The Role of Teacher Competence in Building a Christian Faith-Based Inclusive Classroom at SD Negeri 107421 Pasar Melintang
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Abstract
Inclusive education has increasingly become a central theme in global educational discourse, emphasizing equity, diversity, and the right of every child to learn alongside peers in mainstream settings. Within the Indonesian context, this paradigm is reinforced by national policies, yet its practical realization largely depends on teachers’ competencies. This study explores the role of Christian Religious Education (CRE) teachers in creating inclusive classrooms at SD Negeri 107421 Pasar Melintang, with a particular focus on how teacher competence interacts with Christian values in shaping learning environments that are both inclusive and faith-based. Employing a qualitative descriptive approach, data were collected through classroom observations, in-depth interviews, and document analysis, involving CRE teachers, school leaders, fellow teachers, and parents of children with special needs. The findings reveal that teacher competence plays a strategic role across four domains: pedagogical, personal, social, and professional. Pedagogical competence enables teachers to employ differentiated strategies, ensuring accessibility for diverse learners. Personal competence is expressed through teachers’ role as moral and spiritual exemplars, modeling love, patience, and empathy. Social competence facilitates collaboration with parents, peers, and the wider community, building collective support for inclusive practices. Professional competence strengthens subject mastery and contextual application of Christian teachings in everyday learning. Despite challenges such as limited resources and varying levels of awareness among stakeholders, CRE teachers demonstrated creativity, resilience, and faithfulness in embodying inclusive pedagogy as a theological and ethical commitment. This study underscores that inclusive education, grounded in Christian values, is not merely pedagogical but a spiritual vocation that affirms every child as a gift of God.
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