Personal Holiness as Pedagogy: A Biblical-Theological Study of CRE Teachers at UPT SPF SD Negeri 104186 Tanjung Selamat

Abstract

Christian Religious Education (CRE) teachers serve a dual role as both instructors of biblical knowledge and role models of faith. Their personal holiness functions as a living testimony that bridges the gap between doctrinal instruction and moral practice. Grounded in Exodus 40:15, which emphasizes priestly consecration as a perpetual ordinance, this study explores how CRE teachers embody holiness in the context of UPT SPF SD Negeri 104186 Tanjung Selamat, Indonesia. The research employed a qualitative descriptive approach, combining literature review, theological reflection, and empirical observation. Data were gathered through interviews with the CRE teacher, classroom observation, and documentation of school activities. These findings were interpreted through a biblical-theological lens, particularly the priestly calling in Exodus 40:15, and supported by scholarship on pedagogy, spirituality, and character education.The findings reveal that the CRE teacher embodies holiness in three interrelated dimensions: personal integrity, spirituality in professional duty, and transformative influence on students. Integrity is demonstrated through honesty, fairness, and discipline, aligning with biblical principles of being set apart for God. Spiritual practices such as prayer, Bible reading, and reverence in worship serve as formative experiences for students. Most significantly, the teacher’s consistent example fosters respect, responsibility, and faith in students, confirming that lived witness is more influential than verbal instruction. The study underscores that personal holiness is indispensable in Christian education. As both pedagogy and prophecy, the teacher’s life becomes a generational witness of faith, affirming that CRE is not only about knowledge transmission but about holistic formation in the light of Christ.