This research includes research on the development of mentoring materials with the research subject being Child Faith Assistance (PIA) using the Research andDevelopment (RND) research and development model. Data collection was carried out on 10 validators consisting of priests, elementary school teachers, PIA and OMK assistants at the Most Holy Heart of Jesus Parish Metro. Data collection techniques used interview methods, questionnaires, validation test I, validation test II and FGD. Children's faith assistance at the Most Holy Heart of Jesus Parish Metro is held 2 times a month on Sundays. The materials used in advocating children's faith during the Advent-Christmas Period that have been used so far do not have a syllabus but have used the liturgical year C. The material for advocating children's faith in the Advent-Christmas material for the liturgical year C through the play method has been proven valid with two stages of validation with results of 3.3 and 3.5 out of a scale of 4. The PIA material for the liturgical year C with the group dynamics method developed in this study is feasible to use because it has gone through a feasibility test using the Forum Group Discussion (FGD) technique

The problem in this study is that the low student learning outcomes are caused by several factors, one of which is the use of inappropriate methods, where the method used is still using conventional methods with the help of printed books, causing students' motivation to take part in religious education learning is low and students tend to be passive during teaching and learning process in the classroom. In addition to the learning method factor, the responsibility factor also affects learning outcomes where student learning responsibility also looks low. From the data obtained from the homeroom teacher of SD Kanisius Kurmosari Semarang, it was found that more than 50% or half of the number of students who did not reach the KKM, namely 80. This study aims to determine the differences in student responsibilities who are taught using the talking stick method and without using the talking stick method to fourth grade students at SD Kurmosari Semarang. And
To find out the average learning outcomes in increasing the effectiveness of learning by using the talking stick method in fourth grade students at SD Kurmosari Semarang. The method used in this study is a quantitative method using experimental research. The design used in this research is True Experimental Design. The results showed that there was a difference in the average responsibility of the experimental class students who used the talking stick method and the control class without the talking stick method, there was a positive influence of responsibility on learning outcomes and there were differences in the average learning outcomes of the experimental and control classes as well as amplified by the N-Gain test.

The problem in this study is that the learning that is commonly used in class III SD Kanisius Kurmosari Semarang is conventional teacher-centered learning so that students only listen and accept what is given by the teacher, so that the responsibility of students to participate in learning is still low. The purpose of this study was to determine the learning responsibilities of third grade students at SD Kanisius Kurmosari Semarang had a positive effect on religious learning outcomes, to determine the difference in responsibilities between the Talking Stick with module assistance and conventional learning for third grade students at SD Kanisius Kurmosari Semarang, to find out the average the average grade III religious learning outcomes at SD Kanisius Kurmosari Semarang by using the Talking Stick learning conventional. The method used in this research is a quantitative approach research method. Data collection techniques using observation sheets, tests and documentation. The results of this study indicate that the effect of responsibility on learning outcomes obtained from R square is 89.2%. The difference in the average score of responsibility in the experimental class is 3.38 and the control class is 2.81. The difference in the average value in the experimental class is 82.96 and the control class is 66.51. With the results of the N gain score using the Talking Stick is quite effective in learning is 77.9% while using conventional less effective is 42.8%.

There is a problem that in grade IV SD Aloysius Semarang found students who feel bored and bored because of monotonous methods and unattractive media so that students are not responsible for student learning so that the impact on student learning outcomes is low, so many students have not reached the KKM which is determined by the school is 80. So this study aims to:
1)         To determine the extent to which students' sense of responsibility has a positive effect on learning outcomes in fourth grade students of SD Aloysius Semarang; 2) To find out how far the learning of the Student Teams Achievement Division (STAD) method assisted by YouTube is more effective in improving student learning outcomes than the conventional method for fourth grade students of SD Aloysius Semarang; 3) to find out to what extent learning using the Student Teams Achievement Division (STAD) method can increase the number of students who reach the KKM in fourth grade students of SD Aloysius Semarang. This research applies an experimental quantitative approach. This type of experimental research is referred to as true experiments. The research design used was Prettest-posttest Only Control Group. with research subjects amounted to 57 fourth grade students of SD Aloysius Semarang. This study consisted of two classes: 1) the experimental class applied the STAD learning method; 2) the control class implements the Conventional method. The instrument used was a multiple choice test with 20 questions and a student responsibility observation sheet. The data analysis of this study used the influence test, homogeneity test and comparative test, N-Gain test and descriptive statistics assisted by SPSS version 21. The results showed that there was a positive influence of students' sense of responsibility on learning outcomes, both groups had a significant value >5% then is homogeneous. Because the data is homogeneous, the hypothesis H0 is accepted and H1 is rejected. Then the Independent t test is carried out at t value sig = 0.000 = 0.0% <5%, then H0 is rejected or H1 is accepted. The results of the N-gain test analysis showed a significant difference, namely the N-Gain value of the experimental class was 59.8052 or 59.8% and was included in the Quite Effective category, while the N-Gain value of the control class was 43.1052% or 43.5% included in the less category. effective. After treating the Student Team Achievement Divisions (STAD) method assisted by YouTube in the experimental class, there were 68.9% or 20 of the students who reached the KKM. Thus, it can be concluded that the use of the YouTube-assisted Student Team Achievement Divisions (STAD) method is more effective on learning outcomes.

The role of parent at st. Benedictus gulf of Siak Estate is less serious than entertaining the Catholic faith in paiding. preparing children for the first communion. Often children who should be able to receive communion are, in fact, unable to accept it because parents are busy with their work or the child himself is not asking the parents to take the first communion preparation. Research aims to review the practical roles of parents with children, to know inhibitors and supportive factors and to know the steps to improving parenting. Research of qualitative methods with this descriptive approach scores the data trianulation. With the respondent's parents of the first communion candidate. Data collection techniques using interviews, and documentation, and observations. Research indicates that parents perform a child's side by taking part in the first communion study, inviting children to the celebration of the Eucharist and teaching reverence before and after receiving holy communion, and actively inviting children to join spiritual activities in the church, both in the ward and at home. The barriers that parents experience are sometimes forgetting to remind children follow communion study and the difficulty of teaching children to manage time between play and learning. Supporting factors of parents have teachers and catechism and the first communion handbook and facilitate transportation. Parish priest and caretaker of gere