Building Student Discipline through Christian Religious Education Teachers’ Personality Competence: Contributions to the Vision of Indonesia’s Golden Generation at UPTD SD Negeri 076696 Sifalaete

Abstract

The vision of Indonesia’s Golden Generation 2045 emphasizes the development of citizens who are intellectually advanced, morally upright, and globally competitive. At the elementary level, discipline serves as a foundational character value essential to this vision. Christian Religious Education (CRE) teachers play a key role, as their personality competence—integrity, consistency, and spiritual steadfastness—directly influences student behavior and discipline. This study employed a qualitative descriptive approach to analyze the relationship between CRE teachers’ personality competence and student discipline at UPTD SD Negeri 076696 Sifalaete, Gunungsitoli. Data were collected through observation, interviews, documentation, and questionnaires involving teachers, the principal, and students. The Miles and Huberman interactive model guided data analysis, consisting of reduction, display, and conclusion drawing, supported by triangulation to ensure credibility. The findings revealed that CRE teachers consistently demonstrated integrity, punctuality, empathy, and professionalism aligned with Indonesian Teacher Competency Standards. Students exhibited positive discipline indicators, including regular attendance, obedience to school rules, and active participation in religious activities. The data confirmed that teachers’ personality competence functions as effective role modeling, significantly influencing student discipline. Furthermore, the reciprocal dynamic between teacher behavior and student responses reinforced a disciplined school culture. These results align with social learning theory and character education frameworks, showing that personality competence enhances the credibility of teachers while fostering sustainable discipline in students. Such discipline extends beyond compliance, shaping responsibility and moral consistency crucial for Indonesia’s Golden Generation 2045. The study underscores the strategic role of CRE teachers’ personality competence in nurturing disciplined, responsible, and morally grounded students. Strengthening this competence is essential for advancing character education and contributing to Indonesia’s long-term vision.