsaan mendapatkan nilai z=-3.111 dengan p=0,002(p<0,05) dan pada nilai Batang Garing mendapatkan nilai z=-3.361 dengan p=0,002(p<0,05) tergolong memiliki peningkatan yang signifikan maka dapat disimpulkan pembelajaran memiliki pengaruh pemahaman siswa terhadap Paham Kebangsaan dan Nilai Batang Garing. Pada akhir ini menunjuk  adanya   perbedaan   pada   pengetahuan  siswa  mengalami  peningkatan  pemahaman  pengetahuan  lebih  tinggi  dibandingkan  sebelum mengikuti pembelajaran PAK. Hasil evaluasi pelatihan Paham Kebangsaan dan nilai Batang Garing menunjukkan ada  perbedaan  peningkatan  yang  signifikan  antara  sebelum  dan  sesudah  pembelajaran  dibuktikan  dengan  hasil  akhir  evaluasi  tes  pengetahuan  Paham  kebangsaan  dan  nilai  Batang  garing  nilai  z=-3.127   dengan  t=0,002(t< 0,05). 

Artikel ini bertujuan untuk mengkaji muatan pedagogi Laudato Si’ dalam kurikulum Pendidikan Agama Katolik (PAK) tingkat SMP sebagai strategi pembentukan karakter ekologis peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, serta analisis isi terhadap tiga buku ajar resmi PAK kelas VII, VIII, dan IX yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Hasil analisis menunjukkan bahwa nilai-nilai ekologis hadir secara bertahap dan kontekstual. Pada kelas VII dan VIII, nilai-nilai ekologi lebih banyak muncul secara implisit melalui refleksi iman atas ciptaan dan relasi sosial, sedangkan buku kelas IX memuat secara eksplisit ajakan untuk membangun persahabatan dengan alam. Integrasi nilai Laudato Si’ tercermin dalam pendekatan naratif, reflektif, dan praksis iman yang menekankan kesatuan antara spiritualitas dan tanggung jawab ekologis. Temuan ini memperkuat pentingnya pendidikan agama sebagai sarana pembentukan karakter ekologis dalam konteks krisis lingkungan global. Pendidikan iman yang diintegrasikan dengan kesadaran ekologis tidak hanya membentuk pengetahuan, tetapi juga membangun gaya hidup ekologis sebagai wujud konkret pertobatan ekologis dan iman yang bertanggung jawab terhadap ciptaan.

Penelitian ini membahas penempatan Guru Pendidikan Agama Katolik di Provinsi Kalimantan Tengah, khususnya terkait distribusi yang belum merata antara wilayah perkotaan dan daerah. Fakta menunjukkan bahwa sejumlah kabupaten mengalami kekurangan guru, sementara di daerah lain justru terjadi kelebihan. Tujuan penelitian adalah untuk mengetahui faktor-faktor yang melatarbelakangi keengganan guru ditempatkan di daerah, serta alternatif solusi pemenuhan kebutuhan tenaga pendidik. Metode yang digunakan adalah penelitian campuran (mixed methods) dengan penyebaran kuesioner kepada 348 responden guru Katolik dan wawancara mendalam dengan beberapa guru. Hasil penelitian menunjukkan bahwa faktor utama keengganan guru ditempatkan di daerah adalah: kesejahteraan guru, keterikatan dengan keluarga dan lingkungan sosial (71,8%), keterbatasan aksesibilitas dan infrastruktur (10,6%), minimnya jaringan komunikasi (9,7%), serta tantangan sosial dan budaya (7,7%). Selain itu, kurangnya pemerataan pembangunan fasilitas pendidikan, rendahnya layanan pendidikan, serta terbatasnya distribusi guru berkualitas turut memperparah situasi pendidikan. Sebagai solusi, pemenuhan kebutuhan guru dapat dilakukan melalui kerja sama dengan Lembaga Keagamaan Katolik (keuskupan, kevikepan, dekenat, paroki, wilayah, dan stasi) sebagaimana diatur dalam ketentuan teknis Kementerian Agama. Kesimpulan dari penelitian ini adalah perlunya kebijakan afirmatif untuk pemerataan distribusi guru Agama Katolik dengan memperhatikan kesejahteraan, aksesibilitas, serta dukungan kelembagaan agar pendidikan agama Katolik dapat terselenggara secara merata di seluruh wilayah Kalimantan Tengah.

This study aims to explore the relationship between work motivation and discipline on the performance achievement of Catholic Religious Education (PAK) teachers in the Semarang region. The research uses a quantitative survey approach, collecting data from 15 PAK teachers through a validated questionnaire. The instruments used to measure work motivation are based on Maslow’s hierarchy of needs for the motivational aspect, while discipline is measured using indicators developed by Rivai, and performance achievement is evaluated based on parameters defined by Robbins. The findings show that motivational drive contributes 50.5% to performance achievement (R² = 0.505, p = 0.003). This indicates that work motivation has a significant impact on performance, although its contribution is lower compared to discipline. In contrast, discipline contributes more significantly to performance achievement, accounting for 66.2% (R² = 0.662, p = 0.000). This suggests that discipline is a more dominant factor in improving the performance of Catholic Religious Education teachers, as discipline is critical in achieving optimal performance. Simultaneous analysis reveals that the combination of motivation and discipline explains 72.6% of the variation in performance achievement (R² = 0.726, F = 13.893, p = 0.000). This result indicates that both variables are significantly related to performance achievement when considered together. However, partial tests show that only discipline has a significant independent impact on teacher performance, with p = 0.121, while motivation does not have a significant effect when considered separately. This study concludes that discipline functions as the main mediator in the relationship between work motivation and performance achievement. Therefore, it is essential to strengthen discipline in efforts to improve teacher performance, particularly in the context of Catholic Religious Education.

This study aims to enhance the social skills and learning interest of fourth-grade students through the implementation of the Cooperative Learning Model of the Jigsaw Type in the subject of Catholic Religious Education at Santo Daniel Elementary School in Batu Mbelin. Based on the classroom action research approach, this study was conducted in two cycles involving 13 students as the main subjects. The first cycle involved planning, action, observation, and reflection, followed by evaluation and improvement for the second cycle. The results of the first cycle indicated that the average percentage of students' social skills and learning interest had not yet reached the established success standards. However, after implementing improvements in the second cycle, the results showed a significant increase in students' social skills and learning interest. The average percentage of social skills reached 92.1%, while learning interest reached 94.0%, both categorized as "Very Good." The implications of this study are that the cooperative learning model of the jigsaw type can effectively enhance students' social skills and learning interest, providing a positive contribution to curriculum development and learning strategies at the elementary school level.

This study aims to enhance the social skills and learning interest of fourth-grade students through the implementation of the Cooperative Learning Model of the Jigsaw Type in the subject of Catholic Religious Education at Santo Daniel Elementary School in Batu Mbelin. Based on the classroom action research approach, this study was conducted in two cycles involving 13 students as the main subjects. The first cycle involved planning, action, observation, and reflection, followed by evaluation and improvement for the second cycle. The results of the first cycle indicated that the average percentage of students' social skills and learning interest had not yet reached the established success standards. However, after implementing improvements in the second cycle, the results showed a significant increase in students' social skills and learning interest. The average percentage of social skills reached 92.1%, while learning interest reached 94.0%, both categorized as "Very Good." The implications of this study are that the cooperative learning model of the jigsaw type can effectively enhance students' social skills and learning interest, providing a positive contribution to curriculum development and learning strategies at the elementary school level.

The use of Artificial Intelligence (AI) in education offers significant opportunities to transform learning processes, including in Catholic Religious Education (CRE) at the senior high school level. This article aims to identify effective and ethical strategies for integrating AI into CRE instruction by considering Catholic faith values and students’ character development. The study uses a qualitative literature review approach to analyze scholarly sources and current practices of AI application in education. Findings indicate that AI can enhance personalized learning, provide real-time feedback, and create more interactive and context-rich learning experiences. Practical implementations such as adaptive learning systems, chatbots, and AI-based simulations have shown positive impacts on students' comprehension. However, challenges including teacher readiness, technological infrastructure, and ethical concerns must be addressed seriously. Therefore, integrating AI in CRE must be done thoughtfully, responsibly, and in harmony with religious and moral contexts. With careful planning, AI can become a valuable tool to deepen students' faith understanding and support holistic character formation in the digital age.

The aim of this study is to evaluate the effectiveness of the learning process. Based on observations of teacher activities during Cycle I, teacher engagement increased from 65% in the first meeting to 81% in the second meeting. This improvement indicates that teacher activity falls within the "good" category. However, not all observed indicators were fully met in each session. In contrast, student activity during the learning process was categorized as "fair," with 61% in the first meeting and 75% in the second meeting. The results of the action test in Cycle I showed that classical learning mastery reached only 36%, which did not meet the predetermined target of 85%. The classical absorption rate was 63%, also falling short of the expected 65%. Out of all students, 8 achieved learning mastery, while 14 did not. This was primarily due to a lack of motivation and limited understanding of the concepts being taught. Based on the observations of both teacher and student activities and the Cycle I test results, the researcher proceeded with Cycle II in an effort to make the learning process more effective and efficient. The teacher made efforts to reflect on and address the shortcomings from Cycle I.

This study aims to determine the extent to which learning outcomes in Catholic Religious Education and Character Education can be improved through the application of the scientific learning method among second-grade students at SD Santa Maria Cirebon. The learning materials focused on the topics “My Parents,” “The Role of Family Members,” and “Playing with Friends.” The research subjects consisted of 20 second-grade students, while the object of the study was their learning outcomes following the implementation of the scientific learning method. This method encourages students to actively observe, question, experiment, reason, and communicate their learning outcomes independently and responsibly. The research was conducted over three cycles, each including planning, implementation, observation, and reflection stages. The results indicated a significant improvement in students' learning outcomes. In the first cycle, the average student achievement was 75%, which increased to 85% in the second cycle and reached 100% in the third cycle. In addition to cognitive development, there was also notable improvement in social aspects such as independence, responsibility, and discipline. The number of students showing positive development increased from 75% in the first cycle to 95% in the second cycle, and further to 98% in the third cycle. These findings suggest that the scientific learning method is effective in enhancing both academic performance and social character in Catholic Religious Education and Character Education. Therefore, it is recommended that this method be more widely applied in similar learning contexts.

The pedagogical competence of Catholic religious education teachers in implementing the School Literacy Movement (SLM) is crucial for enhancing students' literacy skills, which contribute to character development. This study aims to describe the implementation of the pedagogical competence of Catholic religious education teachers in the school literacy movement at SD Negeri 004 Datah Bilang Ulu. This qualitative study employed interviews, observations, and documentation to collect data from 10 informants, consisting of Catholic religious education teachers, homeroom teachers, the principal, and students. The collected data were analyzed using interactive analysis, starting from data collection, reduction, presentation, and conclusion drawing. The findings indicate that the implementation of the pedagogical competence of Catholic STRATEGI PEMASARAN YANG DILAKUKAN DI PLAZA TUNJUNGAN III SURABAYA DALAM MEMASARKAN SEMUA PRODUKNYA 2 Lumen - VOLUME 1, NO. 1, JUNI 2022 religious education teachers in SLM includes: (1) literacy guidance outside of school, (2) extending literacy learning to the home, (3) introducing basic literacy, and (4) using creative teaching methods. This shows that Catholic religious education teachers are capable of understanding students' learning characteristics, using diverse and adaptive teaching methods, and communicating effectively to facilitate efficient learning in supporting students' literacy skills. However, based on the evaluation results, the SLM program at this school is still in its initial implementation phase or habituation phase. This indicates that the school is not yet fully prepared to implement SLM comprehensively, primarily due to a lack of resources, the roles of teachers, the principal, and community participation that have not been maximized, as well as the need for increased government support. This means that while the school is committed, it has not yet implemented it according to the established guidelines and has not reached the stage of providing innovations and becoming a driver for advancing SLM.

The pedagogical competence of Catholic religious education teachers in implementing the School Literacy Movement (SLM) is crucial for enhancing students' literacy skills, which contribute to character development. This study aims to describe the implementation of the pedagogical competence of Catholic religious education teachers in the school literacy movement at SD Negeri 004 Datah Bilang Ulu. This qualitative study employed interviews, observations, and documentation to collect data from 10 informants, consisting of Catholic religious education teachers, homeroom teachers, the principal, and students. The collected data were analyzed using interactive analysis, starting from data collection, reduction, presentation, and conclusion drawing. The findings indicate that the implementation of the pedagogical competence of Catholic STRATEGI PEMASARAN YANG DILAKUKAN DI PLAZA TUNJUNGAN III SURABAYA DALAM MEMASARKAN SEMUA PRODUKNYA 2 Lumen - VOLUME 1, NO. 1, JUNI 2022 religious education teachers in SLM includes: (1) literacy guidance outside of school, (2) extending literacy learning to the home, (3) introducing basic literacy, and (4) using creative teaching methods. This shows that Catholic religious education teachers are capable of understanding students' learning characteristics, using diverse and adaptive teaching methods, and communicating effectively to facilitate efficient learning in supporting students' literacy skills. However, based on the evaluation results, the SLM program at this school is still in its initial implementation phase or habituation phase. This indicates that the school is not yet fully prepared to implement SLM comprehensively, primarily due to a lack of resources, the roles of teachers, the principal, and community participation that have not been maximized, as well as the need for increased government support. This means that while the school is committed, it has not yet implemented it according to the established guidelines and has not reached the stage of providing innovations and becoming a driver for advancing SLM.

Opening a Catholic Religious Education (PAK) class for blind children is not an easy thing. Teachers have the capacity and ability to handle children with special needs such as the blind. The research entitled The Role of Catholic Religious Education Teachers at Karya Murni Special School (SLB-A) Medan was carried out with the aim of understanding the role of Catholic religious education teachers at Karya Murni Special School (SLB). Medan. by providing Catholic religious education to blind students. In this research the author used qualitative descriptive analysis techniques combined with interview methods with school participation, specifically: Principal, two Catholic religious education teachers, two Catholic religious education teachers and six blind students.