Personality Competence of Christian Religious Education Teachers in Teaching the Value of Faithful Obedience (Genesis 22:8): A Study at SDN 102066 Sintanauli
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Abstract
This study examines the personality competence of the Christian Religious Education (CRE) teacher in teaching the value of faithful obedience based on Genesis 22:8 at SDN 102066 Sintanauli, Serdang Bedagai. The research was conducted in a school community consisting of 93 Christian students and 7 Christian teachers, including one CRE teacher. Using a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews, and document analysis. The study integrates biblical-theological reflection with educational theory to analyze how teacher personality shapes the communication and internalization of faithful obedience. The findings indicate that personality competence is reflected in emotional stability, moral consistency, humility, spiritual authenticity, and wise discernment. These characteristics align closely with Abraham’s declaration of trust in Genesis 22:8, which embodies steadfast faith in God’s provision amid uncertainty. Students responded positively to the teacher’s congruence between words and actions, demonstrating deeper understanding and personal application of faithful obedience. Collegial collaboration among Christian teachers further reinforced a coherent spiritual climate within the school. The study concludes that personality competence is indispensable in Christian education. When teachers embody integrity and covenantal trust, biblical narratives become living testimonies rather than abstract lessons. Such authenticity fosters resilient faith, moral clarity, and character formation among elementary students, transforming classroom instruction into holistic spiritual formation.
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