The Influence of Varied Teaching Skills on the Learning Interest in Christian Religious Education and Character Formation of Grade XI Students at SMA Negeri 1 Siempat Nempu
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Abstract
This study investigates the influence of varied teaching skills on students’ learning interest in Christian Religious Education (CRE) and character formation. Contemporary educational theory highlights the teacher’s central role not only in delivering knowledge but also in shaping students’ affective, cognitive, and behavioral development. Within CRE, this responsibility is especially significant because instruction is expected to foster moral growth alongside academic understanding. Observations at SMA Negeri 1 Siempat Nempu revealed declining student interest, characterized by low participation and limited engagement, prompting an experimental investigation into whether diverse pedagogical strategies could enhance learning interest. The research employed a true experimental design with a posttest-only control group. The population comprised 142 Grade XI students, of whom 60 were purposively selected and divided into an experimental group (XI IPS-4, n = 30) and a control group (XI IPS-5, n = 30). The experimental group was taught using varied teaching skills, including interactive questioning, small-group collaboration, active learning, and media integration, while the control group received conventional instruction. Student learning interest was measured using a validated 28-item questionnaire encompassing affective, behavioral, and attentional dimensions. Results demonstrated that the experimental group achieved a significantly higher posttest mean score (M = 108.8, SD ≈ 1.90) compared to the control group (M = 99.2, SD ≈ 4.81). Statistical testing confirmed that this difference was significant (F = 6.40; t(29) = 10.16, p < .05). The findings indicate that varied teaching skills strongly enhance students’ interest in CRE, fostering both academic engagement and moral development. The study concludes that deliberate pedagogical variation is an effective strategy for sustaining motivation and supporting holistic student formation.
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