The Influence of Visual Learning Media on Learning Interest in Christian Religious Education and Character Develpment
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Abstract
This study investigates the influence of visual learning media on students’ learning interest within the context of Christian Religious Education and Character Development. Recognizing the increasing dominance of visual culture in contemporary learning environments, this research employs a Systematic Literature Review (SLR) to synthesize empirical and theoretical findings published between 2014 and 2024 across major academic databases such as Scopus, Web of Science, ERIC, and Google Scholar. A total of 32 studies met the inclusion criteria after rigorous screening for relevance, methodological quality, and alignment with the themes of visual media, learning motivation, and character formation. The results reveal that visual learning media, such as images, videos, animations, and infographics, significantly enhance cognitive engagement by simplifying abstract biblical concepts and supporting dual-channel information processing. Visual media also stimulate affective engagement by evoking emotional responses that foster curiosity, attention, and intrinsic motivation. Importantly, the review highlights the role of visual representations in Christian character formation, as they vividly model virtues, moral dilemmas, and real-life applications of biblical teachings. These visual encounters strengthen students’ moral imagination, empathy, and reflective awareness, contributing to their willingness to internalize and practice Christian values. The study further identifies pedagogical and contextual factors influencing the effectiveness of visual media, including teacher competence, instructional design, cultural relevance, and technological accessibility. Overall, the findings underscore that visually enriched instruction provides a meaningful and spiritually grounded pathway to enhance learning interest and character development in Christian education. Recommendations for future research and pedagogical practice are provided to advance effective visual-based learning in faith-based contexts.
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