Synergy of Christian Religious Education, Teachers’ Social Competence, and Role Modeling in Manifesting the Fruit of the Spirit among Students of SMP Negeri 1 Aek Kuo
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Abstract
Christian Religious Education (CRE) plays a vital role in shaping students’ moral, spiritual, and social character, particularly within Indonesia’s pluralistic educational context. Beyond imparting doctrinal knowledge, CRE seeks to nurture faith, ethical awareness, and relational maturity, enabling students to embody Christian values such as love, respect, and responsibility. Teachers serve as central agents in this process, not only through instructional competence but also by demonstrating social competence and exemplary conduct. This study investigates the synergy between CRE, teachers’ social competence, and teacher role modeling in fostering the Fruit of the Spirit among students at SMP Negeri 1 Aek Kuo, Kecamatan Aek Kuo, Kabupaten Labuhanbatu Utara. Employing a qualitative research design, data were collected through semi-structured interviews with Christian Religious Education teachers, questionnaires administered to students, classroom observations, and documentation analysis. Thematic analysis was applied to identify patterns and themes related to faith formation, relational dynamics, and character development. Findings reveal that CRE significantly contributes to students’ internalization of Christian values by connecting biblical teachings with lived experiences. Teachers’ social competence fosters trust, inclusivity, and empathy within the classroom, while their role modeling provides tangible examples of Christian discipleship through integrity, patience, and kindness. Students demonstrated manifestations of the Fruit of the Spirit—such as forgiveness, self-control, and kindness—in their attitudes and behaviors. The study concludes that the integration of CRE, social competence, and exemplary behavior creates a holistic framework for Christian character formation. Implications include the need for CRE curricula to emphasize experiential learning and for teacher development programs to cultivate relational and spiritual competence.
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