Perceptions, Learning Attitudes, and Cultural Contexts in Christian Religious Education: An Empirical Study of Students’ Learning Engagement

Abstract

This study examines the relationship between students’ perceptions and learning attitudes in Christian Religious Education (CRE), with particular attention to the cultural context in which religious learning takes place. A quantitative correlational approach was employed to analyze data from 32 respondents. Students’ perceptions were treated as the independent variable, while learning attitudes constituted the dependent variable. Data were analyzed using Pearson correlation and simple linear regression. The results indicate a moderate positive relationship between students’ perceptions and learning attitudes, with a correlation coefficient of r = 0.5432. The coefficient of determination (R² = 0.295) indicates that students’ perceptions statistically accounted for 29.5% of the variance in learning attitudes. The regression model was expressed as Y = 10.918 + 0.437X, with a t value of 3.5432 and a significance level of 0.00132, indicating a statistically significant relationship. The findings suggest that students who hold more positive perceptions of the learning process tend to demonstrate more positive learning attitudes. Within CRE, this relationship should be understood in connection with students’ cultural experiences, local values, social relationships, and everyday realities. Culture was not tested as an independent statistical variable; rather, it functioned as a contextual lens for interpreting the findings. The study highlights the importance of culturally responsive and contextual CRE that connects Christian teachings with students’ lived experiences while supporting meaningful learning and character formation.