Christian Religious Education Teachers as Role Models of Personality Competence in Preventing Flexing Behavior: Evidence from UPT SMP Negeri 027 Pakkat Hauagong

Abstract

The phenomenon of flexing - the excessive display of wealth and social status - has become increasingly prevalent among Indonesian students, exacerbated by social media platforms that normalize materialism as a marker of success. This study examines how Christian Religious Education (CRE) teachers, through personality competence, can counteract flexing behavior by serving as role models of humility, gratitude, and simplicity. Conducted at UPT SMP Negeri 027 Pakkat Hauagong, Humbang Hasundutan, North Sumatra, the research employed a qualitative case study approach. One CRE teacher and 24 grade VIII students participated, with data collected through classroom observations, semi-structured interviews, and document analysis. Findings indicate that the teacher’s consistent modeling of Christian virtues, supported by scriptural teachings and authentic learning tasks such as reflective journaling and community service, reshaped students’ perceptions of success from wealth-centered to value-centered orientations. Students reported greater awareness of humility and gratitude, and some reduced tendencies toward flexing both in school and online. However, challenges persisted, particularly peer pressure and the influence of social media, which continued to promote consumerist behaviors. The study underscores the importance of institutional support for character education, cross-curricular integration of values, and the inclusion of digital literacy to address the cultural pressures fueling flexing. The results affirm theories of character education and social learning, emphasizing that teacher role modeling remains central to moral formation. Ultimately, the research highlights that personality competence in CRE teachers is a practical and effective approach to nurturing character and resisting materialism in contemporary educational contexts.