Revitalizing the Competence of Christian Religious Education Teachers through Reflective Learning at SMP Negeri 3 Gunungsitoli Alo’oa

Abstract

This study explores the role of reflective learning in revitalizing the competencies of Christian Religious Education (CRE) teachers at SMP Negeri 3 Gunungsitoli Alo’oa, Nias, Indonesia. CRE teachers hold a dual responsibility as both transmitters of knowledge and role models of Christian values, making the continuous enhancement of their pedagogical, professional, social, and personal competencies essential. Reflective learning, understood as the systematic evaluation of teaching experiences to generate critical insights and improvements, provides a promising approach to address this need. Employing a descriptive qualitative design, the research drew on classroom observations, in-depth interviews with teachers, principals, students, and parents, as well as analysis of reflective journals and lesson plans. Data analysis followed Miles and Huberman’s interactive model, with validity ensured through triangulation, member checking, and peer review. Findings indicate that reflective practice significantly enhanced teacher competencies across multiple domains. Pedagogically, teachers reconstructed instructional strategies to be more contextual, participatory, and responsive, while also adopting alternative assessments such as portfolios and student journals. Professionally, reflection motivated teachers to engage with scholarly resources, professional communities, and continuous training, reinforcing lifelong learning. Socially, reflective insights fostered inclusive classroom dynamics and strengthened collaboration with parents. Personally, teachers reported deeper self-awareness, integrity, and spiritual grounding, reorienting teaching as both a vocation and a ministry. The study concludes that reflective learning not only enriches instructional effectiveness but also strengthens the holistic identity of CRE teachers as educators and faith-based leaders. It recommends embedding reflective practice into teacher development programs, supported by school leadership and broader educational stakeholders, to sustain quality Christian education in Indonesia.