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All Journal EDUJAVARE: International Journal of Educational Research
Urbanus Urbanus
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.
The Influence of the Problem-Based Contextual Teaching and Learning (CTL) Method on the PAK Learning Outcomes of Class VIII Students Olivtia Kesia Pebriany; Prasetiawati Prasetiawati; Urbanus Urbanus
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.v4i02.1574

Abstract

Christian Religious Education (CRE) has an important role in shaping students’ moral character, spiritual awareness, and value-based decision-making in school life. This study aimed to determine the effect of the Problem-Based Contextual Teaching and Learning (CTL) method on the learning outcomes of Christian Religious Education (CRE) and to examine the differences in learning outcomes between students taught using the Problem-Based CTL method and those taught using the conventional lecture method among eighth-grade students at SMP Kristen Palangka Raya. This research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The sample consisted of 30 students, divided equally into an experimental class and a control class. Data were collected through observation, documentation, pre-tests, and post-tests, and were analyzed using descriptive statistics, normality and homogeneity tests, and the Independent Sample *t*-Test with the assistance of SPSS version 26. The findings revealed that the experimental class achieved a higher mean post-test score (83.13) than the control class (69.80). The Independent Sample *t*-Test produced a significance value of 0.000 (<0.05), indicating that the Problem-Based CTL method had a statistically significant positive effect on students' Christian Religious Education learning outcomes and that students taught using the Problem-Based CTL method performed significantly better than those taught through the lecture method. The results indicate that contextual and problem-based learning promotes active participation, critical thinking, meaningful learning, and the ability to connect biblical concepts with real-life situations, thereby improving students' cognitive achievement.
Co-Authors Dwi Sartica Karolina Karolina Olivtia Kesia Pebriany Prasetiawati Prasetiawati Rahani Rahani