The Spiritual Competence of Christian Religious Education Teachers in Shaping the Character of Grade VI Students at SD Negeri 101899 Lubuk Pakam
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Abstract
Education in Indonesia is designed not only to develop intellectual competence but also to cultivate moral and spiritual values that shape students into responsible and faith-driven individuals. Within this framework, Christian Religious Education (CRE) plays a central role in integrating biblical knowledge with daily practice. However, observations at SD Negeri 101899 Lubuk Pakam revealed deficiencies in student character, including dishonesty, indiscipline, and lack of commitment to worship, underscoring the need for teachers with strong spiritual competence. This study investigates how the spiritual competence of CRE teachers influences the character formation of Grade VI students. A qualitative descriptive design with a phenomenological approach was employed to capture lived experiences of one CRE teacher and five Grade VI students, supplemented by school documents. Data were collected through semi-structured interviews, documentation, and triangulation, and analyzed using NVivo 15 software to identify recurring themes. The findings demonstrate that the CRE teacher exhibited spiritual competence across five key dimensions: maintaining a vibrant spiritual life, integrating Christian values into teaching, exercising patience and perseverance, encouraging reliance on God, and modeling Christlike behavior. Students affirmed these influences, reporting growth in honesty, discipline, empathy, and responsibility. These outcomes align with Lickona’s theory of character education and Bandura’s Social Learning Theory, highlighting the role of teacher modeling in value internalization. The study concludes that spiritual competence is both a professional necessity and a divine calling for CRE teachers. Its implications point to the importance of teacher training programs that emphasize spiritual formation, as well as collaborative efforts among schools, families, and churches to sustain holistic character education.
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