<![CDATA[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.]]>
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