The Use of Varied Teaching Methods to Enhance the Effectiveness of Catholic Religious Education

Abstract

This study examines the use of varied teaching methods by Catholic Religious Education (CRE) teachers in supporting learning effectiveness at the elementary school level. Learning effectiveness in CRE remains a challenge because students often show low motivation, limited participation, and difficulty maintaining focus during classroom activities. The study aimed to analyze the implementation of varied teaching methods, their application in classroom learning, their relationship to learning effectiveness, and the challenges faced by teachers. This study employed a descriptive design with a qualitative approach. The research was conducted at SD Negeri 001 Laham, Mahakam Ulu Regency, East Kalimantan, from December 2025 to April 2026. Data were collected through observation, interviews, and documentation involving one CRE teacher, one principal, and six fifth-grade students. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings revealed that the teacher applied various teaching methods, including lectures, storytelling, group discussions, problem-solving, and literacy activities. These methods created active, interactive, and enjoyable learning environments that improved students’ motivation, participation, focus, and understanding of learning materials. Despite limitations in learning media and differences in students’ abilities, the teacher addressed these challenges through flexible and contextual learning strategies. The study concludes that varied teaching methods support meaningful and student-centered learning experiences in CRE.