Publication Search

This research is motivated by the importance of the role of learning motivation as the main determinant of students' academic success, which is not only influenced by the school environment but also significantly determined by parental upbringing at home. At SMA Negeri 1 Kasongan, a phenomenon of diverse levels of learning motivation among tenth-grade students was found, where some students are active and diligent, while others are less disciplined, rarely attend, and even prefer to work. The main objective of this research is to conduct an in-depth analysis of the application of parenting styles and their contribution to shaping the learning motivation of tenth-grade students in the subject of Christian Religious Education. The research approach used is descriptive qualitative with purposive sampling technique. “Primary data were collected thru non-participant observation and semi-structured interviews with students and teachers, which were then analyzed using the Miles and Huberman interactive model”. The research results show that parents apply three types of parenting styles, namely “democratic, authoritarian, and permissive”, with the democratic parenting style being the most dominantly applied model. In general, students' learning motivation is at a fairly good level. Democratic parenting has proven to be the most effective in fostering high learning motivation because it successfully creates a balance between aspects of freedom, attention, open communication, and supervision. In contrast, authoritarian parenting tends to trigger extrinsic motivation to avoid punishment, while permissive parenting leads to low responsibility and discipline in students' learning due to minimal control.  

This study examines the efforts of Christian Religious Education teachers to enhance students' learning activities and motivation in Christian Religious Education classes at SMP Negeri 8 Palangka Raya. The research was motivated by the presence of students who demonstrated low participation and limited learning motivation, creating challenges for teachers in developing effective instructional strategies. A qualitative descriptive approach was employed using purposive sampling. The primary informant was the Christian Religious Education teacher, while the school principal and several students served as supporting informants. Data were collected through observation, interviews, and documentation and analyzed using the interactive model of Miles and Huberman, including data condensation, data display, and conclusion drawing. The findings indicate that students' learning activities and motivation were generally satisfactory, although several students remained less active and less motivated. Teachers addressed these issues by applying varied teaching methods, creating a conducive learning environment, providing motivation and reinforcement, utilizing engaging learning media, and implementing contextual learning. The success of these efforts was supported by adequate educational facilities, strong school support, positive teacher–student relationships, and family involvement. However, several obstacles persisted, including low student interest and self-confidence, differences in learning abilities, excessive social media use, limited instructional time, and insufficient family support. The study concludes that varied, student-centered instructional strategies play an important role in increasing learning activities and motivation while supporting more meaningful Christian Religious Education learning.

This research is motivated by the low level of student learning engagement, which remains a challenge in education. In class, students often tend to be passive, reluctant to ask questions, and less involved in discussions, resulting in less interactive learning. This study aims to determine the effect of Wordwall-based AI on student learning engagement and to determine the extent of this influence. The method used was quantitative research with a correlational approach. Data were analyzed using the coefficient of determination test. The results showed an R-square value of 0.394, indicating that the use of Wordwall contributed 39.4% to student learning engagement. Meanwhile, 60.6% was influenced by factors outside the research variables. Therefore, the use of Wordwall-based AI can be an alternative learning medium to increase student learning engagement.

This study aims to examine relevant and effective Christian Religious Education (CRE) learning methods in the digital era. The rapid development of information and communication technology has brought significant changes in education, including CRE instruction. The research method employed is a literature study with a descriptive-analytical approach to various academic sources and technology-based CRE learning practices. The results indicate that integrating digital media such as online learning platforms, Bible-based interactive applications, and social media creatively can enhance students' engagement and understanding of Christian faith values. Furthermore, the use of digital technology opens wider opportunities for contextual and meaningful faith formation across diverse learning environments. The study also identifies key challenges faced by CRE teachers, namely digital readiness, infrastructure limitations, and maintaining relational and spiritual dimensions in virtual learning environments. Teachers must therefore be equipped not only technologically but also theologically to navigate these complexities. The research concludes that the transformation of CRE methods in the digital era is not merely a technology adoption but a holistic theological integration of faith, technology, and pedagogy.

This research aims to examine how the functions of Christian counseling (preventive, curative, developmental, and pastoral) can be integrated into the practice of Christian Religious Education as an effective strategy to support adolescents’ faith development. The background of this study arises from the fact that adolescents experience a crisis of faith that is not only related to theological aspects but also affects their psychological and emotional well-being. On the other hand, christian religious education practices in schools often remain focused on the transfer of doctrinal knowledge without being balanced by adequate personal guidance. This study applies a qualitative method through literature review and conceptual analysis of christian counseling theory, theories of adolescent faith development, and pedagogical practices in christian religious education. The findings indicate that integrating Christian counseling functions into the design of christian religious education learning can create a dialogical, reflective, and pastoral classroom atmosphere, providing opportunities for adolescents to develop spiritual discernment, self-awareness, and the ability to make responsible moral decisions. This article discusses the relevance of counseling to adolescents’ spiritual development, the characteristics of their faith development, the challenges of implementing counseling in Christian educational institutions, and the design of learning based on dialogue, reflection, and mentoring. In this way, the integration of christian counseling in christian religious education is considered a holistic approach that enriches the meaning of faith education and supports adolescents’ faith growth in a contextual, profound, and sustainable manner.

This study aims to analyze the role of Christian Religious Education (CRE) teachers as counselors in shaping students’ social behavior amid increasing behavioral deviations such as bullying, violence, misuse of social media, and low tolerance. These phenomena are influenced by internal factors such as emotional instability and identity formation, as well as external factors including family, environment, and digital culture. This research employs a descriptive qualitative method using a library research approach by collecting data from books, scholarly journals, and relevant documents. The findings reveal that CRE teachers play a strategic role not only as educators but also as counselors who accompany students holistically, covering spiritual, moral, emotional, and social aspects. The counseling role performed by CRE teachers includes modeling behavior, mediating conflicts, strengthening self-control, providing social support, and building empathetic relationships with students. Through this approach, students undergo a process of internalizing Christian values such as love, forgiveness, responsibility, and tolerance, which contribute to the development of positive social behavior. Furthermore, collaboration among teachers, parents, and the community serves as a supporting factor in successful character formation. Therefore, the role of CRE teachers as counselors is proven to be effective in shaping students’ social behavior in accordance with moral, social, and religious values, while contributing to the development of a generation with integrity and competitiveness.

This study aims to explore how the inquiry approach functions as a pedagogical strategy in Christian Religious Education to enhance students’ spiritual discernment. The background of this research arises from the tendency of learning practices that remain predominantly focused on cognitive aspects, thereby not fully cultivating spiritual sensitivity in life decision-making. This study employs a qualitative method with a descriptive-analytical approach through a review of theological and pedagogical literature, conceptual analysis, and reflection on classroom learning practices. The analysis focuses on the relationship between the core elements of inquiry questioning, investigating, dialoguing, and reflecting on knowledge and the process of developing the ability to discern God’s will in the real-life contexts of students. The findings indicate that inquiry effectively creates a reflective learning experience that integrates cognitive, affective, and behavioral dimensions, enabling students not only to understand faith teachings theoretically but also to consider Christian values in concrete situations. This approach encourages active participation, constructive and critical dialogue, and fosters habits of faith reflection, moral sensitivity, and personal responsibility. Thus, inquiry is proven to be a relevant pedagogical method for achieving the theological goal of Christian Religious Education, namely the formation of spiritual discernment that guides students’ attitudes, decisions, and actions in daily life.

The paradigmatic transformation of Christian Religious Education (CRE) in the digital era has become a crucial issue to be examined because the development of information technology, virtual culture, and globalization has brought significant changes to adolescents’ mindsets, behaviors, and character formation. These conditions have created various moral and spiritual challenges, such as identity crises, declining ethical sensitivity, and the increasing influence of individualistic and hedonistic values among young people. This study aims to analyze the paradigm transformation of Christian Religious Education in shaping adolescent character through a theological-pedagogical perspective that is relevant to the context of the digital era. The research employs a qualitative method using a library research approach and descriptive analysis of various scientific, theological, and pedagogical sources related to Christian education, teacher spirituality, and adolescent character development in the digital age. The findings indicate that the transformation of the CRE paradigm should be directed toward contextual, participatory, and transformative learning by positioning teachers as spiritual role models and facilitators of character formation. Furthermore, the integration of Christian values, the ethical use of technology, and collaboration among schools, families, and churches are important factors in shaping adolescents who possess strong character, integrity, and spiritual maturity amid increasingly complex digital challenges.

Christian religious education teachers act as agents of social, spiritual, and cultural transformation by integrating Christian values ​​into the lives of communities that are still strongly bound to ancestral customs and beliefs. The transformation of customs through contextual evangelism is both a challenge and an opportunity for Christian religious education (PAK) teachers in carrying out their roles as educators and servants of God in a pluralistic society. This study aims to analyze the strategic steps of PAK teachers in integrating Gospel values ​​with local culture without eliminating the identity of the Christian faith or damaging the noble values ​​of customs. The research method used is a qualitative approach and literature study. The results of the study indicate that PAK teachers need to have three main strategic steps, namely contextual understanding by studying in depth the values, symbols, and practices of local customs, a transformational approach, namely presenting Gospel values ​​through education that respects culture but leads to renewal of life and pedagogical implementation through creative and reflective learning methods that foster students' awareness of faith and social responsibility. With this strategy, Christian Religious Education teachers can become agents of transformation, bridging the gap between Christian faith and local culture, ensuring that evangelism is not confrontational but contextual, dialogical, and builds lives rooted in the love of Christ.

The rapid growth of the digital era has significantly influenced Christian Religious Education (CRE), requiring curriculum transformation that integrates Christian household values into academic learning. This study employs a descriptive qualitative approach with an exploratory case study design to analyze the integration of family-based Christian values, such as love, open communication, and spiritual discipline, into the CRE curriculum. The findings reveal that this integration effectively nurtures Christlike character in students across cognitive, affective, and spiritual dimensions. In addition, technology-enhanced learning becomes more meaningful when it is rooted in household values that shape daily faith practices and relational responsibility. The study also indicates that the family context provides an important foundation for strengthening moral awareness, spiritual maturity, and responsible digital engagement among students. This research concludes that integrative curriculum models can develop educators who are not only theologically competent but also Christlike, adaptive, and responsive to digital challenges. Therefore, integrating Christian household values into CRE curriculum design is essential for strengthening holistic faith formation in higher education and preparing future educators to serve faithfully in contemporary digital contexts.

This study aims to analyze the use of generative artificial intelligence (GenAI) among theology students and its ethical and theological implications for theological education in the Society 5.0 era. The study employs a light mixed-methods approach with a sequential explanatory design, involving theology students as survey and interview participants. The findings show that GenAI is primarily used as a tool to understand course materials, seek initial explanations, develop ideas, and complete academic assignments. Although students demonstrate awareness of potential bias, dependency, plagiarism, and other ethical risks, practices of transparency, information verification, and critical reflection have not been carried out consistently. The concept of imago Dei is relevant as a theological lens for evaluating technology use because it affirms human dignity, responsible freedom, and moral accountability in academic practice. This study concludes that GenAI can support theological learning constructively when used wisely, integrated with Christian faith-based ethical literacy, and strengthened through clear institutional policies, lecturer guidance, and an academic culture that upholds integrity, discernment, and accountability.

This article examines the use of cooperative learning strategies in Christian Religious Education (CRE) as an instructional approach that emphasizes the strengthening of students’ faith and Christian character. The discussion covers the definition, objectives, conceptual foundations, principles, and operational procedures of cooperative learning, which are then connected to the theological goals of CRE. The study employs a qualitative approach using a library research method, analyzing pedagogical and theological literature to construct a conceptual framework for implementing cooperative learning within the context of CRE. The findings indicate that cooperative learning strategies are highly aligned with the essence of CRE, as they foster dialogical interaction, shared responsibility, empathy, and the internalization of Gospel values through collaborative learning processes. The effective implementation of this strategy can create a participatory, reflective, and formative learning community that enhances not only cognitive understanding but also students’ attitudes, spirituality, and Christian character. This research is significant in providing both theoretical and practical foundations for CRE educators in designing learning experiences that are relevant, relational, and transformative in accordance with the goals of faith formation.

Penelitian ini bertujuan untuk mengetahui hubungan penggunaan cerita rakyat Timun Mas dengan motivasi belajar siswa dalam pendidikan karakter pada mata pelajaran Pendidikan Agama Kristen (PAK) kelas VII di SMP Negeri 5 Sipoholon. Cerita rakyat sebagai bagian dari kearifan lokal mengandung nilai moral seperti keberanian, tanggung jawab, kerja keras, dan kemandirian yang relevan untuk pembentukan karakter peserta didik. Dalam pembelajaran PAK, nilai-nilai tersebut diintegrasikan agar siswa tidak hanya memahami ajaran iman secara kognitif tetapi juga menghayatinya dalam sikap dan perilaku sehari-hariPenelitian ini menggunakan pendekatan kuantitatif dengan pengumpulan data melalui angket motivasi belajar serta observasi penerapan metode cerita (storytelling) dalam pembelajaran. Data dianalisis menggunakan korelasi Pearson untuk mengetahui hubungan antara penggunaan cerita rakyat dan motivasi belajar siswa. Hasil kajian menunjukkan bahwa penggunaan cerita rakyat Timun Mas sebagai media pembelajaran mampu meningkatkan keterlibatan siswa, membantu pemahaman nilai karakter, serta menumbuhkan motivasi belajar. Dengan demikian, storytelling berbasis cerita rakyat dapat menjadi alternatif metode pembelajaran yang efektif dalam pendidikan karakter pada Pendidikan Agama Kristen.Hasil penelitian menunjukkan adanya hubungan yang signifikan dan sangat kuat antara penggunaan cerita rakyat Timun Mas dengan motivasi belajar siswa, dengan nilai korelasi sebesar 0,87.

Penelitian ini bertujuan untuk menganalisis pengaruh cerita Si Kancil tentang kecerdikan terhadap motivasi belajar siswa SMA dalam perspektif Pendidikan Agama Kristen. Cerita Si Kancil sebagai bagian dari cerita rakyat Indonesia mengandung nilai-nilai kecerdikan, kreativitas, dan kemampuan pemecahan masalah yang relevan dengan proses pembelajaran. Dalam konteks pendidikan, penggunaan media cerita diyakini mampu meningkatkan minat, perhatian, dan keterlibatan siswa dalam belajar.Hasil pembahasan penelitian ini menunjukkan bahwa terdapat pengaruh positif dan signifikan antara cerita Si Kancil tentang kecerdikan terhadap motivasi belajar siswa SMA. Pengaruh tersebut terlihat dari meningkatnya minat belajar, keaktifan, kemampuan berpikir kritis siswa. Dalam perspektif Pendidikan Agama Kristen, kecerdikan yang ditampilkan dalam cerita Si Kancil perlu dimaknai sebagai hikmat yang berasal dari Tuhan, sehingga penggunaannya dalam pembelajaran harus diarahkan pada nilai-nilai kejujuran, tanggung jawab, dan kebijaksanaan. Dengan demikian, dapat disimpulkan bahwa cerita Si Kancil merupakan media pembelajaran yang efektif untuk meningkatkan motivasi belajar siswa sekaligus membentuk karakter Kristiani yang berlandaskan iman.

Penelitian ini bertujuan untuk mengetahui hubungan cerita rakyat Si Lingga Dan Si Purba dengan motivasi belajar siswa pada pendidikan anti korupsi dalam Pendidikan Agama Kristen (PAK) Kelas XI SMK Negeri 1 Siatas Barita. Penelitian ini didasarkan pada rendahnya motivasi belajar siswa terhadap nilai-nilai moral dan anti korupsi yang diajarkan secara konvensional. Cerita rakyat digunakan sebagai media pembelajaran kontekstual yang mengandung nilai kejujuran, tanggung jawab, dan integritas.Penelitian ini menggunakan metode kuantitatif dengan teknik random sampling. Data dikumpulkan melalui angket motivasi belajar dan pemahaman nilai anti korupsi. Hasil penelitian menunjukkan bahwa terdapat hubungan positif antara penggunaan cerita rakyat Si Lingga dan Si Purba dengan motivasi belajar siswa dalam pendidikan anti korupsi pada Pendidikan Agama Kristen.

Penelitian ini bertujuan untuk menganalisis antara cerita rakyat Jaka Tarub serta 7 Bidadari dengan motivasi belajar siswa dalam konteks pembelajaran kepribadian pada mata pelajaran Pembelajaran Agama Kristen( PAK) kelas X di SMAN 1 Adiankoting. Cerita rakyat selaku bagian dari kearifan lokal mempunyai nilai- nilai moral semacam kejujuran, tanggung jawab, serta integritas yang relevan dengan pembuatan kepribadian partisipan didik. Tata cara riset yang digunakan merupakan pendekatan kuantitatif dengan tipe riset korelasional. Metode pengumpulan informasi dicoba lewat angket serta dokumentasi, sebaliknya analisis informasi memakai uji korelasi. Hasil riset menampilkan kalau ada ikatan yang signifikan antara uraian nilai- nilai dalam cerita rakyat Jaka Tarub serta 7 Bidadari dengan motivasi belajar siswa. Perihal ini mengindikasikan kalau integrasi cerita rakyat dalam pendidikan PAK bisa jadi salah satu strategi efisien buat tingkatkan motivasi belajar sekalian menguatkan pembelajaran kepribadian siswa. Dengan demikian, pemakaian cerita rakyat selaku media pendidikan mempunyai kedudukan berarti dalam menunjang proses pembelajaran yang holistik. Bersumber pada hasil uji korelasi Product Moment Pearson diperoleh nilai rₓᵧ sebesar 0, 78 yang menampilkan ikatan kokoh antara kedua variabel.

Churches and Christian institutions frequently face the challenge of congregations whose understanding of ministry remains confined to the spiritual dimension alone, while the holistic ministry mandate calls for active engagement across social, educational, and economic spheres. This study examines two primary objectives: first, how Christian Religious Education (CRE) shapes congregational understanding of holistic church ministry; and second, how CRE equips congregants with the concrete capacity to serve comprehensively. A qualitative approach with a case study design was employed at Yayasan Sola Gratia Medan. Data were gathered through in-depth interviews with seven informants comprising foundation leaders, program coordinators, active church members, volunteers, and beneficiaries. Analysis followed a thematic framework encompassing data reduction, display, and conclusion drawing. Findings reveal that: (1) consistent CRE implementation at Yayasan Sola Gratia has successfully shifted the congregational ministry paradigm from exclusively spiritual to holistically transformative; and (2) congregants who have internalized CRE values demonstrate more structured ministry capacity, stronger theological motivation, and significant cross-dimensional engagement. This research contributes a contextual CRE model relevant for church-based institutions operating in multidimensional urban environments.

Penelitian ini dilatarbelakangi oleh signifikansi peran penguatan karakter dan motivasi belajar siswa Kelas V di SD Negeri 173140 Pagar Batu, yang diupayakan melalui internalisasi nilai-nilai Kristiani dalam narasi Alkitab. Tujuan penelitian ini adalah untuk mengetahui korelasi antara pemahaman cerita Daud dan Goliat dengan motivasi belajar Pendidikan Karakter PAK siswa kelas V SD Negeri 173140 Pagar Batu Pembelajaran 2025/2026. Penelitian ini dilakukan dengan menggunakan pendekatan kuantitatif dengan metode korelasional. Data dikumpulkan melalui penyebaran instrumen angket tertutup kepada responden untuk mengukur variabel persepsi cerita Daud dan Goliat serta variabel motivasi belajar. Hasil analisis data menunjukkan adanya hubungan positif dan signifikan antara pemahaman cerita Daud dan Goliat dengan motivasi belajar siswa kelas V di SD Negeri 173140 Pagar Batu Tahun Pembelajaran 2025/2026 yang dibuktikan melalui analisa uji hubungan yang positif dan signifikan data pada: a) uji validitas dengan perolehan nilai rxy > rtabel (a=0,05, n=32) = 0,296); b) Uji reliabilitas dengan perolehan nilai r11 = 0,860, artinya dengan indeks korelasi hitung, nilai tersebut berada pada interpretasi sangat kuat (0,800-1,000). Hal ini mengindikasikan bahwa semakin baik pemahaman dan penghayatan siswa terhadap nilai keberanian, serta iman dalam kisah Daud dan Goliat, maka semakin tinggi pula dorongan siswa dalam mengikuti pembelajaran karakter PAK. Simpulan dari penelitian ini adalah narasi Alkitabiah yang kontekstual memiliki peran strategis dalam memicu motivasi belajar siswa kelas V pada mata pelajaran Pendidikan Agama Kristen di SD Negeri 173140 Pagar Batu Tahun Pembelajaran 2025/2026.

Penelitian ini bertujuan untuk mengetahui hubungan antara cerita Alkitab tentang Gubernur Felix dan nilai anti-korupsi terhadap motivasi belajar peserta didik dalam pembelajaran Pendidikan Agama Kristen (PAK) di SMA N 1 Parmaksian. Latar belakang penelitian ini didasari oleh masih rendahnya kesadaran moral dan motivasi belajar peserta didik terhadap nilai-nilai kejujuran dan integritas, khususnya dalam konteks pembelajaran PAK. Cerita Alkitab tentang Gubernur Felix (Kisah Para Rasul 24) memuat nilai-nilai penting terkait penyalahgunaan kekuasaan, ketidakadilan, dan praktik suap yang relevan dengan pendidikan anti-korupsi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Teknik pengumpulan data dilakukan melalui angket yang disebarkan kepada peserta didik. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara pemahaman cerita Alkitab tentang Gubernur Felix dan nilai anti-korupsi dengan motivasi belajar peserta didik dalam pembelajaran PAK dengan nilai koefisien korelasi (rxy) sebesar 0,72 yang termasuk dalam kategori kuat. Nilai signifikansi tersebut membuktikan bahwa pemanfaatan cerita Alkitab dapat diefektifkan sebagai media pembelajaran dalam menanamkan nilai anti-korupsi. Dengan demikian, cerita Alkitab dapat dimanfaatkan sebagai media pembelajaran yang efektif dalam menanamkan nilai anti-korupsi dan meningkatkan motivasi belajar peserta didik.

Penelitian ini bertujuan untuk mengetahui hubungan cerita dongeng Tiko Sang Tikus Pekerja Keras dan Ciko Si Ayam Pemalas dengan pendidikan karakter anti korupsi dalam pembelajaran Pendidikan Agama Kristen (PAK) di kelas SD Negeri 2 Siborongborong tahun 2026. Cerita dongeng digunakan sebagai media pembelajaran yang kontekstual dan dekat dengan dunia anak untuk menanamkan nilai-nilai karakter positif seperti kejujuran, tanggung jawab, kerja keras, dan disiplin yang merupakan bagian penting dari pendidikan karakter anti korupsi. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain korelasional. Subjek penelitian adalah siswa kelas 4 PAK SD Negeri 2 Siborongborong. Data dikumpulkan melalui angket dan observasi, kemudian dianalisis menggunakan teknik statistik korelasi. Hasil penelitian menunjukkan adanya hubungan yang positif dan signifikan antara penggunaan cerita dongeng Tiko Sang Tikus Pekerja Keras dan Ciko Si Ayam Pemalas dengan penguatan pendidikan karakter anti korupsi pada siswa. Dengan demikian, cerita dongeng dapat menjadi salah satu media pembelajaran yang efektif dalam menanamkan nilai-nilai anti korupsi melalui pembelajaran Pendidikan Agama Kristen di sekolah dasar.