The Role of Christian Religious Education Teachers in Fostering Peaceful Communal Life: A Study of Exodus 9:16 at SMPN 1 Jati Agung

Abstract

This study examines the role of Christian Religious Education (CRE) teachers in fostering peaceful communal life through a theological reflection on Exodus 9:16 at SMPN 1 Jati Agung, South Lampung. In Indonesia’s plural educational context, CRE teachers are expected not only to deliver doctrinal content but also to cultivate attitudes of harmony, empathy, and respectful coexistence. The research employed a qualitative descriptive approach involving 13 Christian students and 4 Christian teachers. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings reveal that the CRE teacher plays a significant role as a facilitator of peace formation, primarily through four dimensions: integration of peace values in instruction, personal modeling of respectful behavior, relational mediation in student interactions, and theological framing that links faithfulness to God with social responsibility. Students generally perceive the teacher as approachable, fair, and spiritually consistent, which strengthens trust and supports a harmonious classroom climate. However, the study also identifies areas for improvement, particularly the need for more student-centered peace-learning strategies, structured conflict-resolution training, and stronger explicit theological articulation of peaceful living. The study concludes that the CRE teacher at SMPN 1 Jati Agung functions effectively as an agent of peacebuilding within a minority Christian context, although pedagogical enrichment is still needed to deepen experiential learning. These findings contribute to the development of contextually grounded Christian education practices that support peaceful communal life in Indonesian public schools.