The Influence of the Scientific Learning Approach in Christian Religious Education and Character Development on Students' Learning Activeness

Abstract

This study investigates the influence of the scientific learning approach on students’ learning activeness within the context of Christian Religious Education and Character Development (CRECD). In recent years, the demand for pedagogical models that promote active, reflective, and value-oriented learning has grown significantly, particularly in faith-based educational settings. The scientific learning approach, comprising observing, questioning, experimenting, reasoning, and communicating, offers a comprehensive framework that aligns with contemporary educational standards while supporting the holistic formation of students’ intellectual and moral capacities. This research employed a mixed-method design combining a systematic literature review with limited interview insights from CRECD teachers and students. The literature review examined recent studies on scientific pedagogy, active learning, and Christian education, while the interviews provided contextual understanding of classroom realities. The findings reveal that the scientific approach substantially enhances students’ behavioral, cognitive, and emotional activeness in CRECD classes. Students become more engaged in discussions, demonstrate increased curiosity, and develop stronger analytical abilities in interpreting biblical texts and moral issues. Experimentation through case studies and collaborative projects fosters deeper understanding and internalization of Christian values. The approach promotes inclusivity, intrinsic motivation, and a sense of responsibility grounded in Christian character. The study concludes that the scientific learning approach is highly effective in fostering active participation and spiritual–moral development in CRECD. Its integration helps bridge biblical teachings with critical thinking and real-world application, making Christian education more dynamic, meaningful, and transformative. The study recommends broader adoption of this approach supported by teacher training and pedagogical innovation.