Enhancing the Personality Competence of Christian Religious Education Teachers to Foster Student Resilience in Building Indonesia’s Golden Generation: A Case Study at SD Negeri 27 Sihusapi
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Abstract
This study investigates the role of Christian Religious Education (CRE) teachers’ personality competence in fostering student resilience within the rural context of SD Negeri 27 Sihusapi, Simanindo District, Samosir Regency. Framed by Indonesia’s vision of the Golden Generation 2045, the research emphasizes the importance of moral integrity, character formation, and spiritual grounding as essential components of national educational goals. Employing a qualitative case study design, data were collected through semi-structured interviews with one CRE teacher, the school principal, and 15 students from grades IV to VI, complemented by classroom observations and document analysis. Thematic analysis revealed four interrelated dimensions of teacher personality competence that contribute to student resilience: integrity and consistency in teaching, role modeling and moral guidance, empathy and supportive relationships, and the integration of Christian values with Batak local wisdom. Findings indicate that integrity, demonstrated through fairness, punctuality, and honesty, encouraged students to cultivate perseverance and reliability. Role modeling, particularly through personal narratives of faith and struggle, provided tangible examples of endurance, inspiring students to confront challenges with hope. Empathy and relational care created a supportive environment that nurtured emotional regulation and positive coping strategies, while the integration of biblical teachings with local proverbs reinforced cultural identity and strengthened communal resilience. The study concludes that personality competence is a vital foundation for effective CRE teaching, shaping students to become academically competent, morally strong, and spiritually grounded. These findings underscore the need for teacher development programs and educational policies that prioritize personality formation alongside pedagogical and professional competence.
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