The Role of Teaching Creativity of Christian Religious Education Teachers in Motivating Elementary School Students’ Learning at SD Swasta 101940 Bina Artha
Main Article Content
Abstract
Teaching creativity plays a crucial role in enhancing student learning motivation, particularly in Christian Religious Education (CRE) at the elementary level. This study aimed to investigate the role of teaching creativity among CRE teachers in motivating elementary school students' learning at SD Swasta 101940 Bina Artha. This qualitative descriptive study involved three CRE teachers and 60 students (grades 4-6) selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and student questionnaires. Thematic analysis was employed to identify patterns and themes related to teaching creativity and learning motivation. The findings revealed that teaching creativity manifested through four main dimensions: innovative instructional methods (storytelling, role-playing, multimedia integration), flexible teaching approaches, student-centered learning activities, and contextual biblical applications. These creative teaching practices significantly enhanced students' intrinsic motivation, active participation, and positive attitudes toward CRE lessons. Students demonstrated increased engagement (85%), improved comprehension of biblical concepts (78%), and heightened enthusiasm for learning religious values (82%). Teaching creativity of CRE teachers serves as a vital catalyst in motivating elementary school students' learning by creating meaningful, engaging, and relevant educational experiences that bridge biblical teachings with students' daily lives.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157-183.
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53-69.
Deci, E. L., & Ryan, R. M. (2015). Self-determination theory. In J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed., pp. 486-491). Elsevier.
Dewantara, K. H. (2013). Pemikiran, konsepsi, keteladanan, sikap merdeka: Pendidikan. Majelis Luhur Persatuan Taman Siswa.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic Books.
Hamalik, O. (2015). Proses belajar mengajar. Bumi Aksara.
Jeffrey, B., & Craft, A. (2016). Creative learning and possibility thinking. In R. A. Beghetto & J. C. Kaufman (Eds.), Nurturing creativity in the classroom (2nd ed., pp. 113-130). Cambridge University Press.
Munandar, U. (2014). Pengembangan kreativitas anak berbakat. Rineka Cipta.
Prastowo, A. (2015). Menyusun rencana pelaksanaan pembelajaran (RPP) tematik terpadu. Kencana.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana Prenada Media Group.
Sawyer, R. K. (Ed.). (2019). The Cambridge handbook of the learning sciences (3rd ed.). Cambridge University Press.
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Pearson.
Slameto. (2015). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Sudarwan, D. (2013). Motivasi kepemimpinan dan efektivitas kelompok. Rineka Cipta.
Sudjana, N. (2014). Dasar-dasar proses belajar mengajar. Sinar Baru Algensindo.
Suprijono, A. (2015). Cooperative learning: Teori dan aplikasi PAIKEM. Pustaka Pelajar.
Uno, H. B. (2016). Teori motivasi dan pengukurannya: Analisis di bidang pendidikan. Bumi Aksara.
Woolfolk, A. (2016). Educational psychology (13th ed.). Pearson.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge.