Christian Religious Education Teachers as Models of Honesty Insights from Exodus 20:17 in SDN 095153 Tambun Boras

Abstract

Honesty is a fundamental value in moral and spiritual development, and Christian Religious Education (CRE) teachers play a crucial role in modeling this virtue for students. This study explores how CRE teachers at SDN 095153 Tambun Boras embody honesty as a spiritual and ethical principle, drawing insights from Exodus 20:17. Employing a Systematic Literature Review (SLR) methodology, this research synthesizes recent empirical and theoretical studies on teacher modeling, moral education, and the integration of biblical teachings into classroom practice. The findings indicate that CRE teachers’ personal integrity, reflective practice, and consistent demonstration of honesty significantly influence students’ moral development, ethical reasoning, and spiritual growth. By integrating scriptural insights with practical classroom strategies, teachers create an environment where honesty is both taught and lived, fostering trust, fairness, and social responsibility among elementary students. Moreover, the study highlights the importance of professional development and theological training in equipping teachers to navigate ethical challenges while maintaining authenticity and alignment between belief and practice. The results underscore that modeling honesty is not only a pedagogical imperative but also a spiritual mandate, contributing to the holistic formation of morally responsible and spiritually grounded learners. This research provides valuable implications for teacher training, curriculum design, and school policies aimed at promoting ethical education in multicultural and multireligious settings.