Teaching Discipline and Perseverance through Teacher Personality Competence in Christian Religious Education A Reflection of Exodus 16:19–20 at SMP Negeri 3 Mazo
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Abstract
This study examines the effectiveness of teacher personality competence in fostering discipline and perseverance among students through Christian Religious Education grounded in a reflection on Exodus 16:19-20 at SMP Negeri 3 Mazo. The research employed a quasi-experimental design involving 132 students who were divided into an experimental group and a control group. The experimental group received instruction that intentionally integrated teacher personality competence such as consistency, emotional stability, responsibility, and perseverance into the teaching process, while the control group followed conventional instructional practices. Data were collected through pretest and posttest questionnaires measuring students’ levels of discipline and perseverance. The findings revealed a significant improvement in both character traits among students in the experimental group compared to those in the control group. Students exposed to personality-based modeling demonstrated increased punctuality, stronger commitment to completing tasks, and greater persistence when facing academic challenges. The integration of Exodus 16:19-20 provided a meaningful theological framework that helped students interpret discipline as daily responsibility and perseverance as faithful consistency. As teachers modeled these values in practice, students internalized them through observation and relational trust. The study concludes that teacher personality competence is a crucial factor in character formation within Christian Religious Education. When supported by reflective engagement with biblical narratives, such competence becomes a transformative pedagogical tool that nurtures disciplined and persevering learners. These findings highlight the importance of aligning teacher identity with instructional goals to achieve holistic student development.
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