The Spirituality of Christian Religious Education Teachers in Teaching Students at SMP Negeri 2 Satu Atap Kualuh Hilir about Trust in God: A Reflection on Proverbs 3:5
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Abstract
This study examines the spirituality of Christian Religious Education (CRE) teachers in teaching the concept of trust in God to students at SMP Negeri 2 Satu Atap Kualuh Hilir, based on Proverbs 3:5. The research aims to explore how teachers' spiritual practices influence their pedagogical approaches and student understanding of biblical trust. Employing a qualitative descriptive method, data were collected through in-depth interviews with three CRE teachers, classroom observations, and document analysis. Findings reveal that teachers' personal spiritual experiences significantly shape their teaching methodologies, with emphasis on experiential learning, prayer integration, and contextual biblical interpretation. Teachers demonstrated three primary approaches: devotional modeling, narrative pedagogy, and reflective dialogue. The integration of Proverbs 3:5 in teaching practices facilitated students' comprehension of surrendering personal understanding to divine guidance. However, challenges emerged including limited teaching resources, diverse student faith backgrounds, and balancing doctrinal teaching with critical thinking. The study concludes that teacher spirituality serves as a foundational element in effective Christian education, requiring continuous spiritual formation and pedagogical innovation to address contemporary educational contexts.
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