The Personality of Christian Religious Education Teachers as a Model of Exemplary-Based Learning: Implementation of Personality Competence at SMAN 1 Sirandorung
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Abstract
The personality of Christian Religious Education (CRE) teachers plays a crucial role in the educational process, particularly within the context of exemplar-based learning. This study aims to analyze and describe how the personality of CRE teachers at SMAN 1 Sirandorung can be implemented as a model in learning that emphasizes moral exemplarity. Exemplar-based learning is an integral part of character education, which requires teachers not only to deliver subject matter cognitively but also to embody exemplary attitudes, behaviors, and moral integrity. This research employs a qualitative approach with a case study method. Data were collected through in-depth interviews, participatory observation, and documentation. The findings reveal that CRE teachers at SMAN 1 Sirandorung demonstrate strong personalities in aspects of religiosity, moral integrity, social empathy, and professional responsibility, which are consistently reflected in their daily conduct within the school environment. The teachers’ exemplarity significantly influences students’ character development, particularly in fostering respect, honesty, and social concern. The implications of this study highlight the urgency of developing CRE teachers’ personality competence as part of long-term learning strategies. By positioning teachers as role models in the learning process, Christian religious education at the secondary level can be implemented holistically and effectively in shaping students who are faithful, ethical, and responsible.
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