The Effectiveness of the Role-Playing Model in Christian Religious Education: An Effort to Implement the Competence of Christian Religious Education Teachers

Abstract

This study aims to analyze the effectiveness of the role-playing learning model in enhancing students’ understanding and internalization of Christian values, while also serving as a medium for implementing the competencies of Christian Religious Education (CRE) teachers. The role-playing model was chosen for its ability to foster an active, participatory, and contextual learning environment, allowing students not only to cognitively comprehend key concepts but also to experience and internalize them affectively. The study employed a quasi-experimental approach using a pretest-posttest design, involving 60 junior high school students divided into an experimental group and a control group. The findings revealed a significant improvement in three key areas within the experimental group following the implementation of role-playing: conceptual understanding (t = 4.87; p < 0.01), applicative skills (t = 5.23; p < 0.01), and the internalization of Christian values (t = 3.98; p < 0.01). These results indicate that the model is not only academically effective but also capable of fostering character and spiritual development among students. Further correlation analysis showed that the implementation of role-playing contributed to the development of CRE teachers’ competencies, including pedagogical (r = 0.76), personal (r = 0.68), social (r = 0.72), and professional competencies (r = 0.81). Accordingly, this study concludes that the role-playing learning model is an effective strategy for Christian Religious Education. It not only strengthens students’ understanding of Christian values but also supports the holistic realization of teacher competencies, thereby creating a transformative and meaningful learning experience for students.