The Influence of Animated Media on Students’ Learning Motivation in Christian Religious Education and Character Formation at SD Negeri No. 174573 Hutaraja

Abstract

This study investigates the impact of animated instructional media on students’ motivation in Christian Religious Education and Character Formation (PAKBP) at SD Negeri No. 174573 Hutaraja. Recognizing that low motivation often hinders effective moral and spiritual learning in elementary classrooms dominated by teacher-centered instruction, this research explored how animated media can serve as a catalyst for engagement and value internalization. Theoretically grounded in dual-coding and multimedia learning frameworks, animation was conceptualized as a multimodal tool for translating abstract biblical concepts into vivid, emotionally resonant narratives that enhance comprehension and recall. Using a quantitative one-group pretest–posttest design, thirty sixth-grade students participated in a four-week intervention integrating animated Bible stories into regular PAKBP lessons. Data were collected through a Likert-scale motivation questionnaire based on Keller’s ARCS model, complemented by teacher observation notes and student reflection journals. Results revealed a significant improvement in motivation, with mean scores rising from 74.10 to 111.80-an increase of 50.9%. Statistical testing (t = 18.997, p < 0.05) confirmed the significance of this effect. Qualitative data further indicated that students displayed heightened curiosity, emotional connection to biblical figures, and sustained engagement during reflective discussions. Teachers reported that animation transformed the classroom dynamic from passive reception to active dialogue, reinforcing moral understanding through collaborative reflection. The study concludes that when grounded in pedagogical competence and spiritual intentionality, animated media can revitalize students’ motivation and moral reasoning in Christian education, offering a model for integrating technology and theology in 21^st-century faith-based pedagogy.