From Belief to Practice: Exploring Teachers’ Beliefs and Practices of Biblical Integration in Christian Teachers
DOI:
https://doi.org/10.46445/djce.v7i2.1171Keywords:
Biblical Integration, CFRC Framework, Christian Worldview, Faith-Learning Integration, Teacher BeliefsAbstract
Since Christian education focuses on life formation and transformation, Biblical integration is crucial because it connects faith and learning. However, many teachers understand the basic concept of biblical integration but struggle to apply it in their classrooms. This study examines teachers’ beliefs about biblical integration, their perceptions of its importance, and the challenges they face in translating those beliefs into classroom practice. This study used a qualitative case study approach; data were collected through semi-structured interviews, classroom observations, and open-ended questionnaires, and analyzed using thematic analysis with iterative coding and theme development. The study involved eight early years and primary teachers at a Christian school in East Java who had been integrating a biblical worldview through the Creation–Fall–Redemption–Consummation (CFRC) framework for 3 years. The results showed that teachers conceptualized biblical integration as holistic and worldview-based; they agreed on its importance for students’ character and worldview formation; yet they struggled to translate these beliefs into consistent classroom practices. The gap between belief and practice should not be viewed as a deficiency but as part of teachers' ongoing developmental process. Teachers still need support not only with the theoretical framework but also with pedagogical strategies.
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