Resisting Brain Rot: Spiritual Competence of Christian Religious Education Teachers at SMPN 5 Mandrehe Utara

Abstract

The rapid growth of digital technology has transformed how students access information and form worldviews, but it has also introduced challenges such as “brain rot,” a decline in focus, reflection, and critical thinking caused by excessive consumption of superficial digital content. Within the context of Christian Religious Education (CRE), this issue is not only pedagogical but also spiritual, threatening students’ moral and faith formation. Grounded in 1 Timothy 4:16, which emphasizes vigilance over life and doctrine, this study examines how CRE teachers at UPTD SMPN 5 Mandrehe Utara develop spiritual competence as a strategy to counter brain rot among junior high school students. This research employed a qualitative descriptive design supported by a systematic literature review (SLR). Fieldwork was conducted during the 2025/2026 academic year with 74 Christian students, two CRE teachers, and ten purposively selected students from broken concentration patterns. Data were collected through classroom observations, semi-structured interviews, and documentation, while the SLR synthesized 22 peer-reviewed studies from 2015–2024 to contextualize findings. Data were analyzed thematically using coding, triangulation, and integration of literature with field evidence. Results indicate that CRE teachers consistently modeled prayer, discipline, and integrity, integrated biblical principles with digital realities, and provided pastoral mentoring to students. Communal activities such as group reflections and service projects further strengthened collective resilience against distraction. The findings affirm that spiritual competence is a decisive factor in guiding students toward holistic formation. In conclusion, CRE teachers who embody spiritual integrity serve as role models, enabling students to resist brain rot and grow into faithful, reflective, and resilient individuals.