The Implementation of Spiritual Competence by Christian Religious Education Teachers as an Effort to Enhance Students’ Spirituality (A Case Study at UPT SDN 060885 Medan Baru)

Abstract

This study examines the implementation of spiritual competence in the context of Christian Religious Education (PAK) at UPT SDN 060885 Medan Baru, highlighting both the supporting and inhibiting factors that shape students’ spiritual development. Findings reveal that several key elements contribute significantly to the success of spiritual competence. Strong school leadership and policy provided institutional support by integrating character and spiritual values into broader school programs, legitimizing the role of the PAK teacher. Parental involvement further reinforced classroom instruction, as families actively nurtured spiritual practices through prayer, Bible reading, and moral discussions at home. Additionally, students demonstrated enthusiasm and openness toward faith-based learning, creating a receptive environment that enhanced the effectiveness of pedagogical strategies and facilitated the internalization of Christian values. Despite these enabling conditions, the research identified several challenges. Limited instructional time allocated to PAK classes constrained opportunities for deep engagement with spiritual themes, often resulting in surface-level understanding. Cultural and secular influences, particularly from media and peer interactions, occasionally conflicted with biblical principles, generating value tensions that demanded additional attention from educators. Moreover, resource constraints limited access to updated teaching materials and audiovisual aids, reducing opportunities for innovative and engaging approaches to spiritual education. These findings resonate with prior studies emphasizing the tension between secular influences and faith formation in contemporary schooling. The study concludes that addressing these inhibiting factors through structural adjustments, adequate resource provision, and contextualized pedagogical approaches is essential to ensure that spiritual education meaningfully contributes to students’ holistic growth.