The Competence of Christian Religious Education Teachers and Its Implications for Digital Ethics Education (A Case Study at SDN 102036 Hapoltahan Nauli)

Abstract

Christian Religious Education (CRE) is entrusted with the central mission of shaping holistic individuals grounded in biblical values. Within elementary education, CRE extends beyond the cognitive transfer of Christian doctrines; it must also nurture contextual spirituality, where faith is lived out through responses to students’ cultural, social, and technological realities. In this process, CRE teachers serve not only as conveyors of knowledge but also as role models and facilitators who bridge biblical truths with everyday experiences. This study examined the competence of CRE teachers at SDN 102036 Hapoltahan Nauli, a culturally diverse elementary school, focusing on how they integrate contextual spirituality into teaching practice. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving teachers, school leaders, students, and parents. The findings reveal that pedagogical competence is critical for enabling transformative learning, as effective teachers contextualize biblical principles through culturally responsive methods such as storytelling, reflective dialogue, and problem-based learning. Personality competence further strengthens students’ spiritual formation, as teachers’ integrity and authenticity enhance their credibility as role models. Social competence, expressed through collaborative engagement with students, parents, and community, fosters inclusivity and relevance in the learning process. However, challenges include limited training in contextual spirituality, rigid curriculum structures, and external influences such as digital media. The study concludes that reforming teacher competence—pedagogical, personal, social, and professional—is essential for nurturing transformative Christian spirituality in contemporary education. Findings contribute to theoretical discourse on contextual spirituality and offer practical insights for teacher development and policy.