The Use of Problem Posing in Enhancing Understanding of Christian Religious Education at Primary School Tamansiswa Bangunsari

Abstract

This study aims to evaluate the effectiveness of the implementation of the Problem Posing approach in enhancing students' understanding of Christian Religious Education  at Primary School Tamansiswa Bangunsari. The research employs the Classroom Action Research (CAR) method, conducted in two learning cycles. The subjects of the study were 28 fifth-grade students. Data collection was carried out using several techniques, including learning achievement tests to measure students' understanding, observations of students' activities during the learning process, and interviews to gain a deeper insight into students' responses to the applied approach. The results of the study indicate a significant improvement in students' understanding of Christian Religious Education   material after the implementation of the Problem Posing approach. In the first cycle, the classical learning mastery rate reached 67.85%, while in the second cycle, it increased to 89.28%. This improvement demonstrates that the Problem Posing approach effectively encourages students to be more active in understanding and exploring the taught material. Furthermore, students' engagement in the learning process also increased, as evidenced by their ability to formulate meaningful questions and solve problems relevant to everyday life. The Problem Posing approach is not only effective in improving conceptual understanding but also in fostering critical, creative, and reflective thinking skills. These skills are highly relevant to the Christian values that form the foundation of religious education, such as honesty, responsibility, and care for others. Thus, this approach contributes positively to the Christian Religious Education  learning process, both cognitively and affectively.