The Dynamics of Christian Religious Education Learning through Mindful, Meaningful, and Joyful Learning Experiences among Eighth-Grade Students

Oltiar Situmeang

doi:10.58230/edutech.v4i1.104

Authors

Oltiar Situmeang SMPN 23 Pekanbaru

DOI:

https://doi.org/10.58230/edutech.v4i1.104

Keywords:

Christian Religious Education, Mindful Learning, Meaningful Learning, Joyful Learning, Mixed Methods

Abstract

This study explores the dynamics of Christian Religious Education (CRE) learning through mindful, meaningful, and joyful learning experiences among eighth-grade students at SMPN 23 Pekanbaru. The study involved 45 students and employed a mixed-methods design, integrating quantitative and qualitative data. The researchers collected quantitative data through questionnaires and learning achievement assessments, while they obtained qualitative data through classroom observations, interviews, and document analysis. The findings indicate that the integration of mindful, meaningful, and joyful learning enhanced students’ learning motivation, active participation, conceptual understanding, and ability to apply Christian values in daily life. Qualitative findings also revealed increased learning satisfaction, self-awareness, and positive interpersonal relationships. The study concludes that mindful, meaningful, and joyful learning provides an effective framework for improving the quality of CRE and supporting students’ academic and spiritual development.

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