Didaktika Pedagogia: Journal of Education and Religion is a peer-reviewed academic journal that publishes original research articles, literature reviews, and conceptual papers in the fields of education, religion, and humanity. The journal serves as an interdisciplinary platform for scholars, educators, researchers, and practitioners to engage in critical discourse and share innovative ideas that contribute to the development of knowledge and practice in the related areas.
The Integration of Artificial Intelligence in Christian Religious Education Learning and Its Implications for Critical Thinking and Learning Autonomy among Upper Elementary Students at SD Swasta Generasi Bintang Medan
This study aims to describe the implementation of Artificial Intelligence (AI) in Christian Religious Education (CRE) and examine its implications for the critical thinking and learning autonomy of upper elementary students at SD Swasta Generasi Bintang Medan. The study is motivated by the rapid advancement of AI technologies in education, where AI functions not only as an instructional support tool but also as a catalyst for pedagogical transformation in enhancing the quality of twenty-first-century learning. This research employed a qualitative approach using a case study design. The participants consisted of Christian Religious Education teachers and Christian students in Grades IV, V, and VI. Data were collected through classroom observations, in-depth interviews, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The findings indicate that AI integration in Christian Religious Education was implemented through the use of educational chatbots, interactive digital learning media, and AI-powered search applications that enabled students to develop a more contextual understanding of biblical teachings. The integration of AI was found to enhance students' critical thinking skills, as reflected in their ability to analyze information, formulate meaningful questions, and evaluate responses more reflectively. Furthermore, AI contributed to the development of students' learning autonomy by strengthening their learning initiative, time management, and capacity for independent information exploration. Nevertheless, the study also identified a tendency among some students to become overly dependent on AI, highlighting the need for teachers to play an active role in guiding the ethical and responsible use of AI technologies. Overall, the integration of AI into Christian Religious Education positively contributes to the development of students' critical thinking and learning autonomy when implemented systematically and grounded in Christian values.
Copyright (c) 2026 Cristin Mandasari Purba (Author) https://creativecommons.org/licenses/by/4.0
The Social Competence of Christian Religious Education Teachers in Building a Learning Community: A Biblical Reflection on Philippians 1:5 at SMP Swasta Masehi Sibolangit
This study explores the social competence of Christian Religious Education (CRE) teachers in building a learning community through a biblical reflection on the Epistle to the Philippians 1:5. The concept of partnership expressed in this passage emphasizes fellowship, cooperation, and shared participation in a common mission. Within the context of Christian education, these values provide an important theological foundation for understanding how teachers’ interpersonal abilities influence the development of collaborative and supportive learning environments. Social competence, which includes effective communication, empathy, cooperation, and relational leadership, plays a crucial role in shaping interactions between teachers and students and in fostering a classroom culture that reflects Christian values. This study employed a qualitative descriptive approach conducted at SMP Swasta Masehi Sibolangit. The participants consisted of 25 Christian students and one Christian Religious Education teacher who served as the primary informant. Data were collected through semi-structured interviews, classroom observations, and documentation analysis related to Christian Religious Education learning activities. The collected data were analyzed using thematic analysis techniques involving data reduction, categorization, and interpretation to identify patterns related to teacher social competence and the formation of a learning community. The findings reveal that the social competence of the CRE teacher significantly contributes to the development of a collaborative learning environment characterized by openness, mutual respect, and active student participation. In conclusion, the social competence of CRE teachers is essential in strengthening learning communities and promoting both academic engagement and spiritual growth among students.
Copyright (c) 2026 Henni Br Purba (Author) https://creativecommons.org/licenses/by/4.0
The Role of Christian Religious Education Teachers in Shaping Students’ Character in the Digital Era: A Qualitative Study at SMP Negeri 1 Siatas Barita
Character formation is a fundamental objective of Christian Religious Education (CRE), especially in the context of rapid technological development in the digital era. The influence of digital media and online environments has significantly shaped students’ attitudes, behaviors, and patterns of interaction, creating both opportunities and challenges for moral and spiritual development. In this situation, Christian Religious Education teachers play a strategic role in guiding students to develop character values rooted in Christian teachings. This study aims to examine the role of CRE teachers in shaping students’ character in the digital era at SMP Negeri 1 Siatas Barita. The research employed a qualitative descriptive approach to obtain an in-depth understanding of how teachers contribute to students’ moral and spiritual formation within the school environment. Data were collected through literature study, classroom observation, and documentation related to the implementation of Christian Religious Education. The findings indicate that CRE teachers play several important roles in character formation, including serving as role models, motivators, counselors, and evaluators of students’ moral development. Through these roles, teachers integrate biblical values such as honesty, responsibility, humility, and love into the learning process and daily interactions with students. The integration of biblical teachings with contextual approaches helps students apply Christian values in their daily lives, including their interactions in digital environments. Therefore, the presence of committed CRE teachers is essential for fostering students’ moral awareness, spiritual growth, and responsible behavior in the digital age.
Copyright (c) 2026 Hotnida Simorangkir (Author) https://creativecommons.org/licenses/by/4.0
Serving through Education: The Formation of Teachers’ Service Ethos in Christian Religious Education from the Perspective of the Epistle to the Philippians at SMPN 2 Siberut Utara
The ethos of service is a fundamental value in Christian education because it reflects the teachings of the gospel and the example of Christ’s humility and dedication to serving others. In the context of Christian Religious Education (CRE), teachers are expected to embody these values in their professional responsibilities so that students not only understand Christian teachings intellectually but also experience them through practical examples. This study examines the formation of teachers’ service ethos through Christian Religious Education from the perspective of the Epistle to the Philippians at SMPN 2 Siberut Utara in Kepulauan Mentawai. The research employed a qualitative descriptive approach involving fifty-two Christian students and seven Christian teachers, including the CRE teacher. Data were collected through semi-structured interviews, classroom observations, and documentation analysis to explore how biblical teachings influence teachers’ attitudes and practices in educational service. The findings reveal that the ethos of service among teachers is expressed through several key dimensions, including spiritual commitment, relational care for students, collaborative engagement among teachers, and the integration of biblical values into classroom instruction. Teachers demonstrate humility, patience, and dedication in guiding students, creating a learning environment that encourages respect, cooperation, and moral responsibility. The example of Paul the Apostle and the teachings in Philippians provide a theological foundation that inspires teachers to approach their profession as a form of ministry and service. The study concludes that the integration of biblical values with professional teaching practice contributes significantly to the development of a service-oriented ethos among educators and supports the holistic formation of students’ character and faith within the school community.
Copyright (c) 2026 Mangarsi Samaloisa (Author) https://creativecommons.org/licenses/by/4.0
Developing Active Faith in Christian Education: The Spiritual Competence of Christian Religious Education Teachers Based on Philippians 2:12-13 at SD Negeri Pulo Latong
The development of active faith is a central goal of Christian Religious Education, particularly in contexts where students require guidance to connect biblical teachings with daily life. In this process, the spiritual competence of teachers plays a crucial role in shaping students’ understanding and practice of faith. This study examines the spiritual competence of Christian Religious Education (CRE) teachers in fostering active faith among students based on the theological perspective of Philippians 2:12-13 at SD Negeri Pulo Latong, Southeast Aceh. The research employed a qualitative descriptive approach involving one CRE teacher and ten Christian students who participate in Christian Religious Education classes. Data were collected through in-depth interviews, classroom observations, and documentation analysis to explore how the teacher’s spiritual competence influences the development of students’ faith. The findings reveal that the teacher’s spiritual competence is expressed through personal spiritual discipline, contextual biblical teaching, relational mentoring, and the modeling of Christian values in daily interactions. The study concludes that spiritually competent teachers play a vital role in cultivating active faith among students, even within minority and resource-limited educational contexts, by integrating biblical values with meaningful educational practices that support holistic spiritual development.
Copyright (c) 2026 Eva Krisnawati Manurung (Author) https://creativecommons.org/licenses/by/4.0
Living Worthy of the Gospel: The Professionalism of Christian Religious Education Teachers Inspired by Philippians 1:27 at SMP Negeri Satu Atap I Manuhing
Teacher professionalism is a crucial element in ensuring the effectiveness of Christian Religious Education, particularly in shaping students’ spiritual and moral development. Christian Religious Education (CRE) teachers are expected not only to possess pedagogical competence but also to demonstrate integrity, dedication, and commitment to the values of the gospel in their professional practice. This study examines the professionalism of CRE teachers in light of the biblical message of Philippians 1:27 at SMP Negeri Satu Atap I Manuhing, Gunung Mas. The research employed a qualitative descriptive approach involving sixty-two Christian students and two Christian teachers, including the CRE teacher. Data were collected through semi-structured interviews, classroom observations, and documentation analysis to understand how biblical values influence teacher professionalism in the educational context. The findings reveal that the professionalism of the CRE teacher is reflected through several key dimensions, including spiritual commitment, pedagogical competence, relational care, and ethical integrity. The teacher demonstrates a strong sense of vocational calling, viewing teaching not only as an academic responsibility but also as a ministry that nurtures students’ faith and character. Classroom practices emphasize participatory learning, contextual biblical reflection, and supportive teacher-student relationships that encourage students to apply Christian values in their daily lives. Inspired by the exhortation of Paul the Apostle to live worthy of the gospel, the CRE teacher models unity, faithfulness, and responsibility within the school environment. The study concludes that integrating biblical principles with professional teaching practice significantly contributes to holistic student development and strengthens the role of Christian education in shaping character and faith.
Copyright (c) 2026 Evawilayanti Evawilayanti (Author) https://creativecommons.org/licenses/by/4.0
Consistent with the Word: The Personal Competence of Christian Religious Education Teachers in Light of Exodus 5:22 at SDN 3 Mandomai
The personal competence of teachers plays a fundamental role in shaping the effectiveness of Christian Religious Education, particularly in nurturing students’ spiritual and moral development. In Christian educational contexts, teachers are expected not only to transmit biblical knowledge but also to demonstrate integrity and consistency in living according to God’s Word. This study aims to examine the personal competence of Christian Religious Education (CRE) teachers in reflecting biblical values inspired by Exodus 5:22 at SDN 3 Mandomai, Kapuas. The research employed a qualitative descriptive approach involving fourteen Christian students and three Christian teachers, including the CRE teacher, as participants. Data were collected through in-depth interviews, classroom observations, and documentation analysis to explore how the teacher’s personal competence is manifested in daily teaching practices and interactions with students. The findings reveal that the CRE teacher demonstrates strong personal competence characterized by spiritual integrity, emotional maturity, responsibility, and consistency between teaching and personal behavior. These qualities contribute significantly to creating a positive learning environment where students feel encouraged to engage with biblical teachings and reflect on their faith in daily life. The biblical narrative of Moses’ dialogue with God in Exodus 5:22 provides a meaningful theological framework that emphasizes faithfulness and honesty in fulfilling God’s calling, which is reflected in the teacher’s commitment to Christian education. The study concludes that the personal competence of CRE teachers is essential in fostering holistic student development, as it integrates spiritual authenticity with educational practice and supports the formation of students’ character and faith within the school community.
Copyright (c) 2026 Mariathy Mariathy (Author) https://creativecommons.org/licenses/by/4.0
Cultivating Communal Holiness in Christian Education: The Social Competence of Christian Religious Education Teachers Inspired by Exodus 28:43 at SD Negeri 074065 Balaekha Hilisimaetano
Communal holiness is a central theme in biblical theology, particularly in the Old Testament, where holiness is not only understood as an individual spiritual state but also as a collective responsibility within the covenant community. This study aims to examine the social competence of Christian Religious Education (CRE) teachers in cultivating the value of communal holiness based on the theological insight of Exodus 28:43 at SD Negeri 074065 Balaekha Hilisimaetano, South Nias. The research employed a quantitative descriptive approach involving 134 Christian students and 12 Christian teachers, including the CRE teacher, as participants. Data were collected through structured questionnaires designed to measure students’ perceptions of the teacher’s social competence in teaching and modeling communal holiness in the school environment. The instrument focused on indicators such as relational communication, respect for others, modeling of moral behavior, collaborative learning interactions, and the promotion of a respectful community atmosphere. Data were analyzed using descriptive statistical techniques to determine the level of teacher social competence and its perceived impact on students’ understanding of communal holiness. The results indicate that the CRE teacher’s social competence plays a significant role in helping students internalize values related to communal holiness, including mutual respect, responsibility, and ethical interaction within the school community. This study highlights the importance of integrating biblical theological insights with pedagogical practice in Christian education. It concludes that strengthening teachers’ social competence can significantly contribute to the formation of a school culture that reflects the biblical vision of holiness within the community of faith.
Copyright (c) 2026 Sudimawati Ndruru (Author) https://creativecommons.org/licenses/by/4.0
Reflecting God’s Glory in the Classroom: Personal Competence of Christian Religious Education Teachers Inspired by Exodus 40:9 at SMP Methodist Kabanjahe
The personal competence of teachers plays a crucial role in the effectiveness of Christian Religious Education, particularly in shaping students’ spiritual understanding and character formation. Teachers are not only responsible for conveying biblical knowledge but also for reflecting Christian values through their attitudes, behavior, and personal integrity. This study aims to examine how the personal competence of Christian Religious Education teachers reflects the glory of God in the classroom, inspired by the theological reflection of Exodus 40:9. The research was conducted at SMP Methodist Kabanjahe, a Christian-based junior high school with 121 Christian students and 22 Christian teachers, including teachers responsible for Christian Religious Education. This study employed a qualitative descriptive approach to explore the experiences and perspectives of teachers and students within the learning environment. Data were collected through classroom observations, semi-structured interviews, and documentation analysis. The collected data were analyzed using thematic analysis to identify patterns related to the manifestation of teachers’ personal competence in teaching practice. The findings indicate that the personal competence of Christian Religious Education teachers is expressed through several key dimensions, including spiritual integrity, moral consistency, relational sensitivity, pedagogical responsibility, and exemplary character. The study also highlights that when teachers embody biblical principles in their daily interactions with students, the classroom becomes a space where spiritual formation and character development can occur simultaneously. Ultimately, the study concludes that strengthening the personal competence of Christian Religious Education teachers is essential for enhancing the quality of Christian education and fostering students who are spiritually mature and ethically responsible.
Copyright (c) 2026 Erwin Marihot Sinaga (Author) https://creativecommons.org/licenses/by/4.0
Interpreting God’s Word in Modern Education: The Role of Christian Religious Education Teachers at SDN 156319 Muara Ore in Light of Exodus 33:11
Christian Religious Education teachers play a crucial role not only in delivering religious knowledge but also in interpreting biblical teachings for students within contemporary educational contexts. This study aims to examine the role of Christian Religious Education teachers as interpreters of God’s Word in modern education through a theological reflection on Book of Exodus 33:11. The research focuses on how biblical interpretation can guide teachers in communicating spiritual values and moral teachings to students effectively. The study employed a Systematic Literature Review (SLR) method to analyze scholarly literature related to Christian pedagogy, biblical interpretation, and the professional responsibilities of Christian Religious Education teachers. Relevant academic sources were collected from peer-reviewed journals, theological publications, and educational research discussing the integration of biblical theology and pedagogical practice. The findings indicate that Christian Religious Education teachers function as mediators who interpret and contextualize biblical teachings so that they remain meaningful for students in modern educational environments. The narrative of Exodus 33:11, which portrays the intimate communication between God and Moses, provides a theological framework that highlights the responsibility of educators to convey God’s message faithfully and responsibly. Effective interpretation requires the integration of biblical literacy, pedagogical competence, spiritual maturity, and contextual awareness. In addition, the study emphasizes that teachers interpret Scripture not only through instruction but also through personal character, relationships with students, and ethical example in daily interactions. This research concludes that the role of Christian Religious Education teachers as interpreters of God’s Word is essential for fostering students’ spiritual development and moral formation. By integrating theological reflection with contextual teaching strategies, teachers can help students understand the relevance of biblical teachings in contemporary life and encourage them to embody Christian values in their personal and social relationships.
Copyright (c) 2026 Benny Marlina Limbong (Author) https://creativecommons.org/licenses/by/4.0
Teaching God’s Providential Care: The Spirituality of Christian Religious Education Teachers Inspired by Exodus 6:7 at Palangkaraya Christian High School
This study examines the spirituality of Christian Religious Education (CRE) teachers in teaching the concept of God’s providential care based on Exodus 6:7 at Palangkaraya Christian High School. The theme of divine providence is a central element in biblical theology, emphasizing God’s covenantal relationship with His people and His continuous guidance in human life. This research employed a qualitative descriptive approach to explore how the spirituality of CRE teachers influences the teaching of God’s providence in the classroom. The study was conducted at Palangkaraya Christian High School, where there are 125 Christian students and 15 Christian teachers, including CRE teachers. Data were collected through classroom observations, interviews with teachers, and documentation of learning activities related to Christian Religious Education. The collected data were analyzed using thematic analysis to identify patterns related to spiritual attitudes, pedagogical practices, and the integration of biblical teachings in the learning process. The findings indicate that the spirituality of CRE teachers significantly contributes to the effectiveness of teaching about God’s providential care. The study reveals that spiritually grounded teaching fosters a supportive learning environment that encourages faith development and moral formation among students. By integrating theological reflection with practical application, CRE teachers help students interpret life challenges through the lens of faith and trust in God’s providence. The research concludes that strengthening the spiritual formation of Christian Religious Education teachers is essential for enhancing the quality of faith-based learning and nurturing students’ spiritual growth.
Copyright (c) 2026 Eka Yulita (Author) https://creativecommons.org/licenses/by/4.0
Modeling Obedience through the Spiritual Competence of Christian Religious Education Teachers Inspired by Genesis 22:18 at SMA Negeri 2 Panai Hilir
Spiritual competence is an essential dimension in the professional and moral identity of Christian Religious Education (CRE) teachers. Beyond delivering doctrinal knowledge, CRE teachers are expected to embody biblical values and serve as living examples for students. This study aims to examine how obedience, inspired by the biblical narrative of Genesis 22:18, can be modeled through the spiritual competence of Christian Religious Education teachers, particularly within the educational context of SMA Negeri 2 Panai Hilir. The research employed a library research method, drawing on scholarly books, peer-reviewed journal articles, and theological commentaries related to spiritual competence, teacher modeling, biblical obedience, and Christian pedagogy. The collected literature was analyzed through qualitative thematic analysis to synthesize key ideas and construct a conceptual framework linking biblical theology with educational practice. The findings indicate that spiritual competence enables teachers to integrate faith, character, and pedagogy in a way that supports holistic student formation. Teachers who demonstrate obedience to God through integrity, discipline, and faithfulness provide students with practical examples of Christian living. The biblical narrative of Abraham’s obedience in Genesis 22:18 highlights that faithful obedience has transformative influence not only on individuals but also on future generations. Within the classroom, the modeling of obedience strengthens the credibility of religious instruction and encourages students to internalize Christian values in their daily lives. Furthermore, the study emphasizes that relational engagement, spiritual authenticity, and consistent moral behavior are essential aspects of effective Christian teaching. The integration of spiritual competence and biblical obedience contributes significantly to the effectiveness of Christian Religious Education. By modeling obedience in their professional and spiritual lives, CRE teachers can foster meaningful faith formation and inspire students to live according to Christian principles in contemporary society.
Copyright (c) 2026 Andri Nainggolan (Author) https://creativecommons.org/licenses/by/4.0
Modeling Spiritual Integrity: The Personality of Christian Religious Education Teachers in Light of Genesis 39:21 at SDN Olong Liko 1
Spiritual integrity is a fundamental value in Christian education, as it reflects the harmony between faith, moral principles, and daily behavior. In the context of Christian Religious Education (CRE), teachers are expected not only to convey theological knowledge but also to model Christian character that can inspire students to develop spiritual maturity. This study aims to examine the role of the personality of Christian Religious Education teachers in modeling and cultivating spiritual integrity among students, interpreted through the biblical perspective of Genesis 39:21. The study employs a Systematic Literature Review (SLR) method to analyze relevant scholarly publications related to teacher personality competence, spiritual integrity, character education, and Christian pedagogy. Data were collected from credible academic sources published between 2019 and 2025 through academic databases such as Google Scholar, ERIC, and peer-reviewed journals. The selected literature was analyzed through thematic synthesis to identify patterns and insights concerning the influence of teacher personality on students’ spiritual character formation. The findings reveal that the personality competence of Christian Religious Education teachers particularly integrity, authenticity, responsibility, and moral consistency plays a significant role in shaping students’ spiritual and moral development. Teachers who embody Christian virtues become effective role models, enabling students to internalize values through observation and interaction within the learning environment. The biblical narrative of Joseph in Genesis 39:21 further provides a theological framework illustrating that spiritual integrity is demonstrated through faithfulness to God even in difficult circumstances. Integrating such biblical narratives with character education strengthens students’ understanding of moral courage, faith, and perseverance. The study concludes that the personality of CRE teachers is a critical factor in cultivating spiritual integrity among students, particularly in elementary education contexts such as SDN Olong Liko 1. Therefore, strengthening teacher personality competence is essential for the effective implementation of Christian character education.
Copyright (c) 2026 Ayang Ayang (Author) https://creativecommons.org/licenses/by/4.0
The Social Competence of Christian Religious Education Teachers in Instilling the Value of Generous Giving: A Biblical Reflection on Genesis 24:18–20 at SMK Swasta Yapim Taruna Tambusai
The formation of Christian character is a central objective of Christian Religious Education (CRE), particularly in cultivating moral values that reflect biblical teachings. One important value emphasized in Christian ethics is the willingness to give generously to others. This study examines the social competence of Christian Religious Education teachers in instilling the value of generous giving through a biblical reflection on Genesis 24:18–20 at SMK Swasta Yapim Taruna Tambusai. The research employed a qualitative approach to explore how teachers interpret and implement biblical teachings on generosity within classroom learning. Data were collected through in-depth interviews with Christian Religious Education teachers, classroom observations, and document analysis of lesson plans and teaching materials. The collected data were analyzed using thematic analysis to identify patterns and themes related to teacher social competence and the process of value internalization among students. The findings indicate that the social competence of teachers plays a significant role in creating a supportive and relational learning environment that encourages students to understand and practice the value of generous giving. Teachers demonstrated social competence through effective communication, empathy, relational engagement, and moral modeling during the learning process. The biblical narrative of Rebekah in Genesis 24:18–20 was used as a contextual teaching resource to illustrate the meaning of generosity, hospitality, and willingness to serve others. In addition, teachers applied various pedagogical strategies such as contextual discussions, collaborative learning activities, and practical service-oriented experiences to reinforce the internalization of generosity among students. The study concludes that the integration of biblical reflection, teacher social competence, and experiential learning contributes significantly to the development of generous character among students. Strengthening the relational and pedagogical competencies of Christian Religious Education teachers is therefore essential for fostering moral and spiritual formation in educational contexts.
Copyright (c) 2026 Cynthia Teresa (Author) https://creativecommons.org/licenses/by/4.0
The Spirituality of Christian Religious Education Teachers in Proclaiming the Glory of God: A Biblical Reflection on Exodus 37:6 at SD Negeri 106208 Belidaan
The spirituality of teachers plays a crucial role in the effectiveness of Christian Religious Education (CRE), particularly in guiding students to understand and experience the glory of God through biblical teachings. This study aims to examine the spirituality of Christian Religious Education teachers in proclaiming the glory of God through a biblical reflection on Exodus 37:6 within the learning context at SD Negeri 106208 Belidaan. The research employed a quantitative descriptive approach involving 40 Christian students as respondents. Data were collected using a structured questionnaire with a Likert scale designed to measure students’ perceptions of the teacher’s spirituality in teaching practices, including the communication of biblical messages, the demonstration of spiritual attitudes, the encouragement of reflective learning, and the creation of a classroom atmosphere that fosters reverence toward God. Descriptive statistical analysis was used to interpret the data through frequency distribution, percentages, and mean scores. The findings indicate that students generally perceive the spirituality of the Christian Religious Education teacher as strongly reflected in the teaching process. The teacher demonstrates spiritual integrity through humility, compassion, and consistent modeling of Christian values, which contributes to students’ understanding of God’s glory. The study concludes that the spirituality of Christian Religious Education teachers significantly influences the effectiveness of proclaiming the glory of God in educational settings. Therefore, strengthening the spiritual formation of teachers is essential to ensure that Christian Religious Education functions not only as a cognitive learning process but also as a transformative experience that nurtures students’ faith and character.
Copyright (c) 2026 Erita Hotnida Marbun (Author) https://creativecommons.org/licenses/by/4.0
The Transformative Personality of Christian Religious Education Teachers: A Biblical Reflection on Philippians 2:5 at SD Negeri 166 Pulo Godang
This study examines the transformative personality of Christian Religious Education (CRE) teachers and its role in shaping students’ character through a biblical reflection on the Epistle to the Philippians 2:5. The passage emphasizes the call for believers to adopt the mindset of Christ, which is characterized by humility, selflessness, and servant leadership. In the context of Christian education, these values provide an important theological foundation for understanding how teachers’ personal character influences the moral and spiritual formation of students. The purpose of this research is to explore how the personality of CRE teachers contributes to transformative learning and character development among students in the school environment. This study employed a qualitative descriptive approach conducted at SD Negeri 166 Pulo Godang. The participants consisted of 100 Christian students and ten Christian teachers, including the Christian Religious Education teacher who served as the primary informant in the research process. Data were collected through semi-structured interviews, classroom observations, and documentation analysis related to Christian Religious Education learning activities. The collected data were analyzed using thematic analysis involving data reduction, categorization, and interpretation to identify patterns related to teacher personality and students’ character formation. The findings indicate that the transformative personality of the CRE teacher significantly influences students’ attitudes, moral awareness, and social behavior. Students demonstrate a growing understanding of how the mindset of Christ can guide their interactions with others and shape their personal character. In conclusion, the personality of CRE teachers plays a vital role in promoting transformative Christian education and supporting the holistic development of students’ character.
Copyright (c) 2026 Dian S. Purba (Author) https://creativecommons.org/licenses/by/4.0
The Spiritual Competence of Christian Religious Education Teachers in Fostering Students’ Moral Resilience: A Biblical Reflection on Philippians 4:7 at SMA Negeri 1 Godean
This study examines the spiritual competence of Christian Religious Education (CRE) teachers and its role in fostering students’ moral resilience through a biblical reflection on the Epistle to the Philippians 4:7. The passage emphasizes the peace of God that guards the hearts and minds of believers, highlighting the importance of spiritual stability in facing life’s challenges. Within the context of Christian education, this theological message provides a foundation for guiding students to develop inner strength, ethical awareness, and responsible behavior. The purpose of this research is to explore how the spiritual competence of CRE teachers contributes to the development of students’ moral resilience in the school environment. This study employed a qualitative descriptive approach conducted at SMA Negeri 1 Godean. The participants consisted of 25 Christian students and one Christian Religious Education teacher who plays a central role in the instructional process. Data were collected through semi-structured interviews, classroom observations, and documentation analysis related to Christian Religious Education learning activities. The data were analyzed using thematic analysis involving data reduction, categorization, and interpretation to identify patterns related to teacher spirituality and students’ moral resilience. The findings reveal that the spiritual competence of the CRE teacher significantly influences the formation of students’ moral resilience. Students demonstrate a deeper understanding of how faith can guide their responses to moral challenges and personal struggles. In conclusion, the spiritual competence of CRE teachers plays a crucial role in strengthening students’ moral resilience and supporting holistic character formation within Christian education.
Copyright (c) 2026 Difri Sari Pali (Author) https://creativecommons.org/licenses/by/4.0
The Social Competence of Christian Religious Education Teachers in Strengthening Student Solidarity: A Biblical Reflection on Philippians 2:4 at SD Negeri 075102 Bawozihono
This study examines the social competence of Christian Religious Education (CRE) teachers and its role in strengthening student solidarity based on the ethical teaching found in the Epistle to the Philippians 2:4. The biblical passage emphasizes the importance of considering the interests of others rather than focusing solely on personal needs, highlighting the Christian principle of empathy, mutual care, and communal responsibility. The purpose of this research is to analyze how the social competence of CRE teachers contributes to the formation of solidarity among students in the school environment. This study employed a qualitative descriptive research design conducted at SD Negeri 075102 Bawozihono. The participants consisted of 137 Christian students and nine Christian teachers, including the Christian Religious Education teacher who plays a central role in the learning process. Data were collected through semi-structured interviews, classroom observations, and documentation analysis related to Christian Religious Education activities. The collected data were analyzed using thematic analysis involving data reduction, categorization, and interpretation in order to identify patterns related to teacher social competence and the development of student solidarity. The findings reveal that the CRE teacher’s social competence significantly contributes to creating a positive and supportive learning environment. These practices help students understand and apply the value of solidarity in their interactions with peers. In conclusion, the social competence of CRE teachers plays an essential role in cultivating student solidarity and strengthening character formation within Christian education.
Copyright (c) 2026 Delimahati Buulolo (Author) https://creativecommons.org/licenses/by/4.0
The Spirituality of Christian Religious Education Teachers and the Dynamics of Joy in the Epistle to the Philippians: A Contextual Study at SDN 1 Katanjung
This study explores the spirituality of Christian Religious Education (CRE) teachers and its influence on the dynamics of joy in the learning process as reflected in the theological message of the Epistle to the Philippians. In the Pauline epistle, joy is presented as a fundamental expression of Christian faith that emerges from a deep relationship with Christ rather than from favorable external circumstances. The purpose of this research is to examine how the spirituality of CRE teachers contributes to the experience of joy and positive engagement among students in the learning environment. This study employed a qualitative descriptive approach conducted at SDN 1 Katanjung. The participants consisted of 19 Christian students and four Christian teachers, including the CRE teacher. Data were collected through semi-structured interviews, classroom observations, and documentation analysis related to Christian Religious Education activities. The data were analyzed using thematic analysis procedures involving data reduction, categorization, and interpretation to identify patterns related to teacher spirituality and the manifestation of joy in the learning process. The findings reveal that the spirituality of the CRE teacher plays a significant role in creating a joyful and supportive learning atmosphere. The teacher demonstrates authentic spiritual attitudes through prayer, encouragement, and positive interaction with students. In conclusion, teacher spirituality significantly contributes to the development of joyful learning dynamics in Christian Religious Education. By integrating spiritual authenticity with pedagogical practice, teachers can nurture both the academic and spiritual growth of students.
Copyright (c) 2026 Gapi Gapi (Author) https://creativecommons.org/licenses/by/4.0
The Discipling Teacher: Professional Responsibility in Christian Religious Education - A Biblical Reflection on Gospel of Matthew 28:20 in the Context of UPT SPF SDN No. 104220 Durian Simbelang
This study examines the role of teachers as disciplers in fulfilling their professional responsibility within Christian Religious Education through a biblical reflection on Gospel of Matthew 28:20. In this passage, Jesus instructs His followers to teach others to observe all His commandments, emphasizing the importance of teaching as a continuous process of discipleship and spiritual formation. The purpose of this research is to analyze how the professional responsibility of Christian Religious Education teachers contributes to the development of students’ understanding of biblical teachings and their application in daily life within the educational setting of UPT SPF SDN No. 104220 Durian Simbelang. This study employed a quantitative descriptive research approach. The participants consisted of 34 Christian students who actively participated in Christian Religious Education classes. Data were collected through a structured questionnaire using a five-point Likert scale designed to measure students’ perceptions of the teacher’s professional responsibility and the implementation of discipleship-oriented teaching practices. The instrument included indicators such as the teacher’s commitment to guiding students in understanding biblical teachings, the consistency between teaching and personal example, the encouragement of spiritual growth among students, and the teacher’s efforts to help students apply the message of Gospel of Matthew 28:20 in their daily lives. The collected data were analyzed using descriptive statistical techniques to determine the overall level of implementation of these practices in the classroom. The findings indicate that students generally perceive the Christian Religious Education teacher as demonstrating strong professional responsibility and a consistent commitment to discipleship-based teaching. By integrating professional competence with spiritual responsibility, teachers not only convey biblical knowledge but also foster students’ character formation and spiritual growth. The study highlights the importance of viewing teaching as an act of discipleship that contributes to the holistic development of students within the educational community.
Copyright (c) 2026 Rehulina Br Sitepu (Author) https://creativecommons.org/licenses/by/4.0
Teaching Humility and Respect in Schools: A Biblical Reflection on Gospel of Matthew 23:12 at SD Negeri 071190 Hililaza
This study examines the teaching of humility and respect in the context of Christian Religious Education through a biblical reflection on Gospel of Matthew 23:12. In this passage, Jesus emphasizes that those who exalt themselves will be humbled, while those who humble themselves will be exalted. The purpose of this research is to analyze how the values of humility and respect inspired by Matthew 23:12 are implemented in the learning practices of Christian Religious Education at SD Negeri 071190 Hililaza. This study employed a quantitative descriptive research approach. The participants consisted of Christian students who actively attended Christian Religious Education classes. Data were collected through a structured questionnaire based on a five-point Likert scale designed to measure students’ perceptions of the implementation of humility and respect in the classroom. The research instrument included several indicators such as respectful teacher–student interaction, encouragement of cooperative behavior among students, the integration of biblical teachings in classroom discussions, and the teacher’s role in guiding students to develop humble attitudes. The collected data were analyzed using descriptive statistical techniques to determine the level of implementation of these character values in the learning process. The findings indicate that students generally perceive the Christian Religious Education classroom environment as supportive of humility, mutual respect, and constructive dialogue. These practices contribute to the creation of a positive learning atmosphere that promotes cooperation and moral development. In conclusion, the integration of biblical teachings about humility with pedagogical practices contributes significantly to students’ character formation. By emphasizing the values reflected in Gospel of Matthew 23:12, Christian Religious Education can foster students who demonstrate humility, respect others, and participate responsibly in their social communities.
Copyright (c) 2026 Ganiawati Hondro (Author) https://creativecommons.org/licenses/by/4.0
Cultivating a Culture of Peace in Schools: A Biblical Reflection on Matthew 5:9 in the Context of SMA Negeri 1 Leuser
This study explores the cultivation of a culture of peace in the educational context of Christian Religious Education through a biblical reflection on Gospel of Matthew 5:9. The purpose of this research is to analyze how peace-oriented values inspired by Matthew 5:9 are implemented in Christian Religious Education learning activities at SMA Negeri 1 Leuser. This study employed a quantitative descriptive research approach. The participants consisted of 45 Christian students who actively participated in Christian Religious Education classes. Data were collected using a structured questionnaire based on a five-point Likert scale designed to measure students’ perceptions of peace-oriented teaching practices and dialogue-based learning in the classroom. The research instrument included several indicators such as respectful communication, encouragement of dialogue, teacher guidance in resolving conflicts peacefully, and the integration of biblical values related to peacemaking. The collected data were analyzed using descriptive statistical techniques to determine the level of implementation of peace-based educational practices. The findings indicate that students generally perceive the Christian Religious Education learning environment as supportive of peaceful interaction and constructive dialogue. These practices help create a classroom atmosphere characterized by cooperation, empathy, and mutual respect. In conclusion, the integration of biblical teachings about peacemaking with pedagogical practices contributes positively to the development of a culture of peace in schools. By promoting dialogue and modeling peaceful behavior, teachers can foster students’ moral, social, and spiritual development while preparing them to become individuals who contribute to harmony within their communities.
Copyright (c) 2026 Riris Nainggolan (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Leadership Grounded in Humility: A Biblical Reflection on Matthew 20:26-28 in the Context of UPTD SD Negeri 158494 Makarti Nauli
This study examines pedagogical leadership grounded in humility as reflected in Gospel of Matthew 20:26-28 and its relevance to the practice of Christian Religious Education in the learning context of UPTD SD Negeri 158494 Makarti Nauli. In this biblical passage, Jesus redefines the concept of leadership by emphasizing service and humility rather than authority and power. The purpose of this research is to analyze how humility-based pedagogical leadership is implemented in the teaching practices of Christian Religious Education teachers and how it influences students’ learning experiences. This study employed a quantitative descriptive approach. The participants consisted of 29 Christian students who actively participated in Christian Religious Education classes. Data were collected using a structured questionnaire based on a five-point Likert scale designed to measure students’ perceptions of the teacher’s pedagogical leadership and humility-oriented teaching practices. The research instrument included indicators such as instructional guidance, clarity of explanation, classroom interaction, respect toward students, willingness to listen, and the teacher’s commitment to serving students’ learning needs. The collected data were analyzed using descriptive statistical techniques to identify the general level of pedagogical leadership and humility demonstrated in the learning process. The findings reveal that students generally perceive the teacher’s pedagogical leadership as positive and supportive. The teacher demonstrates humility through respectful communication, patient guidance, and a willingness to prioritize students’ understanding during the learning process. By integrating professional teaching competence with the biblical principle of servant leadership, teachers are able to create learning environments that support both academic learning and students’ moral and spiritual development.
Copyright (c) 2026 Rajainal Freddy Saragih (Author) https://creativecommons.org/licenses/by/4.0
Teacher Competence and Students’ Learning Interest in Christian Religious Education: A Qualitative Study in a Small-Class Context at SDN 1 Benangin 1
This study examines the role and implementation of teachers’ professional competence in improving students’ learning interest and learning outcomes in Christian Religious Education within a small-class learning environment. The research was conducted at SDN 1 Benangin 1, where classroom interaction between teachers and students occurs more intensively due to the limited number of learners. The purpose of this study is to analyze how teachers’ professional competence contributes to fostering students’ learning interest and enhancing their academic engagement in Christian Religious Education. This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews with the teacher and students, and documentation analysis of learning materials and lesson plans. The participants consisted of the Christian Religious Education teacher and students involved in the learning process. Data were analyzed using thematic analysis involving data reduction, data presentation, and conclusion drawing to identify patterns related to the implementation of teacher competence and its influence on students’ learning interest. The findings reveal that teachers’ professional competence plays a significant role in creating an engaging and supportive learning environment. In conclusion, the implementation of strong teacher competence contributes positively to improving students’ learning interest and learning outcomes in Christian Religious Education. Effective teaching practices, combined with supportive teacher-student relationships, are essential for fostering meaningful learning experiences and promoting students’ intellectual and spiritual development.
Copyright (c) 2026 Era Mariati (Author) https://creativecommons.org/licenses/by/4.0
Integrating Biblical Teaching and Pedagogical Skills by Professional Competence of Christian Religious Education Teachers in Teaching Worship from Book of Genesis 35:1-3
This study examines the integration of biblical teaching and pedagogical skills through the professional competence of Christian Religious Education teachers in explaining the importance of worship based on the narrative in Book of Genesis 35:1-3. Worship is a fundamental aspect of Christian spirituality that reflects human gratitude, obedience, and devotion to God. However, teaching the theological meaning of worship to students requires not only an accurate understanding of Scripture but also effective pedagogical strategies that make biblical narratives relevant and understandable in the classroom context. Therefore, the professional competence of Christian Religious Education teachers plays a crucial role in facilitating meaningful learning experiences that connect biblical teachings with students’ spiritual and moral development. This research employed a Systematic Literature Review (SLR) method to synthesize scholarly perspectives on teacher professional competence, biblical pedagogy, and the teaching of worship in Christian Religious Education. Relevant literature published between 2018 and 2025 was collected from reputable academic databases and analyzed through thematic categorization and qualitative synthesis. The review focused on studies addressing teacher competence, pedagogical approaches to biblical instruction, and the integration of theology and educational methodology. The findings indicate that effective teaching of worship requires the integration of theological understanding and pedagogical competence. Teachers who demonstrate professional competence are able to interpret biblical texts accurately, present them through engaging instructional strategies such as storytelling and reflective discussion, and connect their spiritual message with students’ daily experiences. The narrative of Jacob’s return to Bethel in Book of Genesis 35:1-3 provides a meaningful framework for explaining worship as an expression of gratitude, obedience, and spiritual renewal. Through integrated teaching practices, Christian Religious Education can foster students’ spiritual awareness, moral character, and appreciation of worship as an essential aspect of their faith.
Copyright (c) 2026 Susilawati Susilawati (Author) https://creativecommons.org/licenses/by/4.0
The Faithful Spirituality of Christian Religious Education Teachers: A Reflection on Exodus 29:35 in the Context of SMP Negeri 2 Aramo
This study examines the faithful spirituality of Christian Religious Education (CRE) teachers and its contribution to students’ understanding of spiritual commitment as reflected in Exodus 29:35 within the educational context of SMP Negeri 2 Aramo. The passage describes the process of priestly consecration, emphasizing obedience, dedication, and faithfulness in fulfilling God’s commands. Within Christian education, this biblical message provides a theological foundation for understanding the spiritual vocation of teachers who function not only as instructors but also as role models of faith and devotion. The purpose of this research is to analyze how the spirituality of CRE teachers influences students’ comprehension of the biblical concept of faithfulness and spiritual responsibility. This study employed a quantitative approach using a descriptive correlational design. The participants consisted of 52 Christian students who were actively involved in CRE learning activities. Data were collected through a structured questionnaire using a five-point Likert scale that measured two main variables: the faithful spirituality of the CRE teacher and students’ understanding of the spiritual message in Exodus 29:35. The research instrument included indicators such as spiritual integrity, commitment to the teaching vocation, consistency between faith and practice, and the teacher’s role in encouraging students’ spiritual development. Data analysis involved descriptive statistics and Pearson Product–Moment correlation. The findings indicate that students generally perceive the teacher’s spirituality as strong and consistent in daily teaching practices. Statistical analysis also reveals a positive and significant relationship between teacher spirituality and students’ understanding of the biblical concept of spiritual commitment. These results highlight the importance of teacher spirituality as a key element in strengthening the effectiveness of Christian Religious Education.
Copyright (c) 2026 Emanueli Laia (Author) https://creativecommons.org/licenses/by/4.0
The Role and Implementation of Teachers’ Professional Competence in Improving Fourth-Grade Students’ Learning Outcomes in Christian Religious Education: A Study at SDN Penda Pilang
This study investigates the role and implementation of teachers’ professional competence in improving fourth-grade students’ learning outcomes in Christian Religious Education at SDN Penda Pilang. Teacher professional competence is a crucial factor in ensuring effective learning because it involves mastery of subject matter, the ability to organize learning activities, the application of appropriate teaching strategies, and the use of evaluation methods that support student achievement. In the context of Christian Religious Education, professional competence also contributes to the effective communication of biblical values and spiritual understanding that shape students’ moral development. The research employed a quantitative approach with a descriptive and correlational design. The participants of the study consisted of all fourth-grade students who participated in Christian Religious Education learning at SDN Penda Pilang. Data were collected through structured questionnaires that measured students’ perceptions of the teacher’s professional competence and through documentation of students’ academic scores to assess their learning outcomes. The findings indicate that the Christian Religious Education teacher demonstrates a good level of professional competence, particularly in mastering teaching materials, explaining biblical concepts clearly, and implementing effective instructional strategies. Statistical analysis revealed that teachers’ professional competence has a positive contribution to improving students’ learning achievement in Christian Religious Education. In conclusion, the implementation of teachers’ professional competence plays an important role in enhancing the effectiveness of the learning process and improving students’ academic achievement. Strengthening professional competence through continuous professional development, reflective teaching practices, and institutional support is essential for improving the quality of Christian Religious Education and fostering both intellectual and spiritual growth among students.
Copyright (c) 2026 Fina Apriliantie Fina Apriliantie (Author) https://creativecommons.org/licenses/by/4.0
The Spirituality of Christian Religious Education Teachers in Communicating the Message of Gratitude: A Reflection on Exodus 13:16 (A Study at SD Negeri 116258 Sei Peranginan)
This study examines the relationship between the spirituality of Christian Religious Education (CRE) teachers and students’ formation of gratitude at SD Negeri 116258 Sei Peranginan, North Labuhanbatu. Drawing theological insight from Book of Exodus 13:16, which emphasizes embodied remembrance of God’s saving acts, the research investigates how teachers communicate gratitude not only through instruction but also through spiritual modeling. A quantitative approach was employed involving 55 Christian students as respondents. Data were collected through structured questionnaires measuring perceptions of teacher spirituality and students’ gratitude attitudes and behaviors. Statistical analysis revealed a significant positive correlation between teacher spirituality and students’ gratitude formation. The findings indicate that students who perceive their teachers as spiritually consistent, demonstrating authentic prayer life, biblical integration, moral integrity, and relational warmth, are more likely to internalize gratitude cognitively, express it emotionally, and practice it behaviorally. The strongest influence was found in behavioral expressions of gratitude, suggesting that lived example plays a critical role in Christian character formation. The study concludes that teacher spirituality is not merely a personal dimension of faith but a pedagogical force that shapes students’ spiritual identity. When gratitude is communicated through both theological reflection and embodied witness, students develop a deeper awareness of God’s faithfulness and cultivate lasting habits of thankfulness in daily life.
Copyright (c) 2026 Homauli Lumbangaol (Author) https://creativecommons.org/licenses/by/4.0
Personality Competence of Christian Religious Education Teachers in Responding to God’s Call: Insights from Exodus 3:4 - A Study at SMAN 4 Laung Tuhup
This study examines the personality competence of Christian Religious Education (CRE) teachers in responding to God’s call, drawing theological insight from Book of Exodus 3:4, within the context of SMAN 4 Laung Tuhup, Murung Raya. The school includes 38 Christian students and three Christian teachers, including the CRE teacher, forming a small yet significant faith community within a public senior high school environment. Exodus 3:4, which records Moses’ response “Here I am” to God’s call from the burning bush, provides a biblical framework for understanding vocational responsiveness as attentiveness, humility, and availability to divine purpose. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that personality competence is expressed through spiritual attentiveness, moral integrity, emotional maturity, humility in leadership, and relational presence. The CRE teacher’s consistent character and authentic faith practice significantly influenced students’ understanding of vocation and responsibility. Students reported increased awareness of life purpose and a deeper willingness to interpret their academic and personal aspirations as responses to God’s invitation. The study concludes that personality competence in Christian education functions as embodied theology, where character becomes a formative pedagogical instrument. By modeling a lived “Here I am” posture, the teacher cultivates an environment that encourages students to discern and respond to God’s call with confidence and integrity.
Copyright (c) 2026 Injaniati Injaniati (Author) https://creativecommons.org/licenses/by/4.0
Instructional Skills of Christian Religious Education Teachers in Shaping Students’ Social Identity: Insights from Exodus 2:11 - A Study at SD Negeri 074053 Duria Hilisebua
This study explores the instructional skills of Christian Religious Education (CRE) teachers in shaping students’ social identity through the theological reflection of Book of Exodus 2:11 at SD Negeri 074053 Duria Hilisebua, Nias. The school context consists of 182 Christian students and two Christian teachers, including the CRE teacher, providing a communal faith environment that requires intentional pedagogical cultivation to foster mature social identity. Exodus 2:11, which narrates Moses’ identification with his oppressed people, serves as a biblical foundation for understanding identity as relational belonging and social responsibility. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. The findings indicate that instructional competence is demonstrated through contextual biblical interpretation, narrative pedagogy, dialogical engagement, empathetic modeling, collaborative learning strategies, and reflective activities. These instructional practices enabled students to connect the biblical narrative with their own experiences of community life, fostering empathy, solidarity, and a sense of shared responsibility. The study concludes that instructional skills in Christian education function as transformative tools in social identity formation. When theological insight is integrated with participatory and relational pedagogy, students are guided not only to understand Scripture cognitively but also to internalize and embody its social implications in their daily interactions.
Copyright (c) 2026 Hayati Mendrofa (Author) https://creativecommons.org/licenses/by/4.0