The Implementation of the Course Review Horay (CRH) Learning Model in Enhancing Learning Motivation in Christian Religious Education and Character Development

Abstract

This study examines the implementation of the Course Review Horay (CRH) learning model in enhancing learning motivation within the context of Christian Religious Education and character development. Utilizing a Systematic Literature Review (SLR) method, this research synthesizes findings from national and international studies published between 2014 and 2024 to provide a comprehensive understanding of the effectiveness, benefits, and pedagogical implications of the CRH model. The review process followed the PRISMA framework, involving database searches, article screening, quality appraisal, thematic coding, and narrative synthesis. The findings indicate that the CRH model significantly enhances learning motivation through its interactive, joyful, and collaborative structure. Students become more engaged cognitively, behaviorally, and emotionally as the model incorporates game-based review, real-time reinforcement, and group collaboration. These elements contribute to deeper comprehension, improved retention, and increased willingness to participate in learning activities. CRH aligns well with the goals of holistic education by supporting the development of character traits such as cooperation, respect, empathy, and responsibility. The celebratory atmosphere reduces learning anxiety, fosters confidence, and encourages meaningful interaction, enabling students to internalize Christian values more effectively. Although several challenges emerge—such as classroom management issues and the need for differentiated instruction—the benefits of CRH outweigh its limitations when facilitated thoughtfully. Overall, this review concludes that the CRH learning model is a relevant and effective instructional approach for fostering learning motivation and character development in Christian Religious Education settings.