Personal Competence of Christian Religious Education Teachers in Demonstrating Integrity amid Temptation through Genesis 39:10: A Study at SMP Negeri 2 Bulik
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This study examines the personal competence of Christian Religious Education (CRE) teachers in demonstrating integrity amid temptation through the narrative of Joseph in Book of Genesis 39:10. Conducted at SMP Negeri 2 Bulik, the research involved 31 Christian students and five Christian teachers, including one CRE teacher. Using a qualitative descriptive approach, data were collected through in-depth interviews, classroom observations, and document analysis. The study aimed to explore how personal competence, particularly moral consistency, emotional maturity, authenticity, and spiritual accountability, contributes to the effective teaching of integrity within a junior secondary school context. The findings reveal that integrity instruction becomes transformative when the teacher embodies the values being taught. The narrative of Joseph’s persistent refusal of temptation was not presented merely as biblical history but as a living moral framework connected to students’ everyday challenges, such as peer pressure and academic dishonesty. Students perceived the lesson as credible because the teacher consistently modeled disciplined behavior, fairness, and self-control. Furthermore, reflective dialogue and contextualized moral reasoning encouraged students to internalize integrity as a habitual commitment rather than an isolated act. The study concludes that personal competence functions as moral embodiment in Christian Religious Education. The alignment between biblical teaching and the teacher’s lived example significantly strengthens students’ understanding of steadfast integrity and responsible decision-making. These findings underscore the importance of character-based pedagogy in fostering ethical resilience among adolescents.
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