Effective Evaluation Strategies in Catholic Religious Education: A Case Study in Schools in Indonesia

Vinsen Bawa Toron

doi:10.21831/pep.v28i2.77364

Effective Evaluation Strategies in Catholic Religious Education: A Case Study in Schools in Indonesia

Vinsen Bawa Toron, STP Reinha Larantuka, Indonesia

10.21831/pep.v28i2.77364

Abstract

Research examines the evaluation of learning in Catholic religious education. Learning evaluation is an important tool for improving the quality of Catholic religious education. This study aims to evaluate the role of religious teachers and parents in guiding students' moral formation. The research method uses a qualitative approach with a phenomenological tradition. Data is collected through interviews at Catholic schools in Indonesia, as well as semi-structured interviews with six senior and junior Catholic religion teachers. Data analysis is carried out by applying Creswell's steps with the help of the ATLAS ti tool and analysis of learning device documents. The findings show that religious education requires a holistic learning approach from teachers to guide students' moral formation with skill reinforcement, holistic assessment, appropriate rubrics, and also an approach tailored to the variations in topography and the role of parents as a cultural asset of students' families, contributing to students' academic achievement.

Keywords

Evaluation, Implementation of Learning, Education, Catholic Religion

References

Biggs, J. (1999). What the Student Does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75. https://doi.org/10.1080/0729436990180105

Bohigues, A., & Rivas, J. M. (2021). Nobody Is a Prophet in Their Own Land? Evaluations of Pope Francis in Latin America. Bulletin of Latin American Research, 40(1), 133–148. Scopus. https://doi.org/10.1111/blar.13102

Chan, C. K. Y., & Chen, S. W. (2022). Students’ perceptions on the recognition of holistic competency achievement: A systematic mixed studies review. Educational Research Review, 35, 100431. https://doi.org/10.1016/j.edurev.2021.100431

Chan, C. K. Y., & Yeung, N. C. J. (2021). To assess or not to assess holistic competencies – Student perspectives in Hong Kong. Studies in Educational Evaluation, 68, 100984. https://doi.org/10.1016/j.stueduc.2021.100984

Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative Research Designs: Selection and Implementation. The Counseling Psychologist, 35(2), 236–264. https://doi.org/10.1177/0011000006287390

Elis RatnaWulan, & H. A. Rusdiana, Drs., MM. (t.t.). Evaluasi Pembelajaran.

Ene, I., & Barna, I. (2015). Religious Education and Teachers’ Role in Students’ Formation towards Social Integration. Procedia - Social and Behavioral Sciences, 180, 30–35. https://doi.org/10.1016/j.sbspro.2015.02.081

Imbler, A. C., Clark, S. K., Young, T. A., & Feinauer, E. (2023). Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results? Assessing Writing, 55, 100676. https://doi.org/10.1016/j.asw.2022.100676

Manea, A. D. (2014). Influences of Religious Education on the Formation Moral Consciousness of Students. Procedia - Social and Behavioral Sciences, 149, 518–523. https://doi.org/10.1016/j.sbspro.2014.08.203

Mirascieva, S., Petrovski, V., & Gjorgjeva, E. P. (2011). Teaching in the religious education in the Republic of Macedonia today. Procedia - Social and Behavioral Sciences, 15, 1404–1409. https://doi.org/10.1016/j.sbspro.2011.03.302

Mossière, G. (2009). Meredith B. McGuire, Lived Religion. Faith and Practice in Everyday Life: New York, Oxford University Press, 2008, 304 p. Archives de sciences sociales des religions, 148, 75–342. https://doi.org/10.4000/assr.21167

Osewska, E. (2015). The role of religious education in public schools in Poland. Crkva u Svijetu, 50(3), 456–468. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946574546&partnerID=40&md5=747023442c49f0d659fab6714ee02f21

Paul Vermeer. (t.t.). Meta-concepts, thinking skills and religious education. 12 Mar 2012, Volume 34,(Issue 3), 333–347. https://doi.org/10.1080/01416200.2012.663748

Roszak, P., & Kudła, W. (2023). Faith-based education in Polish public schools – From battleground to common ground. International Journal of Educational Development, 99, 102773. https://doi.org/10.1016/j.ijedudev.2023.102773

Sejdini, Z., Kraml, M., & Scharer, M. (2020). Becoming human: Fundamentals of interreligious education and didactics from a muslim-christian perspective. Dalam Becom. Hum.: Fundam. Of Interrelig. Educ. And Didact. From a Muslim-Christi. Perspect. (hlm. 162). Peter Lang AG; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089376799&partnerID=40&md5=2003d1df26270275268d06fba905b803

Stanislaus, I. (2022). Forming digital shepherds of the Church: Evaluating participation and satisfaction of blended learning course on communication theology. Interactive Technology and Smart Education, 19(1), 58–74. Scopus. https://doi.org/10.1108/ITSE-10-2020-0217

Sultmann, W., Lamb, J., Hall, D., & Borg, G. (2022). Into the deep: A quantitative analysis of teacher ratings of the development and implementation of a trial religious education curriculum. British Journal of Religious Education, 44(1), 26–37. Scopus. https://doi.org/10.1080/01416200.2021.1951165

Tang, C., Duan, Q., & Long, H. (2022). How do parents influence student creativity? Evidence from a large-scale survey in China. Thinking Skills and Creativity, 46, 101134. https://doi.org/10.1016/j.tsc.2022.101134

Thijssen, M. W. P., Rege, M., & Solheim, O. J. (2022). Teacher relationship skills and student learning. Economics of Education Review, 89, 102251. https://doi.org/10.1016/j.econedurev.2022.102251

Van Eersel, S., Hermans, C., & Sleegers, P. (2010). What do teachers do to stimulate the understanding of the other in interreligious classroom communication? Empirical research into dialogical communication in religiously pluriform learning situations in Catholic primary schools. Journal of Beliefs and Values, 31(2), 125–141. Scopus. https://doi.org/10.1080/13617672.2010.503608

Varas, D., Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers’ strategies and challenges in teaching 21st century skills: Little common understanding. Thinking Skills and Creativity, 48, 101289. https://doi.org/10.1016/j.tsc.2023.101289

Yu, S., Liu, Y., & Guo, R. (2022). “How does my family affect me?” The family cultural capital impact on Chinese junior high school students’ academic achievement. Thinking Skills and Creativity, 46, 101146. https://doi.org/10.1016/j.tsc.2022.101146

DOI: https://doi.org/10.21831/pep.v28i2.77364