The Role of Christian Religious Education Teachers in Optimizing the Use of Smartphones in the Christian Religious Education Learning Process for Grade VII Students at SMPN 3 Palangka Raya

Abstract

The widespread use of smartphones in schools creates opportunities for more flexible and interactive learning, but it also presents challenges related to distraction and responsible use. This study describes the role of Christian Religious Education (CRE) teachers in planning, implementing, and optimizing smartphone use among seventh-grade students at SMP Negeri 3 Palangka Raya, Indonesia. A descriptive qualitative approach was employed. Data were collected through interviews with the CRE teacher and students, classroom observation in class VII-3 on 25 May 2026, and documentation of the teaching module and student worksheets. Data were analyzed through reduction, display, and conclusion drawing, with source and method triangulation. The findings show that the teacher incorporated smartphones into the teaching module in alignment with the Merdeka Curriculum and selected WhatsApp, YouTube, Google Classroom, PowerPoint, and digital Bible applications according to learning objectives. Implementation involved spiritual opening activities, digitally supported core learning, group discussion, and technology-assisted assessment. The teacher optimized use through explicit instructions, active monitoring, modeling responsible digital behavior, and integrating Christian values. Smartphones supported students’ interest, participation, and understanding, although unstable internet access, limited battery and device capacity, notifications, and non-learning applications remained obstacles. The study concludes that purposeful planning, guidance, supervision, and school support are essential to keeping smartphone use aligned with CRE learning objectives.