Christian Religious Education Teachers’ Competence in Fostering Holiness (Exodus 28:43): Evidence from UPTD SD Negeri 075106 Amandraya
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Abstract
This study investigates Christian Religious Education (CRE) teachers’ competence in fostering holiness among elementary school students at UPTD SD Negeri 075106 Amandraya, South Nias, using Exodus 28:43 as a theological framework. In the context of increasing moral complexity and pluralistic educational environments, holiness is often perceived as an abstract or outdated concept, creating challenges for effective spiritual and character formation. This research aims to explore how CRE teachers understand, interpret, and implement the concept of holiness in their teaching practices and daily interactions with students. Employing a qualitative descriptive research design, data were collected through semi-structured interviews, classroom observations, and document analysis involving three Christian teachers, including one CRE teacher, as well as supporting student informants. Thematic analysis was used to identify recurring patterns related to theological understanding, pedagogical practice, and contextual influences on the fostering of holiness. The findings indicate that teachers primarily conceptualize holiness in practical and ethical terms, emphasizing moral modeling, discipline, honesty, respect, and relational integrity. Holiness is effectively integrated into daily classroom practices through teacher exemplarity and character-oriented instruction. However, the study also reveals a tendency to emphasize behavioral aspects of holiness more strongly than its deeper theological and relational dimensions rooted in accountable service before God, as emphasized in Exodus 28:43. The minority Christian context of the school intensifies the formative role of CRE teachers, highlighting the importance of relational mentoring and vocational faithfulness. This study concludes that fostering holiness requires an integrated model of teacher competence that combines theological depth, personal integrity, pedagogical effectiveness, and contextual sensitivity to support holistic spiritual formation in Christian Religious Education.
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