This study investigated the impact of Information and Communication Technology (ICT) on the academic achievement of senior secondary school students in Christian Religious Studies (CRS) in Tafawa Balewa Local Government Area of Bauchi State, Nigeria. The study was motivated by the persistent poor performance of students in CRS and the limited integration of ICT in instructional delivery. A descriptive survey research design was adopted. The population comprised all CRS students in public secondary schools in the study area, from which three schools were selected using simple random sampling. Data were collected using a structured questionnaire, validated by experts, and tested for reliability using Cronbach Alpha (α = 0.78). Data were analyzed using mean and standard deviation, with a decision benchmark of 2.50. the findings revealed that ICT significantly enhances instructional delivery, student engagement, and academic achievement in CRS. However, the availability and utilization of ICT facilities in the study area were found to be inadequate. The study concludes that effective integration of ICT into CRS teaching can improve students’ academic outcomes. It recommends increased investment in ICT infrastructure, teacher training, and policy-driven implementation of digital learning strategies in secondary schools.

This study aims to analyze the implementation of multicultural values ​​in Islamic Religious Education and Christian Religious Education learning at SMP Negeri 2, Kualuh Selatan District. This study uses a qualitative approach with a descriptive case study method to gain a deep understanding of how multicultural values ​​are integrated into religious learning in a school environment with diverse religious backgrounds. Data collection techniques were carried out through observation, in-depth interviews with the principal, Islamic Religious Education teachers, Christian Religious Education teachers, and students, and supported by documentation studies. Data analysis used the interactive analysis model of Miles and Huberman which includes data reduction, data presentation, and conclusion drawing, while data validity was guaranteed through source triangulation and method triangulation. The results of the study indicate that religious teachers at SMP Negeri 2, Kualuh Selatan District have a good understanding of multicultural values ​​based on their respective theological perspectives. Islamic Religious Education teachers understand multicultural values ​​as a form of tolerance based on the teachings of the Qur’an and Islamic values, while Christian Religious Education teachers emphasize the value of universal love in Christian teachings as the basis for respect for fellow human beings. The implementation of multicultural values ​​in religious education is carried out through various strategies, such as collaborative learning, interactive discussions, the use of diverse learning media, religious literacy programs, and worship practices that emphasize mutual respect among students of different religions. This study concludes that religious education can be a strategic tool for instilling multicultural values ​​and strengthening tolerance among students in a pluralistic school environment.

This study examined teaching methods, curriculum relevance, and improvement strategies for Christian Religious Studies (CRS) in Nigerian secondary schools, using evidence from Benue State. CRS is intended to promote moral values and responsible citizenship, yet concerns remain about instructional effectiveness and student performance. The study was guided by two research questions and two hypotheses. A descriptive survey design was adopted. The population comprised CRS teachers in public secondary schools, and 200 teachers were selected through stratified random sampling across the three senatorial districts. Data were collected using a validated four-point Likert questionnaire. Instrument reliability yielded a Cronbach Alpha coefficient of 0.84. Quantitative data were analyzed using mean and standard deviation, while hypotheses were tested with chi-square statistics at 0.05 level of significance; qualitative responses were thematically analyzed. Results showed that teaching methods and curriculum relevance were rated effective (cluster mean = 3.20, SD = 0.80), while proposed improvement strategies were strongly supported (cluster mean = 3.10, SD = 0.80). Chi-square tests revealed significant effects of teaching methods and curriculum relevance on students’ learning needs (χ² = 111.24, df = 3, p < .05) and of improvement strategies on students’ academic performance (χ² = 111.24, df = 3, p < .05), leading to rejection of both null hypotheses. The study concludes that learner-centered pedagogy, curriculum responsiveness, adequate instructional resources, and sustained teacher development are statistically supported levers for improving CRS outcomes in secondary schools.

This study aims to analyze the implementation of pedagogical competence among Christian Religious Education teachers and its implications for students’ learning interest at SMTK Katharos Bekasi. The study is based on the importance of teachers’ pedagogical competence in creating effective learning environments and increasing student engagement in the classroom. A qualitative approach with a descriptive design was applied in this research. Data were collected through classroom observations, questionnaire-based interviews with students, and literature review. The findings show that teachers’ pedagogical competence is categorized as good, with an average score of 33.8 or 75.1% of the maximum score, reflecting effective classroom management, appropriate material delivery, and proper student guidance. Students’ learning interest is also categorized as good, with an average score of 32.8 or 72.9%, indicating active participation and positive engagement in the learning process. Therefore, pedagogical competence positively influences students’ learning interest, and continuous improvement is needed to enhance learning effectiveness.

Christian Religious Education (CRE) carries a formational mandate that extends beyond the transmission of theological knowledge toward the holistic formation of faith, character, and lived Christian identity. However, in many formal educational contexts, CRE remains dominated by cognitive and instructional approaches, while students’ spiritual experiences are insufficiently integrated into the curriculum. This study explores how the integration of spirituality and cognition is experienced and understood by Christian Education students within the CRE curriculum. Employing a qualitative descriptive approach, data were collected through open-ended questionnaires completed by 20 students and semi-structured interviews with seven purposively selected students at a Baptist theological seminary in Jakarta, Indonesia. The data were analyzed using thematic analysis. The findings indicate that spirituality–cognition integration is experienced as a formational learning process that connects theological knowledge with personal reflection, spiritual growth, and everyday Christian practice. By foregrounding students’ lived experiences, this study offers an empirically grounded contribution to discussions on holistic Christian education, particularly within Global South contexts

This study aims to analyze the management of Christian spiritual programs to improve students’ religious character at SMKS Multistudi High School, Batam. The research used a mixed methods approach with a sequential explanatory design. Quantitative data were obtained through questionnaires completed by 41 students, while qualitative data were collected through interviews with the principal, the vice principal for student affairs, the Christian Religious Education teacher, and the Rohkris advisor, as well as activity documentation. Quantitative analysis used descriptive statistics, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The research results showed that students’ religious character was in the good to very good category, indicated by increased discipline, responsibility, politeness, and social concern. The findings indicate that the improvement in religious character was influenced by program management, including structured planning, clear task distribution, habit-based implementation, and continuous evaluation. Programs integrated with Christian Religious Education strengthened the internalization of values in school life. Thus, the quality of spiritual program management became the main factor in the success of shaping students’ religious character, not simply the existence of religious activities

Jesus is the Great Teacher whose teachings are relevant and applicable across ages. One of His teachings that is often used as a reference in pedagogical studies is the event when He taught a Samaritan woman, recorded in John 4:1-42. Unfortunately, today’s Christian educators admit to paying more attention to applying modern learning theories while increasingly neglecting His teaching model, especially now that Indonesia is actively implementing a new learning approach, namely the deep learning approach. In fact, Jesus' pedagogical practices show alignment with modern deep learning principles. Therefore, this study aims to bridge the deep learning approach with His teaching, specifically to describe the characteristics and principles of the deep learning approach found in Jesus’ teaching (John 4:1-42), and to present its reflections for today’s teachers. This study adopts a qualitative research method with a literature study approach supported by semi-structured interviews, with interview subjects being several Christian Religious Education teachers. The findings of this research indicate that even though the deep learning approach emerged long after Jesus completed His teaching mission on earth, His teaching practices in John 4:1-42 already demonstrate the characteristics of the deep learning approach and fulfill each of its principles. The reflections for today’s teachers include that teachers are expected to encourage students to realize that their learning process can meet their own needs; give meaning to things that are close to the students’ world and continue striving until students grasp the meaning; and show empathy toward students without avoiding the duty to make them aware of and gently yet wisely rebuke their sins.

Social, economic, and cultural changes in the digital era demand that Christian Religious Education (CRE) become more contextual for Generation Z. Thus far, CRE has tended to emphasize normative-theological dimensions and has not sufficiently addressed the practical needs of young people, particularly in facing the challenges of the creative economy. In fact, Generation Z is highly creative, adaptive to technology, yet vulnerable to materialism and instant lifestyles if not equipped with a strong foundation of faith. This situation underlies the importance of research on the integration of faith literacy and economic literacy in CRE. This study aims to formulate a new paradigm of CRE that positions faith literacy and economic literacy as the foundation for developing creative entrepreneurship among Generation Z. The method used is a library research approach by analyzing theological and educational literature as well as contemporary studies on Generation Z, faith literacy, and economic literacy. The findings reveal that faith literacy provides ethical grounding and spirituality for entrepreneurship, while economic literacy offers contextual competencies relevant to the digital era. The integration of both in CRE leads to a model of Christian education that not only shapes faithful individuals but also creative entrepreneurs with integrity, committed to social justice, and the common good. The contribution of this study lies in proposing an interdisciplinary paradigm that bridges faith and economy, while also offering practical implications for churches and Christian educational institutions in designing contextual curricula. Thus, this research enriches the field of practical theology in Indonesia and provides concrete responses to the needs of Generation Z in the era of the creative economy.

The Unified Tertiary Matriculation Examination and the post-Unified Tertiary Matriculation Examination are placement examinations used to select applicants for admission to tertiary institutions in Nigeria. The study, therefore, used the Unified Tertiary Matriculation Examination and post-Unified Tertiary Matriculation Examination scores as predictors of students’ First-year Grade Point Average among pre-service teachers. An ex-post facto research design was adopted. One purpose was raised and transformed into a research hypothesis. The population consisted of Christian Religious Studies undergraduates at the University of Ilorin who were receiving training to become future professional teachers. The target population were 100 Level Christian Religious Studies students in the 2020/2021 academic session. All 113 available students were used as the sample. A proforma was developed to collect scores for the 3 variables used in this study. Multiple regression analysis was employed to test the hypothesis raised. The findings revealed that Unified Tertiary Matriculation Examination and post-Unified Tertiary Matriculation Examination scores are good predictors of First-year Grade Point Average. It was therefore concluded that the Unified Tertiary Matriculation Examination and post- Unified Tertiary Matriculation Examination are fair test instruments that could be relied upon to ascertain examinees’ ability, guaranteeing students’ admission into any Nigerian tertiary institution . Hence, it was recommended that the Joint Admission Matriculation Board, being the organ responsible for the Unified Tertiary Matriculation Examination, and the University that conducts the post-Unified Tertiary Matriculation Examination should vigorously monitor the use of these instruments to serve the purpose they are meant for.

This research analyses the local wisdom of Sigale-gale in Batak Toba culture as a social symbol rich in anthropological, philosophical, and theological meaning. While previous studies have largely examined Sigale-gale from anthropological or folkloric perspectives, limited attention has been given to its theological significance within the framework of Christian religious education. As a representation of a strong patrilineal system, Sigale-gale is positioned not only as a cultural artifact but also as a reflection of the collective spiritual longing of the Batak Toba community. This research applies an interdisciplinary approach: cultural anthropology to understand the traditional social structure of the Batak, Dooyeweerd’s modal aspects philosophy to explore the interconnected dimensions of reality, and Reformed theology to interpret the meaning of humanity as the imago Dei within the context of Sigale-gale. Methodologically, the research adopts a qualitative, literature-based, hermeneutical–theological approach, grounded in critical and interpretive engagement with existing ethnographic scholarship, rather than primary ethnographic fieldwork. The analysis shows that Sigale-gale can function as a dialogical medium between Christian faith and local culture, enabling a theological reinterpretation of human dignity, social structure, and cultural meaning. By integrating philosophical and theological perspectives into cultural analysis, this research proposes a conceptual framework for the integration of Christian Religious Education that is incarnational, contextual, and transformative, particularly in addressing epistemological fragmentation, digitally mediated subjectivity, and the growing tendency to reduce education to instrumental outcomes within global cultural contexts.

This study investigated ways in which Drama-Based Pedagogy (DBP) can enhance learner engagement in Christian Religious Education (C.R.E) within a Kenyan secondary school context. Anchored in Vygotsky’s sociocultural theory, the research addressed challenges of declining performance and disengagement in C.R.E attributed to traditional, teacher-centred practices. Using qualitative research with action design, two intervention cycles were implemented with 56 Form Two learners and two C.R.E teachers in Suba South Sub-County in Kenya. Data was collected from lesson observations, structured interviews, and focus group discussions. Findings revealed that DBP employing techniques such as role-play, storytelling, and improvisation promoted cognitive, emotional, and behavioural engagement by transforming passive learning into active participation. Learners demonstrated improved comprehension, motivation, collaboration, and moral reasoning, while teachers transitioned into facilitators of knowledge co-construction. From these outcomes, a 4D instructional model, i.e. Discover, Dramatise, Discuss, and Debrief, was developed to structure experiential C.R.E lessons. The framework guided learners from exploration to dramatisation and reflective dialogue, culminating in deep conceptual understanding and real-life application of biblical principles. The study concludes that integrating DBP through the 4D framework fosters meaningful, learner-centred instruction aligned with Kenya’s CBC. It recommends professional development for teachers to build capacity in drama facilitation and reflective pedagogy. This approach provides a replicable model for enhancing engagement and learning outcomes across other humanities subjects.

Improving student character is a central issue in post-pandemic education in Indonesia, particularly with the discovery of a decline in student discipline, motivation, and religiosity at SMP Negeri 12 Batam. This study aims to analyze the effect of optimizing educational management through Christian Religious Education (PAK) learning on the formation of intelligent and religious character in ninth-grade students. The research design used a quantitative descriptive-correlational method involving 63 respondents selected purposively. Data were collected through a standardized questionnaire that had been tested for validity and reliability, then analyzed using simple and multiple linear regression techniques using SPSS 20. The results showed that PAK learning management had a significant effect on the formation of intelligent character (p < 0.05), but did not significantly influence students' religious character. The PAK learning variable contributed 32.2% to the formation of intelligent and religious character. These findings emphasize the need to strengthen educational management through teacher training and school-parent collaboration as a comprehensive effort to build student character. The implications of this research can serve as a reference for improving the quality of character education management at the secondary school level.

This article aims to analyze the theological meaning and socio-cultural function of Mangongkal Holi and its application to Christian Religious Education (PAK). The research method used is a literature study with a qualitative approach, through the analysis of contextual theological literature, cultural anthropology, and faith pedagogy. The results of the study show that Mangongkal Holi contains noble values such as respect for ancestors, social solidarity, and gratitude, but still has the potential to experience distortion of meaning due to sin in the form of glorification of social and economic status. Therefore, PAK needs to develop a contextual-critical pedagogical approach that is able to assess, interpret, and transform cultural practices to align with the Christian faith and God's mission. This article emphasizes that Mangongkal Holi can be used as a concrete arena of faith learning, where the gospel is tested and lived in a real cultural context.

Abstract In the context of the current global socioenvironmental crisis, it is fundamental to reflect on how we build relations with natural systems, the values intertwined with those relations, and the ethics we build based on the latter that may allow us to radically transform human–nature relationships. From this standpoint, academic sciences and religions are key frameworks we may use to ground those reflections. However, more knowledge is needed about how scientific and religious perspectives interact with each other within subjects’ views of nature in particular cultural, professional, and religious contexts. Moreover, the ontological and epistemological positions built by subjects showing different patterns of interaction between those perspectives may provide insight about their stances toward human–nature relationships and the values associated with them. The present study explores how scientific and Christian religious perspectives interact in four Colombian Biology teachers’ views of nature and its relationships with humans, using a qualitative approach and an interpretivist research design. The analysis shows that despite holding diverse religious and spiritual beliefs, all participating teachers showed a shared sense of care toward nature, blending their value systems and epistemological commitments in two distinct human–nature relational models, namely, the Stewardship and Wardship models, according to Muradian and Pascual’s typology of forms of human–nature relationships. We conclude that these teachers ascribe an aesthetic value to nature that is closely related to their ethics with respect to it, which is, in turn, related to their religious or scientific ideas to varying degrees.

The environmental crisis is a global issue that has become increasingly evident and directly affects human life, including rural communities. Deforestation, environmental pollution, and changes in human lifestyles reflect an imbalanced relationship between humanity and nature. From a Christian faith perspective, the environmental crisis is not merely an ecological or social problem. This article aims to examine ecotheology as a foundation of Christian faith in responding to environmental crises, while also describing its practical implementation through a Community Service program conducted by lecturers and students of the Master’s Program in Christian Religious Education at IAKN Tarutung in 2025 in Situmeang Pintu Bosi Village, Sipoholon District, North Tapanuli Regency. The method employed is a qualitative approach using a participatory service model, which includes ecotheological material presentations, Bible-based reflective discussions, and the accompaniment of simple environmental care actions with the local community. The service materials emphasize the understanding of God as the Creator and Owner of all creation, the cultural mandate and stewardship, the reality of sin and its impact on the degradation of creation, and the role of the church and believers in preserving environmental integrity. The results indicate an increased theological understanding among the community regarding Christian responsibility toward the environment, along with the growth of ethical awareness to care for nature through concrete actions in daily life. This activity affirms that ecotheology is not merely conceptual, but has practical relevance in fostering faith-based ecological awareness.

This article examines the integration of constructivist theory in Christian Religious Education (PAK) by emphasizing the role of personal experience as the basis for faith formation. Through a reflective-theological qualitative approach, this research combines the constructivist thought of Piaget, Vygotsky, and Fosnot with a theological perspective on the incarnation of Christ and the work of the Holy Spirit. The analysis suggests that constructivism can be theologically reinterpreted into a new paradigm called the Theo-Constructive Epistemology of Incarnational Faith, in which faith is not simply taught cognitively, but is constructed through life experiences infused by the presence of God. This approach emphasizes that the learning of faith is relational, participatory, and contextual, in line with the nature of God who works in human history. The findings of this study offer a new direction for PAK praxis to be more relevant to digital contexts and cultural plurality, without losing its theocentric orientation. Thus, the integration of constructivism and incarnational theology opens up space for more dynamic, contextual, and transformative learning of faith, while strengthening the relevance of PAK in facing the challenges of modern times.

Character Formation of Generation Z in Christian Religious Education Through Spiritual Formation

The goal of Christian education is not only to increase students' knowledge but also to shape character that reflects the values ​​of faith in Christ. In the context of a diverse society, an inclusive and tolerant attitude towards differences is crucial for students. This paper aims to illustrate how students can be shaped to develop an inclusive and tolerant attitude based on the values ​​of the Christian faith. Through Christian Religious Education (PAK) learning that emphasizes love, respect for one another, justice, and peace, students are encouraged to recognize that every human being is created in the image and likeness of God. An inclusive and tolerant attitude can develop when students understand that differences are part of God's plan and implement this in their interactions with others. Therefore, Christian education plays a crucial role in instilling the value of Christ's love so that students can live peacefully together, appreciate differences, and become role models in a diverse society.

This article discusses the role of Christian Religious Education (PAK) in shaping inclusive attitudes of students in the midst of diverse Indonesian society. Using a descriptive qualitative approach, this study examines how PAK can teach the values ​​of love, justice, and respect for differences, and their impact on students' character. The results of the study indicate that PAK not only functions as a transmitter of the doctrine of faith, but also as a means to promote tolerance and interfaith dialogue. Teachers play an important role as facilitators who create a safe and supportive learning environment, and integrate multicultural values ​​into the curriculum. Although PAK faces challenges in the learning approach, collaboration between the church, school, and family can strengthen the impact of religious education. Thus, PAK has great potential in shaping a tolerant generation committed to social justice in a pluralistic society.

This study's objective is to describe the implementation of teaching modules as a Christian Religious Education learning strategy at Palangka Raya Christian High School. Teaching modules are used as learning tools in the Merdeka Curriculum to help teachers design structured, contextual, and student-centered learning. Seventeen students in the tenth grade served as research subjects for this study, which employed a descriptive qualitative method. Data collection was carried out thru observation of the learning process, analysis of learning documents, and evaluation results of student learning. The study's findings show that the implementation of teaching modules is able to support the systematic implementation of learning, increase students' active participation in discussions and group activities, and help achieve fairly good assessment results. Nevertheless, some constraints were found in the implementation of learning, such as time limitations and supporting facilities. Overall, the implementation of the teaching module has positive implications for improving the quality of the Christian Religious Education learning process and outcomes, and has the potential to be developed sustainably to shape students' character based on Christian values.