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All Journal EDUJAVARE: International Journal of Educational Research
Prasetiawati Prasetiawati
Institut Agama Kristen Negeri Palangka Raya, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.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.
The Efforts of the Christian Religious Education Teacher in Using Short Film Audiovisual Media to Teach Grade V Students Alpida Alpida; Prasetiawati Prasetiawati; Lukas Lukas
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.1702

Abstract

This study aimed to describe the efforts of the Christian Religious Education teacher in using short-film audiovisual media to teach Grade V students at SDN 6 Pahandut and to identify the supporting and inhibiting factors influencing its implementation. The study employed a qualitative descriptive approach involving the Christian Religious Education teacher and Grade V students as research participants selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, while the credibility of the findings was ensured through source and technique triangulation. The findings revealed that the teacher made systematic efforts by planning lessons carefully, selecting appropriate short-film audiovisual media, facilitating classroom discussions, encouraging student reflection, and relating biblical teachings to students' daily experiences. These instructional practices enhanced students' learning motivation, classroom participation, understanding of biblical values, and Christian character development. The study also identified several supporting factors, including the teacher's pedagogical competence, the availability of technological facilities, school support, collaborative professional practices, and students' enthusiasm for multimedia learning. The study concludes that the effective use of short-film audiovisual media in Christian Religious Education depends not only on the availability of technology but also on teachers' instructional competence, creativity, careful lesson planning, and continuous institutional support to create meaningful, student-centered, and technology-enhanced learning experiences.
Co-Authors Alpida Alpida Lukas Lukas Olivtia Kesia Pebriany Urbanus Urbanus