The Influence of Scramble Learning Model on Learning Activeness in Christian Religious Education and Character Development
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Abstract
This study investigates the influence of the Scramble learning model on learning activeness in Christian Religious Education and Character Development through a Systematic Literature Review (SLR). The Scramble model, characterized by its interactive, puzzle-based structure, is widely recognized for enhancing student engagement and promoting dynamic learning behaviors. However, its potential within Christian value, oriented instruction remains insufficiently explored. This review analyzed 43 empirical studies published between 2013 and 2025 from databases such as Scopus, Web of Science, ERIC, DOAJ, Google Scholar, Garuda, and Neliti. Inclusion criteria required peer-reviewed studies conducted in formal educational settings and containing measurable indicators of learning activeness. Thematic analysis revealed that the Scramble model significantly improves behavioral, cognitive, and emotional engagement. Students participating in Scramble activities demonstrate increased participation, attentiveness, collaborative interaction, critical thinking, and motivation. These effects align strongly with the goals of Christian Religious Education, which emphasizes holistic formation through active learning, cooperative practice, and value internalization. The results indicate that Scramble not only strengthens academic engagement but also supports character development by cultivating responsibility, empathy, communication skills, and moral decision-making. Identified challenges include classroom noise, unequal participation, and limited teacher readiness, suggesting the need for strategic implementation and reflective integration of Christian values. Overall, the review concludes that the Scramble learning model is a pedagogically effective and value-compatible strategy for enhancing learning activeness and character formation in Christian Religious Education. Future research should explore context-specific adaptations and long-term impacts on students’ moral and spiritual growth.
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