The Influence of the Course Review Horay (CRH) Learning Model on Learning Activeness in Christian Religious Education and Character Development
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Abstract
This study examines the influence of the Course Review Horay (CRH) learning model on students’ learning activeness within the context of Christian Religious Education and Character Development through a Systematic Literature Review (SLR). The CRH model, recognized for its interactive and celebratory structure, has been widely applied in various educational settings to promote student engagement. However, its potential contribution to Christian value-based learning remains understudied. This review analyzed 46 empirical studies drawn from database. Inclusion criteria focused on peer-reviewed studies published between 2013 and 2025 that examined the implementation of CRH or similar cooperative learning strategies and provided measurable indicators of learning activeness. The thematic synthesis reveals that CRH significantly enhances behavioral, cognitive, and emotional engagement through structured questioning, collaborative problem solving, and positive reinforcement. The model promotes active participation, critical thinking, joy in learning, and student confidence, all of which align with the holistic aims of Christian education. The findings show that CRH supports character formation by fostering cooperation, empathy, responsibility, and respectful communication within classroom interactions. Although some challenges, such as increased noise levels, the need for teacher preparation, and the possibility of superficial excitement, were identified, these can be addressed through reflective guidance and integration of moral content. The review concludes that CRH is a pedagogically effective and theologically compatible strategy for enhancing learning activeness and strengthening character education in Christian Religious Education. Further empirical research is recommended to explore its application more deeply in religious instructional settings.
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