Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal EDUJAVARE: International Journal of Educational Research
Dwi Sartica
Institut Agama Kristen Negeri Palangka Raya, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Challenges and Opportunities for Christian Religious Education in the Development of Information Technology in Class IX Rahani Rahani; Karolina Karolina; Dwi Sartica; Urbanus Urbanus
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1448

Abstract

The rapid development of information technology has transformed almost every aspect of human life, including the educational sector. This study aims to analyze the challenges and opportunities of Christian Religious Education (CRE) in the development of information technology and to examine how teachers optimize technology integration in learning among Grade IX students at SMP Negeri 8 Palangka Raya. The study employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The findings reveal that the major challenges faced by Christian Religious Education include students’ excessive use of digital devices, exposure to online content that may contradict Christian values, disparities in teachers’ digital competencies, and limitations in technological infrastructure. Despite these challenges, information technology provides significant opportunities to enhance access to religious learning resources, improve student engagement through interactive multimedia, facilitate collaborative learning, and support spiritual formation through digital faith-based platforms. The study also found that teachers optimize technology use by integrating multimedia resources into instruction, utilizing digital communication platforms, promoting digital literacy and ethical technology use, and continuously improving their technological and pedagogical competencies. The study concludes that the effective implementation of Christian Religious Education in the digital era requires a balanced approach that embraces technological innovation while maintaining the core mission of nurturing students’ faith, character, moral values, and spiritual development.
Analysis of Teachers' Efforts to Apply Gamification Methods in Learning Christian Religious Education for Grade V Angelika Amanda Octaviana; Prasetiawati Prasetiawati; Dwi Sartica
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i02.1591

Abstract

Education plays a crucial role in developing students’ knowledge, character, behavior, and skills in accordance with the demands of the modern era. This study aims to describe the implementation of gamification in Christian Religious Education learning and the teacher’s efforts to evaluate student learning outcomes in fifth-grade students at SD Negeri 1 Panarung. The research employed a qualitative descriptive method with data collected through observation, interviews, and documentation involving one Christian Religious Education teacher and fifth-grade students. The findings reveal that gamification was implemented through careful lesson planning and the integration of game elements such as points, rewards, quizzes, educational games, and Superbook videos to create a more interactive, enjoyable, and meaningful learning environment. The teacher used gamification not only to increase students’ motivation, participation, and understanding of the material, but also to maintain the spiritual and moral objectives of Christian Religious Education. In evaluating learning outcomes, the teacher applied continuous and process-oriented assessment through quizzes, oral questioning, classroom observation, group activities, and direct feedback in the form of points and rewards. The evaluation covered students’ cognitive understanding, memory of the lesson, classroom engagement, confidence, cooperation, and enthusiasm during the learning process.
Co-Authors Angelika Amanda Octaviana Karolina Karolina Prasetiawati Prasetiawati Rahani Rahani Urbanus Urbanus