The Competence of Christian Religious Education Teachers in Developing Peace Education at SMP Negeri 1 Tuhemberua
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Abstract
Peace education has become an increasingly urgent agenda in Indonesia, where schools function as microcosms of society and play a pivotal role in cultivating tolerance, reconciliation, and social harmony. Within this framework, Christian Religious Education (CRE) teachers carry the responsibility of integrating theological values of love, forgiveness, and justice into peace-oriented pedagogy. This study explored the competence of CRE teachers in promoting peace education at SMP Negeri 1 Tuhemberua, North Nias, where diverse social and cultural dynamics demand contextualized approaches. Methodologically, the research combined a systematic literature review (SLR) and a qualitative case study. The SLR followed the PRISMA protocol, synthesizing 25 peer-reviewed studies (2015–2023) on peace pedagogy, teacher competence, and faith-based education. The case study involved one CRE teacher, supported by student and principal perspectives, selected through purposive sampling. Data collection employed semi-structured interviews, classroom observations, and documentation, analyzed through thematic coding. Findings revealed four interrelated dimensions of teacher competence in peace education: theological competence, pedagogical competence, affective-spiritual competence, and social-relational competence. The teacher effectively integrated biblical narratives of reconciliation into classroom practice, designed participatory and inclusive learning activities, embodied peace values through personal character, and extended peace initiatives into community-based activities. Challenges included limited resources, curricular marginalization, and broader societal tensions. The study concludes that CRE teachers’ competence in peace education is multidimensional, requiring integration of theology, pedagogy, spirituality, and social engagement. It underscores the need for systemic reforms in teacher training and curriculum design to ensure sustainable peace education in pluralistic contexts.
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