Implementation of Christian Religious Education Teachers’ Competence in Fostering Students’ Spiritual Awareness (A Case Study at SMK Negeri Losida Siatasbarita)
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Abstract
This study investigates how Christian Religious Education (Pendidikan Agama Kristen, or PAK) teachers implement their professional competencies to nurture students’ spiritual awareness within a vocational education context, specifically at SMK Negeri Losida Siatasbarita. Employing a qualitative case study approach, the research explores the pedagogical, professional, personal, and social dimensions of teacher competence that collectively shape the moral and spiritual formation of students. Data were collected through interviews, observations, and document analysis to capture the lived experiences of both teacher and learners. The findings reveal that the PAK teacher’s pedagogical creativity-through dialogical learning, reflection, and contextual application of Scripture-effectively bridges the gap between religious cognition and lived spirituality. Professional competence, marked by theological depth and contextual interpretation, enhanced students’ engagement and understanding of faith as a practical, relational commitment. The teacher’s personal integrity and social empathy further embodied Christian virtues, establishing a classroom atmosphere rooted in care, trust, and authenticity. Students reported increased awareness of God’s presence, moral responsibility, and relational compassion, indicating that spirituality was not merely taught but experienced. The study concludes that the effectiveness of Christian education depends significantly on the teacher’s holistic competence and authenticity of faith. PAK teachers who integrate theology with empathy and pedagogy with discipleship transform classrooms into communities of grace and growth. These insights highlight the need for Christian teacher education programs to intentionally develop both professional skills and spiritual maturity as inseparable dimensions of the educator’s vocation.
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