Independence of Christian Religious Education Teachers in Classroom Management and Conflict Resolution: Implementation of Personality Competence at SD Negeri 071054 Biouti
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Abstract
The independence of Christian Religious Education (CRE) teachers represents a key indicator in the implementation of personality competence, playing a vital role in classroom management and conflict resolution within the school environment. This study aims to identify and analyze the various forms of independence demonstrated by CRE teachers at SD Negeri 071054 Biouti, particularly in managing classrooms and addressing conflicts, while also evaluating the contribution of personality competence to the effectiveness of teachers in fostering a conducive learning atmosphere. Employing a qualitative approach with a case study design, the research gathered data through direct observation, in-depth interviews, and documentation involving CRE teachers and other school stakeholders. The findings reveal that CRE teachers at SD Negeri 071054 Biouti exhibit a high level of independence in making pedagogical decisions, cultivating harmonious interpersonal relationships with students, and responding to conflicts with wisdom and constructive solutions. Such independence is shaped not only by teaching experience but also by a deep understanding of spiritual and moral values that undergird personality competence. The study concludes that the application of personality competence is crucial in shaping independent CRE teachers who can act as agents of reconciliation when faced with classroom challenges. These insights contribute significantly to the professional development of CRE teachers and serve as a valuable reference for formulating policies aimed at improving teacher quality grounded in Christian personality values.
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