Enhancing the Competence of Christian Religious Education Teachers in Managing Multicultural Classroom Dynamics at SMPN 1 Silou Kahean

Abstract

This study explores the enhancement of Christian Religious Education (CRE) teacher competence in managing multicultural classroom dynamics at SMP Negeri 1 Silou Kahean, Indonesia-a school that mirrors the nation’s rich diversity of ethnicity, language, and denominational affiliation. The research employed a Systematic Literature Review (SLR) complemented by a qualitative descriptive approach, synthesizing scholarly perspectives with local contextual realities. Data were drawn from 36 peer-reviewed studies published between 2010 and 2024, focusing on multicultural pedagogy, teacher development, and faith-based education, and were thematically analyzed to identify patterns of intercultural understanding, pedagogical adaptation, and spiritual competence. Findings reveal that CRE teachers play a vital role as intercultural mediators and spiritual mentors, bridging faith and culture within diverse learning environments. At SMPN 1 Silou Kahean, the teacher demonstrated pedagogical innovation through contextual storytelling, dialogue-based learning, and multicultural project-based assessments. These strategies fostered inclusivity, empathy, and active participation among students from various cultural backgrounds. Reflective practice, collaboration with peers, and contextual adaptation of curriculum materials emerged as key mechanisms for professional growth. The study also highlights challenges such as unequal classroom participation, subtle stereotypes, and limited access to culturally relevant resources. The findings affirm that multicultural competence in Christian education involves an integration of knowledge, skill, and spiritual character. When these dimensions converge, classrooms become communities of faith and reconciliation that reflect the biblical vision of unity in diversity (1 Corinthians 12:12-14). Ultimately, this study concludes that CRE competence is not merely technical proficiency but a spiritual vocation that transforms diversity into discipleship and learning into ministry.