Christian religious education learning during the pandemic needs to find an active, innovative, creative, effective, and fun learning model. Students experience boredom with the monotonous online learning system and seem less interactive, so it becomes a challenge when Face-to-face Learning (PTM) is implemented during the pandemic. It impacts student learning outcomes in the classroom, which has decreased. This research aims to increase the activeness and learning outcomes of students in online learning and PTM. The research method used is classroom action research by applying several stages: planning, implementation, observation, and reflection in each cycle. The researcher applies the CBSA-based PAIKEM model on Christian Religious Education subjects. Learning CBSA-based PAIKEM makes students active by carrying out various activities such as discussing, solving problems, forming ideas, compiling plans, and reports in-class learning. After two cycles, the study results showed a significant increase from the initial conditions, and student learning outcomes met the KKM for Christian Religious Education subjects.

Menerapkan strategi pembelajaran merupakan peran penting dalam mewujudkan tujuan Pendidikan Agama Kristen di masa pandemi Covid-19. Tujuannya ialah meningkatkan perserta didik untuk melakukan kegiatan pembelajaran yang beragam secara kreatif, efektif dan efesien. Maka strategi yang cocok digunakan selama pandemi Covid-19 adalah strategi PAIKEM terpadu. Penulis akan melakukan analisis dan mendefinisikan strategi PAIKEM terpadu yang dilakukan oleh guru-guru pendidikan agama Kristen di masa pandemi Covid-19. Tujuan penelitian ini untuk mengetahui strategi PAIKEM terpadu bagi guru kepada siswa pendidikan agama Kristen di era pandemi Covid-19. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK). Hasil penelitian menunjukkan bahwa strategi PAIKEM efektif digunakan dalam PTK agar seluruh siswa lulus Kriteria Ketuntasan Minimal (KKM) dengan tiga siklus. Karena itu, dalam tataran kebijakan, strategi PAIKEM Terpadu dapat menjadi model pembelajaran wajib dalam meningkatkan ketercapaian KKM siswa.