Developing the Competence of Christian Religious Education Teachers for Humanistic Christian Learning: Challenges and Strategies at SD Negeri 101882 Pasar VIII

Abstract

In the 21^st century, the role of Christian Religious Education (CRE) teachers has become increasingly vital, as they are tasked not only with transferring theological knowledge but also with shaping students’ holistic identity-spiritual, moral, and social. Grounded in biblical principles of love, dignity, and responsibility, Christian humanistic pedagogy offers a framework for transformative education. However, its implementation remains inconsistent in public elementary schools, where teachers often face structural, pedagogical, and spiritual challenges. This study aimed to examine the obstacles and strategies in developing CRE teachers’ competence within a pluralistic educational setting. The research employed a descriptive case study method at SD Negeri 101882 Pasar VIII, Deli Serdang, involving interviews with CRE teachers, observations of classroom practices, and analysis of relevant documents. Data were analyzed thematically to identify teachers’ perceptions, internal and external challenges, and strategies for competence development. Findings revealed that teachers recognize the ideals of Christian humanistic pedagogy but often struggle to embody them in practice due to limited reflective competence, inconsistencies in personal spirituality, administrative burdens, and lack of institutional support. Nevertheless, several promising strategies emerged, including theological-pedagogical reflection, the formation of teacher learning communities, participatory methods, and contextualized curriculum design. These approaches enabled teachers to integrate biblical values more effectively into classroom experiences, fostering both academic and spiritual growth among students. The study concludes that strengthening CRE teacher competence requires holistic formation encompassing knowledge, pedagogical skills, and spiritual integrity. Collaborative efforts among schools, churches, and educational authorities are essential to nurture reflective, transformative educators capable of embodying Christian humanism in pluralistic contexts.