Religious Praxis and Christian Character Formation: The Role of Christian Religious Education Teachers at SDN 178215 Simargalung-North Tapanuli

Abstract

This study examines the role of religious praxis among Christian Religious Education teachers in shaping Christian character formation among students at SDN 178215 Simargalung, North Tapanuli. Using a Systematic Literature Review (SLR) approach, the study synthesizes findings from national and international scholarship on Christian pedagogy, character education, and teacher spiritual leadership. The review reveals four major themes that together illuminate the transformative impact of teacher praxis on students’ moral and spiritual development. First, religious praxis-defined as the embodiment of faith through daily actions, attitudes, and interpersonal behaviors-emerges as the core mechanism for forming Christian character, surpassing mere verbal instruction. Second, teacher spiritual integrity strengthens the credibility and effectiveness of character formation, as students are more likely to imitate virtues demonstrated consistently by trusted role models. Third, integrative pedagogical approaches that link biblical narratives with real-life situations foster deeper moral internalization and a coherent Christian worldview. Fourth, collaborative ecosystems involving families, churches, and community structures create a supportive environment that reinforces school-based character formation. The findings underscore that in culturally cohesive Christian settings such as North Tapanuli, the teachers serve as influential moral architects whose lived faith shapes students’ identity and ethical orientation. The study concludes that holistic Christian character formation requires authentic teacher praxis, intentional faith-learning integration, and strong partnerships between school, home, and church. These insights provide valuable implications for strengthening Christian education practices at SDN 178215 Simargalung and similar educational contexts.