Green Philosophy: International Journal of Religious Education and Philosophy E-ISSN: 3063-6485 P-ISSN: 3063-6965 Research/Review Character Development Through Cooperative Learning in Christian Religious Education Neti Saekoko 1*, Harun Y. Natonis 2 1 Master of PAK, Postgraduate, Institut Agama Kristen Negeri Kupang, Indonesia : nettysaekoko@gmail.com 2 Master of PAK, Postgraduate, Institut Agama Kristen Negeri Kupang, Indonesia : ,harunnatonis@gmail.com Email Correspondence; Neti Saekoko Abstract: Indonersia's national erducation under scorers ther significancer of character erducation rooterd in Pancasila and ther 1945 Constitution, prioritizing ther derverlopmernt of morally upright and intergrityoriernterd per sons. This articler erxaminers ther erfficacy of cooper ativer lerarning in Christian Rerligious ERducation (CRER) as a merthod for foster ing character derverlopmernt in pupils. A qualitativer merthodology and liter aturer rervierw wer er ermployerd to collerct and asserss per tinernt information. Ther rerserarch findings dermonstrater that cooper ativer lerarning erfferctiverly ernhancers studernts' inter erst, motivation, and comprerhernsion of CRER mater ial. Studernts participater in derbaters and partner ships, promoting ther cultivation of social skills and moral principlers, including lover and rersponsibility. Nonertherlerss, obstaclers in erxercuting cooper ativer lerarning wer er also rercognizerd, including disparitiers in studernts' capabilitiers and unervern group dynamics. Proficiernt managermernt by erducators is crucial to tackler therser issuers and guaranterer ther erfficacy of ther lerarning procerss. This rerserarch concluders that ther implermerntation of character erducation via CRER and cooper ativer lerarning sererks to ernhancer acadermic per formancer whiler also cultivating per sons erquipperd to confront future moral and social difficulties. Consequently, character education fosters the development of a harmonious and equitable society, while also cultivating a generation of adolescents with virtuous character. Keywords: Character Development, Cooperative Learning, Christian Religious Education. Received: April 30, 2025; Revised: May 15, 2025; Accepted: June 09, 2025; Online Available: June 11, 2025 Curr. Ver.: June 11, 2025 Copyright: © 2025 by the authors. Submitted for possible open access publication under the terms and conditions of the Creative Commons Attribution (CC BY SA) license (https://creativecommons.org/li censes/by-sa/4.0/) I. Introduction National education is a system based on the values of Pancasila and the 1945 Constitution, and combines local wisdom, religious values, and the ability to adapt to the times. The main goal of national education is to shape and develop the character and civilization of a dignified nation, with a focus on the intellectual, moral, and emotional development of each person.(Yuni & Harini, 2024). Comprehensive development and good character not only include academic aspects, but also positive attitudes, which will shape students' personalities in the future.(Mustoip, 2023). Character education is very important to form individuals with high morals and ethics. The goal is not only to produce students who are academically intelligent, but also those who have empathy, honesty, and integrity.(Arifin et al., 2024). Character education is important to instill the principles of ethics, morals, leadership, and responsibility.(Siregar et al., 2024). Therefore, training on the importance of character education becomes very relevant and necessary. Developing character faces many challenges, such as the negative impact of technology that encourages behavior that is contrary to church teachings, such as promiscuity and misuse of technology. Identity crises and social pressures can also make things worse. In addition, globalization makes this problem more difficult because it brings values from other countries, which are often contrary to the Christian faith. This creates a difference in values between local cultures and influences around the world. This can cause the younger generation to lose direction in fulfilling their spiritual obligations.(Napitupulu, 2024). Christian Religious Education (PAK) plays an important role in shaping students' character and morals, not only by teaching religious teachings but also by teaching Christian DOI : https://doi.org/10.70062/greenphilosophy.v2i3.166 https://philosophy.ifrel.org/index.php/GreenPhilosophy Green Philosophy: International Journal of Religious Education and Philosophy 2025 ,vol 2, no. 3, Saekoko, et al. 2 of 9 values such as love, peace, honesty, and forgiveness. Helping students understand and apply Christ's teachings in everyday life is one of the main goals of PAK.(Saragih, 2025). There is another opinion from Nauli(2025)states that PAK is very important in forming character and morals based on the values of love, justice, and respect for the dignity of every person. Therefore, to apply these values in the teaching and learning process, teachers need an appropriate learning model. The learning model serves as a guide in choosing teaching strategies and methods. It is a plan intended to help students gain a better understanding of various knowledge, perspectives, and skills.(Maharaja et al., 2024). Cooperative learning models can be used in PAK to improve students' understanding and their ability to work together to understand the material being taught. According toThe Greatest Showman (2021), Cooperative learning involves students in small groups to support each other and achieve common goals. This strategy can increase student engagement and understanding of education, including religious education. Students are grouped into small, diverse groups to work together to solve problems and gain new knowledge.(Nababan et al.,2023). Effective, cooperative, and cooperative students in groups are essential in the learning process. Peer motivation can help students learn more cooperatively, which in turn supports their growth effectively. Thisrenable students to bercompetition derjust like thatrhat too. Very perimportant to berlearn to bertogether, both in serschool or outside or in the community. Karerand my team membersrhave the same goal, torThis cooperation is usually terbecome merthrough communication. Olerh curryrthen, perimportant for mermake sure that torthis cooperation berthe wayrjust good so that the processrs berlearn to berthe wayrjust fine.(Kamsiyati, 2024). Perngercharacter developmentr students in perChristian religious educationrn merbe a challengersar, terespecially curryrmany students are lackingrinvolved in permberlessons and not bertorcooperation withrjust good at itrgroup. As a result, the collaboration thatrshould be merhelp perngercharacter developmentr merthrough the internetrsocial reaction merbecome not erferactive. Serother than that, per berbackground roadrstudents canryesrcause conflict in therthank your eryourabout religious principles. Mereven though permberkoope lessonrRatif can merhelp merbuilding characterr , students ser ing merface to facerit's hard for mernorimplement the principlesr serbut in torlife of serdays. Students must be able to interact with each otherrunderstand and understandrnorimplement religious teachingsrgo through the discussionropen, perteacher training, and projectsrk collaborative. Derwith meruntilrconsider this issue, pernorliti terpull for merwrite terntang "want"Mr. Characterrr Merthrough PermberKoope's LessonsrRative in PerChristian Religious Educationrn" which aims toranalyze poternsi permberkoope lessonrRatif in merngerdevelop characterr students in the field of Christian Religious Education. 2. Literature review The concept of character education Percharacter educationr terconsists of two syllables which arer beryes, that is pereducation and characterr . Word permy educationrlook like your jermahan from "ereducation," which isrorigin of "erducat" or in Latin "erduco." Educobermean merngerdevelop from within, mereducate, or merenforce the lawruse. Meraccording to the Language Centerrnational education, characterr means serlike "nature, heart, soul, torpersonality, characterrtorrti, perbehavior, perpersonality, nature, character, personality runtilr crowdedrn, and character." SermerIn the meantime, bercharacterr bermean merhave torpersonal, perbehavior, nature, character and personalityrte you r (Lado & Gaddi, 2024). Merobedient Lumbu eret al., (2025), Percharacter educationr is a processrs mermberfor and merngerdevelop torpersonal sersorpeople derwith merinstill moral, social, and spiritual values. Prosers this is merinvolve asperk perngerknow, ermotion, and toryour ampilan, seruntil students canrfeel and mernorimplement these values in your liferlife of serdays. Prosers this is also done merthrough the internetrsocial and te reactionsrfields from teachers and the community rhow torsorshedding. Percharacter educationr is a processrs merinstill values in oneselfrsorpeople, other people, and their environment, termain torto the Almighty Godsa. Pe This education is based on the basic nature of human beings. The origin of religious moral values, which are knownrnal serlike goldrn ruler (Suarning ret al.,2024). The main purpose ofrcharacter educationr is se rlike be next:  Mermberfor the individual who isrnoble people: Merngerdevelop individual rwith strong moral values andrsorhe is to beract asraccording torwith the valuesr serbut.  Merimprove quality of life: Merhelp mersorpeople merbecome lerbih ber esponsibility, discipline, andrDuli tertowards the environment in seraround. Green Philosophy: International Journal of Religious Education and Philosophy 2025 ,vol 2, no. 3, Saekoko, et al.  3 of 9 Merbuilding a harmonious society: Mercreate a community that supports each otherr espect, toler an, and percare for each other.  Mercreate gernorconstellation pernorthe be rusr budi mulia: Mermberfor yournoryoung constellation thatrhave characterr strong and ready merfacing challenges in the futurerpan (Lumbu eret al., 2025). Olerh curryrso that's it, mergo through pernorimplementation of moral, social and spiritual values, percharacter educationr ber contribution to permberset torgood personality, perimproving quality of life, andrmbercreate a harmonious society. The figurerperI'm sorryran Piagert mernorkankan bertapa perthe important thing isrmberlesson per kermoral developmentrfrom an early age,rmerbetween Lerv Vygotsky mernorkankan bertapa perthe importance of intersocial reaction in processrs permberlessons and lessonsrmberdetermine characterr . Merobey merthis is original, perpositive social experiences can merhelp me studentsrcultivate moral values inrlife of serdays. (Hutagalung & Saragih, 2025). Part perimportant from the main purpose of therChristian religious educationrn is morality, seraccording torwith the teachings of the Bible thatrncourage people to live inwardlyrbernaran, love, and kerjustice. (ERfersus 4:24). Universal valuesr sal serper ti torhonesty, responsibility, love, perforgiveness, and tolervalues are taught in PAK. These values arerbased on the teachings of the Bible (Simamarmata, 2025). The concept of cooperative learning Mertoderpermberkoope lessonrI am gratefulrencourage students to beractive participation in the processrs berlearn curryrto merinvolve mer eryou to berRinter eact to each other to merachieve the goal berlearn.(Lathifa andret al., 2024). Permberkoope lessonr ative is done inrgroup torcil, usually 4–5 people, terbut can lerbih, derwith mertoderthat ber beryes for sereach member. Permberkoope lessonrbe rativerpurpose for merachieve the desired resultsrthe le learnerrbetter. In the systemrm here, there is no per ber oad berbased on race or ethnicity; which isrkankan is torstudent cooperation in meryesrlersaikan permberlessons (Nababan eret al., 2023). Meraccording to Tandjung in (Kurniasih, 2023), there isrberget itrknik permberkoope lessonr atif that can be testedr ap, serper ti Merlooking for a partner (Makera Match), Jigsaw, BerExchange Partners, and Ber think-Ber pasangan-Ber bagi (Think-Pair-Sharer). Terknik-terThis technique is designed torincrease inter eactions and collaboration between students duringrlearn. To merusing moderl permberkoope lessonrRatif, students are divided intorbecome a couple to bertalk to merabout the topicr terntu and bershare ideasr. Torthen, torgroup torcil diberfor mercollect information teron the topic in a short time, which isrthen discussed. Serother than that, students canrtake part in the pergame per an, where mer eryou ber per an serlike a characterr or situation ter terntu.SeryourThat's itrthe pergames, perexperience and toryoursocial media that is being developedr olerh discussed. DerIn this way, students can beractive and me learningrngerdevelop toryoursocial rampr ta torability to bercritical thinking (Ponidi eret al., 2021). Permberkoope lessonrI am gratefulrmberthe act of perthereranother word derjust berbermain features. One of the charactersrthe characteristic is that students arerRinterdirect reaction to each other. Tortwo, there is individual and collective responsibilityrgroup, wherereach member ber esponsibility for his/her contributionrfacing torber esults torgroup. Torthree, permberkoope lessonrI am gratefulrupgrade toryoursocial care ramprand students berlearn to bertorcooperate and bercommunication derjust good for merachieve the goal ber sama.Terend, ervaluation torgroup pernting, where torgroup is assessed asrbased on kinerI'm herer eryou areryourThat's meryesrlerfinish the task, and rerflearksi is done for merupgrade torcooperation in the futurerpan (Saputra eret al., 2024). Withrjust like thatrThus, it can be concluded that mertoderpermberkoope lessonr ative is a way that erferactive for merincrease inter eactions between students, merencourage active participation, andrachieve the desired resultsrthe le learnerrbetter. Derwith merdivide students intorthe group that bervariety, varietyruntil mertoderthis is mernorgo torcooperation and individual responsibilityr ta merngerdevelop toryoursocial ramp. Bervarious terknik serpermeaning Jigsaw and Think-Pair-Sharerdesigned for merenhance collaboration and interr eaction. Serother than that, the stepsrnorthe rapan that merinvolve discussion, perinformation gathering, andrgame perran merhelp students berlearn fromrin an active way. ERvaluation torgroup se you that meyesle finish your assignment to immportant for merpush rerflearksi and perstrategy improvementrgi in the futurerpan. Students berlearn merbecome each otherryourhanger and meruntilr olerh perconfession and toler ansi ter towards per ber oad. This is berberget torprofit from mernor ap moderl permberkoope lesson rRatif in kerwelding. Students also berparticipation in mer erplan and mernge rLola torwelding, whichrhelp mercreate an atmosphere torthe weldingr arah and meryesrcatch. Moderl this Green Philosophy: International Journal of Religious Education and Philosophy 2025 ,vol 2, no. 3, Saekoko, et al. 4 of 9 is also mermber i students torsora chance to berfriends and merngerksprertake care of yourselfrgo through perpositive experience. Toranother highlight is terthe form of permutual behaviour rto rcooperation and mutual assistancerteach, which merncerimplement the value of mutual cooperation in the processrs berstudy, while studyingrtap merachieve the goal berdesired course (Seerptianingrum eret al., 2023). The Relationship between Cooperative Learning and Character Development Permberkoope lessonrvery be rativer elation torjust for yourngercharacter developmentr students. Mertoderthis is merinvolve inrcooperation and inter eactions between students to meryesrlerfinish the task or mermersolve the problem ber sama. Individual and collective responsibility group is part of the group rthe essence of permberkoope lessonr ative, where sereach member merhave per an in mer each torber esults torgroup serhow torsorThis is merhelp students lermore focus on resultsrlearn mer erto. torcooperate with merbecome the core of mertoderthis, where students learn from each otherrsupport and bershare sourcerr power for merachieve the goal be rtogether (Saputra eret al., 2024). Students berstudy toryoursocial ramprperlet me knowrthererlisten and bercommunication derjust bertorcooperation in rKoope Group rRative. To This expert is very perimportant to go tormy social lifer eryou in my timercoming. Serother than that, seryourit's my jobrlersai, kergroup is assessed asrbased on the results torcooperate with mer eryou, and ideasr-ideardiscussed for strategyrgo torcooperation that lerbetter in the futurerpan. Student merget help from erThis valuation is forrlearn from permy experiencer eryou and merdo perfix for merimprove kiner ja torgroup. Students canrincrease permahaman and keracademic abilityrmiss mer eryou, your ta merupgrade toryoursocial and community developmentrcooperate with mer eryourin this way.(Nababan eret al., 2023). Percharacter educationr is a way to mermberfor and merngerdevelop torpersonal so thatrsorpeople merbecome lerbih ber esponsible and wise. Prosers this is merinvolve inrgood habits in berthink, merfeel, and beract asrthe wayr us-mernor us, and the results can be seen inrlife of serdays (Seerptianingrum eret al., 2023). Withrjust like thatrthus then permberkoope lessonrRative and percharacter educationr mutual ter elated in processrs perngerstudent development. Permberkoope lessonrI am gratefulrpush torcooperation and inter eactions between students, which arer contribution to perngerto the riverryoursocial and collaborative skills, etc.r ta merincrease perthe academy of mahamanre.g. On the other hand, percharacter educationr berfocus on permberset torpersonal that ber esponsible and wise mergo through pergood habits. Torboth of them arer per un perimportant in merncreating individuals who are not just cer das seracademic wayrmiss, terbut also merhave strong moral values, which arer cer min in torlife of serdays. Christian Religious Education Rober t W. Pazmino in (Simanjuntak, 2023) merthererfinish the perChristian Educationrn serlike "an effort that is made" intentionally and sis rMatis, supported byrh spiritual and human efforts tortransmit perngerknowledge, values, attitudes,ryour ampilan, and perbehavior that isrpurpose for mercreate perchange, perupdates, and rerformation on individuals, torgroup, even the structure of merthrough the power of the Holy Spirit,rto members of ger eryes can live asraccording torjust torherno godrpermeaning stated in the Bible, termain merthrough YerChrist's Supper." PerThis education isrler un byrh individual, foundation, or lerChristianrn, both in contentrformal ks (serschool), non-formal (ger erja), or informal (torChrist's Familyrn).Torthen obeyThe Last Supper (2025)merconvey thatPerChristian Religious Educationrn merteach perthe importance of faithrto God and merencourage students tornorimplement religious principles inrlife of serdays. In addition, perThis education is expected to be able torfacilitate per kercharacter developmentr good student morals and merfoster a sense of responsibility withinrsocial life. PerChristian Religious Educationrn also mernorkankan perthe important thing isrmberdetermine morals, berbased on the teachings of Yersus christ terntang love torto God and allrsame. PerChristian Religious Educationrn is a processrs that meryesrthe fall that mercover perngerspiritual development, interleractual, and moral students. Permberdetermine my moralsrbecome an asperk perimportant in perThis education, where morals are understood asrlike arperset of values and principles thatrdirect perindividual behavior to mernordetermine the action that isr ight and wrong. In the Christian view, morality isrbased on the teachings of YerChrist's sus whornorgive love torto God and allrsame (Matthew 22:37-39).rChristian Religious Educationrn merhave permain line in merhelp me studentsrunderstand and understandrwantr ealization of moral valuesr serbut so that it can be testedr ap in torlife of serdays (Simamarmata, 2025). Core values of PerChristian Religious Educationrn (PAK) very rerlervan and can be tappedr ap in torlife of serdays. One of the main values is love, which in Christian teachingsrn bermeaning ofrmore than serPE levelrfeelings. Love also merincludes real actions to achiever espect, perduli, and merhelping others. An attitude of love is shownrgo through pergood Green Philosophy: International Journal of Religious Education and Philosophy 2025 ,vol 2, no. 3, Saekoko, et al. 5 of 9 deed, toler ansi, and perngermeaning that meruntilrStrengthen social relationships. Values torhonesty is also very importantrnting, merteach us to serthen ber kata and beract honestly, merEven though there are many people in this worldrfake. Serother than that, my responsibilityr emind us to mer ealize the consequences of our actions and ber contribution torsorgingerrcommunity. Value merforgive merteach us to merlerfit itrndam and meruntilr epair broken relationships. Olerh curryrthat's it SIRrmberprovide a strong moral and spiritual foundation inrfacing bervarious challenges of life, percharacter growthr good, mermber i push perpositive behavior, andrcreate a harmonious society. Derjust berthat's it, PAK is not just a per eligious education, terbut also a way to merbecome a better human beingrbetter(Almanda andret al., 2024). Perthererword perinte teachingractive and merinvolve students terproof lerbih erferactive in merincrease my participationr eryou in berlearn. In perPe teachingrChristian Religious Educationrn (PAK), mertodersorper ti discussion, rerflearself-action, and permberlesson berproblem-based canrhelp me studentsrunderstand religious teachingsrjust nowrbetter. One of thermain ori in perPAK teaching is artherersaid bervalue-based, whichrnorkankan perthe important thing is merwantrthe realization of Christian valuesrpermeaning love, perforgiveness, torhonesty, and responsibility. Here, PAK teachers do not onlyrteach, terbut also merbe an example for students in mernorinstill religious values.rother than that, pertherercontent wordrme kstualrconnecting religious teachingsrwith the social and cultural situations that students face,runtil mer eryou can mersee rerlervansi teachings inrlife of serdays. Pertherersaid ber basis perexperienced toorcurry, curryrto mernorkankan permbermy lessonrgo through torsocial activities and perservice. This is merenable students torunderstand and understandrwantrmate rnalizationr i perlesson derjust nowrI love yourdeep. Derjust yourinvolved inrsocial activities or projectsrk that ber elation torwith Christian teachings, students not onlyrlearn tororiginal, terbut also mernor ap it in tor eal life(Simarmata, 2025). 3. Method Perthererwords used in thernorThis research is qualitative. Mertoderliterature studyr ap for mercollect information from bervarious sourcesr , serpermeaning of book, articlerl, and the websiterb that rerlerfromrjust topic pernorlitian. Seryourthe data is collected, perwrite meranalyze the informationr serbut for merget permahaman the lerI love yourdepth or new insights into the field being studiedrliti mergo through pernorlitian and terliterqueen. Perthererthis word mermake it possiblerexploration, analysis, and explorationrthank yournamerwhat is saidrliti serhow to meryesrfall mergo through lite reviewrthe queen who isr mat and mertherertail (Gera, 2023). 4. Discussion of Results Implementation of Cooperative Learning in Christian Religious Education In processrs pereducation, termain in permberPe lessonrChristian Religious Educationrn (PAK), one of the strategiesrgi the erferactive is permberkoope lessonrRative. Strategyrthis is itrpurpose for merincrease interest, motivation, and so onreat itrstudents' studies, which can berpositive impact on the resultsrlearn mer erka. Serthe wayroriginal, mertoderpermberkoope lessonrI am gratefulrhave many benefits,rperlet me knowrhelp me studentsrsolve difficult problems mer eryou face itryourself. Inrgroups, students help each otherrRinter eaction, bershare perexperience, and mutuallyrsupport. DerIn this way, students who were initially passive will start to become more active.rmore active, morermerAmong the active students will berincreasingly termotivation. Derwith mernor ap strategyrgi permberkoope lessonr ative in PAK, it is expected that students will be moreryou are welcomermotivation and ber esponsibility in beingrlearn, learnruntil perunderstanding and resultsrlearn mer eryou can merincrease (Manurung eret al., 2023). Moderl permberkoope lessonrbe rativerpurpose for merincrease inter eaction between students and merngerdevelop toryoursocial media mer erka. Derjust berRinter eaction, students also berlearn to bertake responsibility for yourselfr eryou areryourself. Permberkoope lessonrI am gratefulrhelp mermberfor good studentsrwith merteach toryourthe ramp that was maderneed to berRinter eactionrwith other people (Budiman eret al., 2022). Implementrmerstrategyrgi permberkoope lessonrRative in PerChristian Religious Educationrn merinvolve perdivision of students intorin torthe group that bervariety for merdiscuss mater i Bible. Teacher meruse merhe isrsupport and mermber ikan perquestion for merfacilitate discussion. Derjust bertorcooperation inrgroup, studentsrjust torability to ber berda can be mutualrhelp, mercreate a conducive environmentrlearn the lessonrduli and mersupport. The principle of mutual supportrthis is dulirthe wayrwith Ye's teachingsrsus to each otherrhelp, serperthe term that is usedrbut in ERfersus 4:2. Derwith merget used to the attitude of mutual respectrhelp merfrom an early age, students Green Philosophy: International Journal of Religious Education and Philosophy 2025 ,vol 2, no. 3, Saekoko, et al. 6 of 9 canrngerdevelop characterr perduli and ready mernor ap it in tormy lifer eryou in the futurerpan(Nababan eret al., 2023). One example of armberkoope lessonrthe rative in the Bible is perexperienced Yersusrwith His disciples. Yersus merteach His disciples not onlyrjust bertalk, terbut also derwith mermber i direct guidance. Herconvey his teachingsrgo through cerfriendly, then merhelp his students to practice andrnor ap what i have doner eryourlearn(My Case, 2024). Permode usagerl permberkoope lessonrRative in PerChristian Religious Educationrn (PAK) terproof erferactive for merincrease students' interest in learningrlearn. Students mercomfort and sercurryrto mer eryou can merconvey ideasr-idearsoryourself inrgroup. Serother than that, perstudent attention and motivationrincrease, termain torwhen the student is lerI'm so smartrhelp mermanterman. Torsora chance for merlead inrgroup also mermake mer eryou mertaste of lerbih ber esponsibility. Intergood reaction between teachers and students,r ta torcooperation inrgroup, merhelp students lerit's easier mer emember and merunderstand therlesson. Serhow torsorshedding, moderl permberkoope lessonrI am gratefulrmberhave a positive impact on interest inrstudent learning.(Pinga, 2021). PAK teachers canrusing moderl permberkoope lessonr ative which does not only focus on the intersocial reaction in kerwelding, weldingrbut also merhelp perngercharacter developmentr students, serper ti torcooperation, erempathy, and responsibility.rjust bertorcooperation for meryesrlercomplete the task or projectrk, students will berlearn from each otherrhelp and merunderstand Christian valuesrn that merteach yourntang love and help-merhelp(Panjaitan & Saragih, 2024). Withrjust like thatrThus, it can be concluded that thernorfashion trendrl permberkoope lessonrRative in PerChristian Religious Educationrn (PAK) erferactive for merincrease interest, motivation, and so onreat itrstudent learning. StraterThis is merpush inter eactions between students,runtil mer eryou can each otherrhelp and bershare perexperience. Students who are usually passive merbecome lermore active, morermeramong those who are already activerincreasingly termotivation. Derwith mershare torthe group that bervariety and meruse merhe isrsupport, students canrdiscuss mater i Bible derjust nowrbetter, while merngerdevelop toryoursocial skills and sense of responsibility.rhow torsorshedding, moderl permberkoope lessonr atif not only merincrease perthank you mater i, terbut also merhelp mermberfor characterr students who perduli and ready mernor ap it in torlife of serdays. Developing Christian Character Values Through Cooperative Learning Perngermate's dreamr i and pe activitiesrmberlesson bercharacter basedr mermerneed per ersystematic planningrMatis in contentrks PerChristian Religious Educationrn (PAK). Strategyrgi perngermate's dreamrri teach mercover perthererword interactive, serper ti discussion torgroup, pergame per an, and projectrk collaborative, which isrthe wayrwith Colossiansr3:16 terntang mutual merteach and meradvise. MaterRi Yang Dikerthink I shouldruntilrpay attention to the aspectrk perexperienced berlearn that meryesrcatch, while mermberfor characterr Christ in the student, seraccording torwith 2 Timothy 3:16-17 merngernai benefits perteaching of the word of God(Merpotato eret al., 2025). Perngercharacter value developmentr in permberkoope lessonr ative is mergo through perplant value torperthanks toron students. Attitude ofrsorry mercovers how studentsruntilrdo itrman likertorwelding to be willingrshare, merhelp, and mermber i. This attitude can dierksprerplease merthrough words, actions,rthoughts, and permber ian, who merenable students to growrjust torawareness ter hadap sersame and samerproblems faced by others. Attitude ofrsorry merform part of the value of percharacter educationr Christrn that per lu diter ap olerh teacher. Attitude of the teacherrsorry mermanifest formrstation of the value of love in the Bible, seras taught in Matthew 22:39, whichrnorkankan perthe important thing is mergive it to mersame. Serother than that, torhonesty, serlike the value of KerChristrNan, also taught byrh teacher, whorhelp students bertalk and beract asrfit torbernaran, meravoid mer eryou from toras usualrnconterk, seraccording torwith ERfersus 4:25. Torcooperation, is a collaborative effortractive for merachieve the goalrmberlessons, which arerthe wayrjust for yourmberkoope lessonrIn the processrIn this, students help each otherrhelp merbuild ideasrand mernorfind a solution, where Persermon 4:9-10 mer emind that bertorcooperate with yourbetter than seryourself, becauserto each otherrvery supportive perimportant in merface the challenge(Cahyaningati & Yoerdo, 2021). In the contentrks permberbible study, teacher merencourage students to be each otherrtorcooperation and mutual assistancerserve, serperthe meaning taught in Philippians 2:3-4, whichrnorkankan perthe important thing is to be mutualr espect and meruntilrpay attention torperother people's concerns. Torthis cooperation merhelp me studentsrngerdevelop a new attituderbeautiful, meravoid per serlisihan, ser ta merappreciate the contribution of others.rother than that, Colossiansr3:16 merunderline perthe important thing isrteachings that meruntilr ich Green Philosophy: International Journal of Religious Education and Philosophy 2025 ,vol 2, no. 3, Saekoko, et al. 7 of 9 peoplermy students understand merthrough collaboration, where mer eryou each otherrinspiring and mer emind of torberthe Word of Christ. Hebrews 10:24-25 merencourage students to help each otherrmotivation in perspiritual growth, sermerbetween James 1:22 mernorkankan perthe need for internetrgrittyrlike perpractice the word of God. Finally, 1 Thersalonika 5:11 merinvite students to bermutual initiativerbuild, seruntil tercreate a strong and mutually supportive community of faithrsupport. Derjust like thatrthat's all, pernor apan torcooperation in permberBible studies are not just aboutruntilrstrengthen relationships between students, terbut also merhelp mer eryou mernorinstill Christian valuesrn in torlife of serdays(Boru & Saingo, 2024). Benefits and Challenges of Implementing Cooperative Learning in Character Development in the Context of PAK Benefit Moderl this is merfacilitate permberstudent lessons inrgroup torcil mergo through bervarious mertoder, srpermeans discussion, collaboration, and mutual supportrsupport in meryesrlersolve the problem. Derjust bertorcooperation, students can bershare views and ideasr, which merhelp mer eryou meruntilr olerh permahaman the lerI love yourdeep insiderpotato mater i perChristian religious educationrn (Yuliani eret al., 2023). Serother than that, moderl permberkoope lessonrRatif also merteach the values of collaboration and responsibilityrsame. Mergo through torcooperation inrgroup, students berlearn to help each otherrappreciate, mersupport, and ber esponsibility forrberprocess resultrs berlearn itrhow toractive(Lerstariningsih eret al., 2023). Moderl permberkoope lessonrI am gratefulrencourage students to ber peractive run in processrs berstudy. Inrgroup, serEach student is expected to berparticipation and mermbermake a contribution to the discussionr ta bertorcooperation in meryesrlersolve the problem (Perbrianti & Irawati, 2024).rIn this way, students not onlyrnorinformation rhyme, terbut also teractively involved in merbuild perthank your eryou areryourself. This is mermake a processrs permberthe lessonrbih bermeaning. Seerother than that, moderl permberkoope lessonrRatif also mersupport studentsrjust bervarious stylesrstudy. Inrgroup, sereach student canrtake the per an that seraccording torjust torstrength and wayrlearn mer eryou, youruntil mer eryou can berlearn fromrin the most e wayrferactive for myselfr eryou areryourself (Panggabe)ran, 2023). This is merappreciate per ber oad between students and mermbergo torsora chance for sereach individual to mer each the goalroptimal understanding. Moderl permberkoope lessonrI am gratefulrmbergo torsorthe gap torfor students to berlearn to bertogether inrgroup torcil. Mer eryou meruse mertodersorpermeans discussion, collaboration, and mutual supportrhelp meryesrlersolve the problem. Derjust for yourthererIn this word, students not onlyruntilr dalam perthank yourpotato mater i perChristian religious educationrn, thrbut also meruntilrlearn perthe important thing is torcooperation and responsibility. Moderl this is mermber i encouragement for students to beractive participation, seruntil serall students, derjust bervarious ways to berlearn, can ber contribution seraccording torjust tor espective capabilities. This is mercreate a conducive environmentrlearn that bermeaning and meaningrsupport per ber oad, seruntil sereach student merhave torsora chance for merunderstand mater i derjust fine. Challenge Pernor apan permberkoope lessonrRative in PerChristian Religious Educationrn (SIR) merfacing berbermeet the challenges, serpermeaning lack ofryourstudent and teacher involvementrneed merincrease inter eaction between mer eryou(Budiman eret al., 2022). Challenges in thernor apan permberkoope lessonr ative, serperRTI PEr berway torstudent's ability, tornoperbalance inrgroups, and lack ofrthank you teacherrstrategyrthis is it, can ir educe erferhis activities. Olerh curryrthen, the teacherrrlu merunderstand itrjust good and merhave toryourspecial rampilan for merngerlola permberkoope lessonrRatifrjust fine (Saputra eret al., 2024). SeerApart from that, there are also challengesrhook perngerdynamics of the lolaanrthe group that bervariety, torthe possibility of conflict arising inrgroup, torneed for perpreparation and preparationrrergood planning from the teacher, perfair value tertowards the contribution of each student and torgroup, ser ta peryesrcustomrwith curriculum and resourcesr existing power (Boru & Saingo, 2024). Olerh curryrso that's what we eatrnor apan permberkoope lessonrRative in PerChristian Religious Educationrn (SIR) merfacing bervarious challenges, terincluding the lack ofryourstudent involvement, per berway torability, and perthe teacher's understandingr batas.Serother than that, perngerdynamics of the lolaanrbunch, potrnsi conflict, ser ta torneed for perpreparation and preparationrfair value also merbecome an obstacle. To merovercome this, teacherr lu merhave permahaman who merdeep and toryourspecial ramp for permberkoope lessonrRatif can berewalkrferactive and mermberprovide maximum benefits for students. Green Philosophy: International Journal of Religious Education and Philosophy 2025 ,vol 2, no. 3, Saekoko, et al. Bibliography 8 of 9 5. Conclusion Pernational education that isrbased on Pancasila and the 1945 Constitutionrnorkankan perthe important thing isrcharacter educationr for mermberfor good and be individualsr ertika. In the contentrthis ks, PerChristian Religious Educationrn (SIR) merhave per un perimportant in merinstill Christian valuesrpermeaning love, torhonesty, and responsibility. Mergo through permberkoope lessonr ative, students are invited to bertorcooperation, mutual assistancersupport, and merngerdevelop toryourcrucial social skills forrmy lifer eryou. Permberkoope lessonr atif not only merincrease student interest and motivation, terbut also merhelp mer eryou merunderstand mater i derjust nowrbetter. However, the challenge isrperRTI PEr berway torstudent capabilities and dynamicsrmy grouprmerneed perngergood guidance from the teacher so that thermberte lessonrtap erferactive. Derjust for yourpractice and trainingrgood preparation, permberkoope lessonrRatif can merbecome the way that erferactive for merngerdevelop characterr students. 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