Religious Moral Education Research Articles

Upaya Meningkatkan Mandiri Belajar Siswa Melalui Pembelajaran Metode Kooperatif Learning pada Pelajaran Pendidikan Agama Katolik Bagi Siswa Kelas IX SMPN 2 Banyuke Hulu

This research desires to know the Cooperative learning model in general in an effort to improve the independent learning of students in the classroom. Data collection and literature study using Classroom Action Research through data from cycle 1 and comparison results from cycle II. Cooperative is willing to help or be cooperative, in cooperative activities always require a group. While the Group is a group of several people who have the same goals desires and expectations. Meanwhile, group learning is a process of planned and directed learning activities involving more than one person so that where between one person and another complement each other. In learning the Cooperative method in this Classroom action research aims to increase independent learning, which means that if students are able to learn independently, it can describe that increased learning in Catholic religious education. The problem in this study is that the application of cooperative learning methods has not been applied optimally in learning. Research based on the problem, (a) How is the implementation of cooperative learning methods in Catholic Religious Education lessons to improve independent learning in class IX students of SMPN 2 Banyuke Hulu. (b) How is the improvement of student learning outcomes after applying Cooperative Method learning in Catholic religious education subjects. The objectives of this action research are; (a) to find out the Implementation of Cooperative Method Learning in Catholic religious education. (b) to determine the increase in student learning outcomes after the application of Cooperative Method Learning in Catholic religious education subjects for class IX students of SMPN 2 Banyuke Hulu.

Meningkatkan Minat dan Capaian Hasil Belajar Peserta Didik Melalui Penerapan Metode Pembelajaran Kooperatif KWL pada Mata Pelajaran Pendidikan Agama Katolik dan Budi Pekerti pada Siswa Kelas X-A SMA Negeri 1 Lahusa, Kabupaten Nias Selatan

This class action research (PTK) was carried out on students in grade X-A SMA Negeri 1 Lahusa South Nias for the 2024/2025 academic year, due to problems, namely the low learning outcomes of Catholic Religious Education and Ethics subjects due to low student learning motivation. Through the application of the KWL cooperative learning method, this problem is tried to be improved and improved The stages in this study are carried out as many as two cycles, the steps in each cycle consist of four stages, namely the planning stage, the implementation of action (acting), observation (observing) and reflection (reflecting). In the observation section, observers and researchers collect data by observing the activities of students and teachers in the learning process through the use of mass media in Catholic Religious Education and ethics lessons. The results of the study show that during the learning process in cycle I it is 56% while in cycle II it is 87%. The increase in the two cycles is 30%. The application of the KWL Cooperative learning method was 31% in the criteria in the initial condition of being quite good to 66% in the first cycle and to 87% in the l very good criterion in the second cycle. From cycles I and II, students' interest in learning has reached 16.85% and has reached the success criteria. Based on the results of the research mentioned above, the KWL cooperative method can be applied in the learning of Catholic Religious Education and Ethics at SMA Negeri 1 Lahusa because it is proven to increase the learning interest of students in class X-A, especially in the KWL cooperative discussion material.

Meningkatkan Hasil Belajar Peserta Didik Menggunakan Model Project Based Learning Berbantuan Media Audio Visual Materi Kesederajatan Antara Perempuan dan Laki-Laki di SDN 101845 Sukamakmur

The purpose of this study was to improve the character formation of the Pancasila Student Profile (P3) and the cognitive learning outcomes of students in Catholic Religious Education and Character Education lessons on the material of equality between women and men, so that they can act correctly and appropriately through the project based learning model. This study is a classroom action research involving 7 Catholic students in phase C class 5 at SDN 101845 Sukamakmur in the 2024/2025 school year. This study was conducted in 2 learning cycles. Data collected with observation guidelines and through written tests in each cycle and analyzed descriptively qualitatively. The results of the study showed that in cycle I the average percentage of P3 character formation was 70.7 with an average cognitive learning outcome of 80 with classical completeness of cognitive learning outcomes obtained at 71.43%. In cycle II, the average percentage of character formation of P3 was 85.2 with an average cognitive learning outcome of 97.1 with classical completion of cognitive learning outcomes obtained at 100%. Thus, the application of the use of project-based learning models assisted by audio-visual media can improve the formation of the Pancasila Student Profile (P3) character and cognitive learning outcomes of students.

Meningkatkan Hasil Belajar dan Berpikir Kritis Siswa Mata Pelajaran Pendidikan Agama Katolik Melalui Model PBL Pada Siswa Kelas II Fase A dalam Materi Bahtera Nuh di SD Xaverius 2 Jambi

This research aims to determine the increase in cognitive and affective learning outcomes in the dimensions of critical thinking through the PBL model for students at SD Xaverius 2 Jambi. The research is based on the research problem, namely the low level of student learning outcomes in Catholic Religious Education lessons. This type of research is classroom action research with research steps namely planning, implementation, observation and reflection in each cycle. This research consists of two cycles. The research location was at SD Xaverius 2 Jambi for class IIC students with Noah's Ark material. The research was carried out in September 2024. Data collection techniques used learning outcomes tests and affective observation rubrics for critical thinking dimensions. The data analysis technique uses quantitative descriptive techniques. The results of the first cycle of research showed that there were 25 students (74%) who got scores above the KKTP (70%), while there were 9 students (26%) who got scores below the KKTP. The results of the second cycle of research were that students had achieved 100% KKM. This means that if the PBL learning model is implemented well and consistently it will improve student learning outcomes.

Identity and influence - RE professional’s views on the inclusion of far-right extremism as a topic within Religious Education lessons

AbstractThis research addresses the concerning influence of far-right extremism on pupils in England, highlighting risks leading to potential radicalisation and violent extremism. Conducted through focus groups at the national RE conference ‘RExChange 2022’, the study explores whether and how far-right extremism should be integrated into the Religious Education (RE) curriculum. Findings suggest that RE can play a vital role in countering extremist narratives, particularly those with antisemitic and Islamophobic elements, by fostering tolerance, respect, and critical thinking. Despite RE’s potential, challenges arise due to its locally determined nature and inconsistent provision across schools. The study concludes with recommendations for including topics about far-right extremism in RE, aiming to build pupils’ resilience against radicalisation and support informed decision-making.

Shared Religious Education through Christian–Islamic Team Teaching

The article, which is written by an interreligious team, provides comprehensive insights into the conception, implementation and accompanying research of a project on Christian–Islamic religious education in team teaching. The aim of the project is to expand the denominational religious education lessons anchored in Austrian schools through religious-cooperative units taught jointly by a Christian and an Islamic teacher. The analysis of the teaching units is carried out in the format of design-based research and thus encompasses numerous aspects of interreligious educational processes, which are examined in this article. Firstly, the design of the project is described and the legal framework associated with it is explained in the context of the Austrian school system. Subsequently, learning requirements on the part of Christian and Muslim pupils are presented, with a particular focus on their preconceptions and attitudes towards religion in general as well as other religions. Special attention is paid to the specific framework conditions of Islamic religious education teachers, which differ in many aspects from those of Catholic religious education teachers. Furthermore, interreligious competences they consider necessary are described. Specific insights into the teaching units and the complementary research provide information about the opportunities and challenges of interreligious education in team teaching by two teachers. After this focus on the teachers, an outline of the students’ perspectives on the teaching units completes the presentation of the research results. In the concluding summary, the local theories developed from the overall project are presented and discussed.

Implementation of Differentiated Learning of Merdeka Curriculum in Catholic Religious Education Lessons

Implementation of Differentiated Learning of Merdeka Curriculum in Catholic Religious Education Lessons

Art and Cultural Diversity of Dayak Ngaju Tribe: Christian Education Interactive Learning on Kuala Kurun

The prevalence of comedy and satirical programming on television and online platforms has contributed to a growing divide between entertainers (musicians) and their audiences, with the former offering guidance, criticism, and a reflection of everyday life through their work. As far as the researchers's search and exploration, there are still a few who examine and can even be said to rarely relate music through the culture of Karungut and Deder song, a culture that exists and lives in Dayak Ngaju, Central Kalimantan. This research is interesting because besides music as a fun strategy, Deder song as local wisdom is an expression of the daily life of the Dayak people in Central Kalimantan. This song contains advice, satire, advice and is still present today as part of the richness of world civilization. Lantunan Deder is presented in traditional events (weddings, welcoming guests and various Manasai dances that include men and women in rhythm or balance). Participation in Lantunan Deder has become interesting as a strategy for learning about the content of Christian religious education lessons in schools, living rooms and churches. The usefulness is more about the love of culture, God also sensitizes the participation of women and men as part of the sustainable development goals (SGDs). The research method used 4D model development with analysis and validation space and considered diversity, and song structure. The results showed that Deder as method, strategy, development, cultural actualization, as well as an instrument rarely done in the learning process of Christian religious education and researchers conducted direct practice in the field by melting Deder chants with the learning process which resulted in the creativity of students as actors and user subjects as well as cultural preservation subjects for Ngaju Dayak culture.

Pentingnya Pendidikan Agama Kristen (PAK) Dalam Pembentukan Karakter Mahasiswa

Christian Religious Education Lessons on the formation of a person’s character is a very serous thing to be improved and fostered. The example of a Christian’s life will be even more important if that person can bring a very good Christian life and be able to implement his faith in the midst of his own social life. Christian religious education must be seriously improved, because it is related and is an intergal (whole) part in the development and improvement of human life as a whole. Which is assigned to every human being as God’s representative in proclaiming the Word of Truth in the midst of the world. Someone who has studied Christian education well is able to show positive behavior (good character), has different strengths in his actions. He has healthy ideas, faith, hope and optimism. Positive ideas emanate from his mind, as well as the law of attraction, where positive results will be attracted to people who think positively. Realization of Christian Religious Education is said to be isgnificant because it is beneficial in increasing the formation of good character and having a positive self-concept. So thus someone will appear confident with all the capabilities and wholeness owned.

THE INFLUENCE OF BPI PROGRAM ACTIVITY AND DISCIPLINE WORSHIP STUDENT ACHIEVEMENT AT RIAU JUNIOR HIGH SCHOOL

The purpose of this study is to find the influence of BPI activeness and worship discipline on learning achievement in Islamic Religious Education lessons. The survey method was used in this study. The number of samples studied was 30 students of the Integrated Islamic Junior High School in Kampar. The results of the research obtained are as follows: BPI activeness and worship discipline have a significant influence on PAI learning achievement. The test results obtained that the value of F = 6.821 and Sig. 0.004 < 0.05. There is no significant effect of BPI activeness on PAI Learning Achievement. The results showed that tilapia t = 0.615 and Sig. = 0.544 > 0.05. There is a significant influence of Worship Discipline on PAI Learning Achievement. The test results obtained the results that the value of t = 2.596 and Sig. 0.015 < 0.05.

An Analysis of the Google Form Application as a School Final Examination Platform: Case Study of Islamic Religious Education Subjects at SMAN 74 Jakarta

Learning evaluation is an assessment process carried out systematically and continuously on students to determine learning outcomes. In addition to the role of teachers who are very important in increasing students' interest in learning, learning media is also equally important so that students feel comfortable and receive knowledge easily. This study aims to determine the extent of the implementation of the final exam at SMAN 74 using the Google form platform in Islamic Religious Education (PAI) Lessons. The research method used is a quantitative description method with qualitative research types, case studies, and research subjects of 2 class XI teachers of SMAN 74 Jakarta. The instruments used include observation, interviews, documentation, and field recording. Data analysis techniques are carried out according to scientific procedures for qualitative research case studies. The results showed that not all exams or evaluations using the Google form application were successful in improving students' understanding and grades, this was due to various factors both internal and external. However, teachers need to try their best to overcome these obstacles so that all students can take the final school exams well

Analisis Penggunaan Media Video Animasi terhadap Motivasi Belajar PAI Siswa di Kelas 3 SDN 18 Karan Aur

This research is motivated by the use of appropriate learning media by teachers so that students have motivation in participating in learning, this media is animated video media. This research aims to determine the use of animated video media in the 3rd grade Islamic Religious Education subject at SDN 18 Karan Aur and to determine the supporting and inhibiting factors in the use of animated video media on student learning motivation in the 3rd grade Islamic Religious Education subject at SDN 18 Karan Aur . This research uses descriptive qualitative methods, the object of this research is grade 3 students at SDN 18 Karan Aur and the subject of this research is students' learning motivation. Then data is obtained from observation, interviews and documentation to see existing phenomena. The results of this research show that the use of animated video media in Islamic Religious Education subjects in class 3 of SDN 18 Karan Aur is very good and appropriate to use because it really helps students in the learning process. Students have high enthusiasm and enjoyment for Islamic Religious Education lessons so that they have strong determination and will in carrying out learning activities, students have the desire to succeed, there is encouragement and need in learning, there are hopes and aspirations, there is appreciation for learning, there are interesting activities in learning, the creation of a conducive learning environment. So it is proven that the use of animated video media in learning can increase students' learning motivation.

EFEKTIVITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MENGGUNAKAN MEDIA AUDIO VISUAL PADA SISWA KELAS III SD NEGERI 01 PUCUNGKIDUL TULUNGAGUNG

Islamic religious education is the most important lesson for students who are still at elementary school level, where the material is material for understanding the basics of the Islamic religion, at which time students are directed to strengthen their spiritual and noble morals. The aim of Islamic Religious Education lessons in schools is to grow, develop and improve their faith through providing and cultivating students' knowledge, appreciation and practice of Islamic religious teachings. In other words, it is hoped that students will be able to practice correctly and understand the basics of the Islamic religion which they will apply in their daily lives. This means that this material must be conveyed to students well and effectively. So that the material is conveyed well and effectively and can be understood by students, and they are interested in learning Islamic Religious Education, one way is to choose the right learning media. Therefore, the main problem in this study is how effective Islamic religious education learning is in elementary schools. This research proves that there is the effectiveness of audio visual media for learning Islamic Religious Education.

PENGARUH PENGGUNAAN MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA PADA MATA PELAJARAN FIQIH DI MTS AHMAD YANI JABUNG

One of the problems found at MTs Ahmad Yani Jabung is the lack of understanding and ability of students in understanding Islamic Religious Education lessons, especially zakat material. One of the proposed models is discovery learning, which is known to train students' abilities in critical, analytical, and creative thinking. The purpose of this research is to know: (1) to know the effect of the discovery learning model on improving student learning outcomes in fiqh material at MTS Ahmad Yani Jabung. (2) to know the students' response to the discovery learning learning model. The research method used is a quantitative approach with the type of quasi-experimental design using two classes, the first class using the lecture model and the second class using the discovery learning model on the same material using tests. The results showed that the use of discovery learning model has a significant effect on students' learning outcomes in zakat material. Through paired t-test between pre-test and post-test in the experimental class, it was found that the significance value (2-tailed) was 0.000, smaller than 0.05, which indicated a significant difference between students' learning outcomes before and after using the discovery learning model. This confirms the positive influence of this learning model on students' understanding of fiqh material. In addition, students' responses to the discovery learning model were also positive, with a high percentage of satisfaction, indicating that students at MTs Ahmad Yani Jabung liked the use of this learning model.

(Re)vision of Religious Education of Children and Youth in Secularized Polish Society

Rapidly progressing multifaceted secularization processes in Polish society strongly influence the shape of religious education of children and adolescents in the school environment. They determine a number of dimensions of the social and mental activity of young people. Their effects are visible, es­pecially in the attitudes of children and youth to God, the Church, religious lessons, moral norms, and religious practices. This situation raises new challenges for the religious education of the young. Reading this as a “sign of the times,” this article revises religious education in Polish schools. The need to reor­ganize the model of religious education lessons and to introduce changes in the curricular assumptions of religious education teaching, in student textbooks and methodological guides is pointed out. Pre-evangelization and educational activities, resignation from the mere transfer of religious knowledge, and the development of preconceived skills and attitudes are considered important. The author emphasizes the value of providing opportunities for the construction of knowledge and for the student’s own en­gagement during religious education lessons. In this context, much attention is paid to the role of the re­ligious education teacher, who is to be first and foremost a companion on a journey, an educator and a witness of faith, open to new challenges, able to communicate effectively with students, creative, and tolerant. The right personality traits of the religious education teacher and their multiple competencies (including communicative and interpersonal ones) play a key role in religious education. They guarantee the effectiveness of communication within a group of religious lesson participants. They foster authentic interpersonal relationships and community-building, thus meeting the natural needs of young people. In practice, they require a paradigm shift in the formation of religious education teachers.

Implementation of Multiculturalism Values in Catholic Religious Education Lessons

Implementation of Multiculturalism Values in Catholic Religious Education Lessons

Implementation of The Word Guessing Method to Improve Students' Activeness in Catholic Religious Education Lessons

Student activity is an activity or activity carried out by the teacher to see the extent to which students are able to comprehend and comprehend the lessons given. In this case, teachers or instructors should prepare themselves such as teaching materials and use good learning methods so that students can comprehend and comprehend the lessons given. It is known that the fifth grade students at SDK Wolondopo 2 are less active in participating in Catholic Religious Education (PAK) lessons. Students' learning motivation is still relatively low, during the learning process there are still many students who do not pay attention to the teacher who is explaining the material, lessons tend to be teacher-centered and students are less actively involved during the learning process and student learning achievement decreases. The problem in this research is how effective the word guessing method is in PAK learning to increase the activity of class VI students at SDK Wolondopo 2. The aim is to find out the effectiveness of the word guessing method in PAK learning to increase the activity of class VI students at Wolondopo SDK 2. This research method is action research. class using a qualitative approach. Data collection techniques are observation and documentation. The data analysis technique used in the research is Classroom Action Research (PTK) in which there are influences and relationships between variables. The research results show that using the word guessing method can increase student activity.

Improving Learning Outcomes of Catholic Religious Education for Grade III Students Through The Storytelling Method

Learning outcomes are the mastery and abilities that students have achieved about the material and skills regarding the subject after receiving their learning experience. Learning outcomes can be measured from their own abilities, where in the learning process in the classroom students are more active and the ability of Catholic Religious Educator teachers to apply skills to the teaching and learning process can improve student learning outcomes. In teaching and learning activities at SDK Puubheto, especially in grade III Catholic Religious Education lessons, problems were found in teaching and learning activities, namely; Students feel bored because the classroom atmosphere is not conducive, teachers do not understand the right learning methods according to the age of students and are not skilled in applying learning methods, students are not actively involved in teaching and learning activities, teachers tend to only give assignments so that students lack understanding of the material, and student learning outcomes are low. The formulation of the problem in this study is how the influence of the storytelling method on improving student learning outcomes. The purpose of this study was to determine how the influence of the application of storytelling learning methods on Catholic Religious Education subjects in improving learning outcomes. In improving learning outcomes, researchers use the application of storytelling methods in Catholic Religion subjects. The storytelling method is a learning strategy where the delivery is through oral speech by telling stories or events and information that is packaged creatively to attract children's attention. The results of the study found by researchers showed that the learning outcomes of students in each cycle increased from the pre-test results with a percentage of 35.71%, the percentage of post-test cycle I of 50%, and the percentage of post-test cycle II of 100%. It can be said that there is an increase in the learning outcomes of Catholic Religious Education through the application of storytelling methods in grade III of Puubheto Catholic Elementary School.

Pendampingan Metode Pembiasaan dalam Meningkatkan Kemampuan Pelaksanaan Shalat Dhuha Siswa SDN 1 Cibeber Kec. Kiarapedes Kab. Purwsakarta

Duha prayer is a sunnah prayer that is carried out in the morning starting from the rising of the sun until it is time for the dhuhur prayer. At SD Negeri 1 Cibeber, the dhuha prayer is taught during Islamic religious education (PAI) lessons, but students do not master the lafadz reading the dhuha prayer. The purpose of this study was to educate students of SD Negeri 1 Cibeber grade 3 so that they have the ability and understanding of the dhuha prayer both reading lafadz and procedures for dhuha prayer in accordance with applicable regulations. This service implementation method uses the PAR method which is carried out in stages: Problem identification is carried out as a first step to formulate what will be used as material for system planning and materials in educating in this service activity. Conducted a survey of SD Negeri 1 Cibeber where the activities were carried out. Then carry out the interview and discussion process with the teacher at SD Negeri 1 Cibeber to identify problems. The implementation of the solution or idea was carried out on 14 until 21 February, 2024 in the form of educating grade 3 students. perform the Duha prayer properly. By using this habituation method, it can improve students' ability to memorize the lafadz reading the dhuha prayer.

Notes on Religious and Moral Education in Three (Modern) Principles of the Divine Pedagogy of Saint John Chrysostom

The evolution of any society directly depends on the quality of its educational system, and it must include two essential components. The first considers education itself, that is, the gradual process of learning and accumulating general and special knowledge, aimed at discovering and exploiting the abilities of every individual. The second refers to the religious moral education based on the same principles, but which has a more noble goal, namely, to cultivate and develop a person’s spiritual qualities in view of their social integration and the establishment of normal interpersonal relationships.
 In this essay, I set out to show that within the general framework of the elementary education process, which takes into account the age and training of every individual, religious-moral education has always had a predominant role in society because it makes the junction between material, natural aspirations and the spiritual that are as important as the former. A human being is a microcosm in which two worlds, apparently contradictory but fully compatible, meet, namely, the human and the divine, body and soul, earth and heaven.
 My analysis considers the experience of Saint John Chrysostom, whose pedagogical principles, although based on strategies specific to the religious domain, are not in disagreement with the methods of modern pedagogy, because both pursue the finality of the educational act. In other words, I intend to show that, despite the passage of time, the principles of Chrysostom’s pedagogy retain their relevance and effectiveness.