Challenges of Christian Religious Education (CRE) Teacher Competence in Facing Post-Pandemic Education (A Case Study at SD Negeri 4 Suhutnihuta Pardomuan)

Abstract

The COVID-19 pandemic disrupted education globally, compelling teachers to adapt rapidly to digital learning and new pedagogical models. For Christian Religious Education (CRE) in Indonesia, this transition posed unique challenges, as teachers were expected not only to deliver subject matter but also to nurture Christian values and spiritual character. This study explores the post-pandemic competence challenges of CRE teachers at SD Negeri 4 Suhutnihuta Pardomuan, a rural primary school with limited technological facilities. Employing a qualitative case study design, data were collected through classroom observations, in-depth interviews with three CRE teachers, and documentation analysis of syllabi, lesson plans, and evaluation records. Findings reveal two major challenges. First, teachers demonstrated limited technological competence, relying primarily on basic tools such as WhatsApp and photocopied handouts, while lacking formal training in digital pedagogy and adequate infrastructure. This gap hinders their ability to integrate technology meaningfully into lessons, creating a disconnect between CRE instruction and students’ lived digital realities. Second, hybrid learning models, although promoted as resilient and sustainable, proved difficult to implement. Teachers struggled to balance in-person and remote learners, faced inadequate technical resources, and encountered community perceptions that privileged face-to-face instruction. These challenges highlight not only infrastructural and pedagogical gaps but also deeper cultural and theological tensions within Christian education. The study concludes that strengthening CRE teacher competence in the post-pandemic era requires holistic support, encompassing digital training, resilience building, and theological grounding. Such efforts are essential to sustain CRE as a transformative force in shaping students’ faith and character in a digital society.