The Personality of Christian Religious Education Teachers in Instilling Self-Control (Genesis 4:7) among Students at SLBN Deliserdang
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Abstract
This study examines the role of Christian Religious Education (CRE) teachers' personality in instilling self-control among students with special needs at SLBN Deliserdang, using Genesis 4:7 as the theological foundation. Self-control is a critical character trait for students with disabilities, enabling them to manage emotions and behaviors effectively. This research employed a qualitative descriptive approach with purposive sampling, involving five CRE teachers and fifteen students. Data were collected through in-depth interviews, classroom observations, and document analysis. Findings reveal that teachers with exemplary personalities—characterized by patience, empathy, consistency, and spiritual maturity—significantly influence students' self-control development. The biblical principle from Genesis 4:7, which emphasizes mastering sin and controlling negative impulses, serves as an effective pedagogical framework. Teachers implement this principle through modeling behavior, storytelling, reflective discussions, and individualized approaches adapted to students' diverse needs. The study concludes that the teacher's personality is instrumental in translating biblical teachings into practical life skills for students with special needs. Recommendations include enhancing teacher training programs focused on character development and biblical pedagogy tailored for inclusive education settings.
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