The Personality of Christian Religious Education Teachers in Modeling Social Integrity: A Study of Genesis 23:16 at SD Negeri 067689
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Abstract
Teacher personality plays a critical role in shaping students’ moral and social development, particularly within faith-based educational contexts. This study examines the personality of Christian Religious Education (CRE) teachers in modeling social integrity through the theological lens of Genesis 23:16, conducted at SD Negeri 067689 Medan, Indonesia. The research is situated in a public elementary school with 36 Christian students and five Christian teachers, including a CRE teacher, offering a unique context for exploring integrity-based character formation in a pluralistic environment. Employing a qualitative research design, this study integrates a Systematic Literature Review (SLR) with simple semi-structured interviews. The SLR draws on peer-reviewed international literature from reputable academic publishers, including Taylor & Francis, Elsevier (ScienceDirect), Wiley Online Library, and SpringerLink, to establish a theoretical framework on teacher personality, integrity, and moral modeling. Complementing this, interviews were conducted with five Christian teachers to capture contextual insights into how social integrity is understood and practiced in daily educational interactions. The findings reveal that teacher personality significantly contributes to modeling social integrity through moral consistency, relational ethics, and personal authenticity. This study concludes that the personality of CRE teachers is central to character education, positioning integrity as a lived value rather than a theoretical concept. The integration of biblical ethics and contemporary educational theory provides valuable implications for teacher education and Christian pedagogy, emphasizing the importance of ethical exemplarity in nurturing socially responsible learners.
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