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The Influence of Technology-Based Christian Religious Education Learning Strategies on Students' Spiritual Growth Tambunan, Daulat Marulitua; Jusen, Jusen; Wiguna, William
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This study examines the influence of technology-based Christian Religious Education learning strategies on students’ spiritual growth in a church-based educational context. The study was motivated by the increasing need to integrate digital technology into Christian Religious Education without reducing its spiritual and character-forming mission. A quantitative associative design with a predictive approach was employed. The research involved 58 senior high school students in Grades X, XI, and XII who participated in Christian Religious Education classes at HKBP Serang Church, Indonesia. Because the population was limited, saturated sampling was used. Data were collected through a structured five-point Likert-scale questionnaire measuring technology-based learning strategies through multimedia applications, e-learning, and hardware utilization, while students’ spiritual growth was measured through spiritual discipline, abundant Christian life, and Christ-centered living. The data were analyzed using validity and reliability tests, descriptive statistics, classical assumption tests, Pearson correlation, and simple linear regression with IBM SPSS Statistics Version 24. The findings showed that all instruments were valid and highly reliable. Correlation analysis indicated a moderate positive relationship between technology-based learning strategies and students’ spiritual growth, r = 0.539, p < 0.001. Regression analysis produced the equation Y = 54.768 + 0.577X, with significant model results, F = 22.881, p < 0.001; t = 4.783. The R Square value of 0.290 indicated that technology-based learning strategies explained 29.0% of the variance in students’ spiritual growth. The study concludes that technology-based Christian Religious Education learning strategies significantly support students’ spiritual growth when implemented intentionally and pedagogically.
The Influence of Technology-Based Christian Religious Education Learning Strategies on Students' Spiritual Growth Tambunan, Daulat Marulitua; Jusen, Jusen; Wiguna, William
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i3

Abstract

This study examined the relationship between technology-based instructional strategies in Christian Religious Education (CRE) and students reported spiritual growth in a church-based learning context. A quantitative associative design was employed involving 58 students at HKBP Serang Church, Indonesia, selected through saturated sampling. Data were collected using two five-point Likert-scale questionnaires measuring technology-based CRE instructional strategies, comprising multimedia applications, e-learning, and technological device utilization, and spiritual growth, comprising spiritual discipline, abundant Christian life, and Christ-centred living. The data were analyzed using descriptive statistics, instrument validity and reliability tests, classical assumption tests, Pearson correlation, and simple linear regression. The instruments demonstrated high internal consistency, with Cronbach’s alpha coefficients of 0.918 and 0.958. The findings revealed a moderate positive association between technology-based instructional strategies and students’ spiritual growth (r = 0.539, p < 0.001). Regression analysis indicated a statistically significant positive predictive relationship (B = 0.577, p < 0.001), with the model accounting for 29.0% of the variance in spiritual growth scores (R² = 0.290). These findings suggest that technology integration is a relevant consideration in church-based CRE instruction. However, the cross-sectional design does not establish causality, and further research is needed to examine dimension-specific relationships across diverse educational contexts.
Co-Authors Tambunan, Daulat Marulitua Wiguna, William