A Case Study of Procurement of Christian Education Teacher in Public Elementary School in Sub-District of Candisari of Semarang

Purpose : The purpose of this research was to know the reasons or causes of lack or absence of Christian Education teachers Design/methodology/approach : The method used in this research was explorative-descriptive case study. Case study procedure in this research had four stages: description (observing/studying), analysis (trying to understand), interpretation (interpretation of data), and action (action plan based on the result of research data). Findings : the main obstacle to procurement of Christian Education teachers as Non-Permanent Teachers was lack or absence of budget Research limitations/implications : This study was limited to the number of Christian students. Interview means that the researcher asked questions to school administrators to obtain information according to research variables. To complete the information required, the researcher observed on the implementation of Christian Education at Public Elementary School in Sub-district of Candisari, Semarang. Practical implications : First, in Sub-district of Candisari there were 37 Public Elementary Schools. Thirty-six schools had Christian students. There were only six Christian Education teachers who teaching Christian Education at 16 schools. Six Christian Education teachers for 16 schools, mean 43% of schools had teachers who teaching Christian Education. That mean 57% or 20 Public Elementary Schools in Sub-district of Candisari had no Christian Education teachers. Originality/value : the Government or the school administrators were less concerned with the implementation of Christian Education, then the church (Christian community) must be willing to assume the responsibility by sending and financing Christian Education teachers to schools that did not have Christian Education teachers yet


INTRODUCTION
The implementation of education in Indonesia, including religious education is governed by Laws and Government Regulations. Education is the right of every Indonesian citizen guaranteed and governed by Law. In the Preamble of the Constitution of 1945stated that one of the goals of Indonesia's independence is the intellectual life of the Nation of Indonesia. In the Constitution of 1945 Article 31 paragraph 1 is mentioned: "Every citizen shall be entitled to teaching."And in paragraph 2 it is mentioned: "The government shall undertake and organize a National Teaching System that is governed by Law." In People's Consultative Assembly (MPR) Decree No.11/MPR/1993 on Outlines of the State Policy it is mentioned: National education which is rooted in the culture of Indonesian Nation and based on Pancasila and the Constitution of 1945 directed to increase intelligence and dignity of the Nation, manifesting people and people who believe(faithful) and devoted to God Almighty, qualified, independent so as to build himself and the surrounding community and can fulfill the needs of National development and responsible for Nation building (Nasution, 1988).
The implementation of education is regulated in the National Education System Act. Indeed the new National Education System is composed entirely at the beginning ofFive-Year Development (Pelita) V which is the result of the Government agreementand Parliamentendorsed by President Suharto as Law No. 2 of 1989. (Ruwiyanto, 1977). Law Number 2 of 1989and MPR Decree No.11/MPR/1993 showsIndonesian Nation to pay attention to education, as in the following example:The Government is very concerned about education within our country in order to educate the Nation's life. So,someone is accepted to be a learner and organized by not discriminating gender, religion, social position, economic ability level (Article 7 of Education Law No.2, 1989). The ISSN : 2597-4785  In the next journey, Law of National Education System, especially the implementation of religious education at school cause problem. The emergence of Law No.20 of 2003 on National Education System also raises pros and cons.
In Article 12 paragraph 1a mentioned that every learner in each educational unit is entitled to religious education in accordance with the religion that is adhered and taught by educators who same faith. It becomes a problem for public schools because few students make Christian Education at schools less attention from the Government.
The impact of the contents of Article 12 was extremely felt in Public Elementary School in Sub-district of Candisari of Semarang. At these schools were found a number of the following facts. In every school, the number of Christian Studentswere the least. As a result, the school was less concerned about the implementation of Christian Education for them. This was proven by the non-availability of permanent classrooms, not always provided Christian

Research Purposes
The purpose of this research was to know the reasons or causes of lack or absence of Christian Education teachers, to find the prudent way so that in every Public Elementary School be Christian Education teacher, and stated very important role and function of Christian Education teachers of every Public Elementary School in Sub-district of Candisari. .

MATERIAL AND METHOD
The method used in this research was explorative -descriptive case study. Case study procedure in this research had four stages: description (observing/studying), analysis (trying to understand), interpretation (interpretation of data), and action (action plan based on the result of research data).

Government Regulation Number 55 of 2007 on Religious Education
Religious education is education that provides knowledge and shapingattitudes, personality, and skills of learners in practice their religious teachings, thatheld at least through the subjects on all paths, levels and types of education.In article 2, paragraph 1 mentioned thatReligious Education serves to form faithful Indonesian people and devoted to God Almighty and has noble character and able to maintain peace and harmony between inter -religious and inter-religious relationships.
The Government Regulation regulates the implementation of religious education in schools. In article 3, paragraph 1 mentioned: ³Each educational unit on all paths, levels and types of education must carry out religious education´.And in article 4, paragraph 2 mentioned:Every learner in educational unit on all paths, levels, and types of education are entitled to religious education in accordance with the religion adhered to and taught by educators who have same faith.
In public schools the procurement of Christianityteachers should be the Government obligation as set forth in Article 6 paragraph 1 that educators of religious education in educational units organized by the Government or regionalgovernment are provided by the Government or regional government according to the respective authorities based on Legislation Regulations. But the facts in various public schools show that many schools have Christian students but do not have Christian Education teachers. It should be a concern ISSN : 2597-4785 (ONLINE) ISSN : 2597-4750 (PRINTED) Pay attention to all the legislation as already outlined, it is clear that Christian Educationas part of religious education in schools is mandatory.

A Case Study Of Procurement Of Christian Education Teacher In Public Elementary School In Sub-District Of Candisari Of Semarang
Should every Christian student in Public School be entitled to Christian education, and the Government or school administrators are obliged to provide Christian Education teachers, budgets, and supporting facilities so that Christian Educationin schools is going well to achieve National education goals. But it still needs to be fought, because in many public schools that have Christian students it does not have Christian Education teachers either permanent status teachers or of non-permanent status teachers. The procurement of Christian Education teachers in schools still needs to be pursued so that Christian Educationin schools can still take place well.

Christian Education at Elementary School Level
Parenting, raising and educating of childre n are the noble task that should be done by parents and educators withappropriate manner in accordance with the physical developmentand children's psychology. Children have different special characteristics than teenagers and adults. Therefore, Christian Educationfor children should be adjusted to the child's development. He learns to find love in his life. (Nolte, 1982) Meier (1983) said that about 85% of an adult's personality has been formed at the time he reaches the age of 6 years. The remaining 15% polish the child to shape him/her into a good Christian teenager. In the age between 6 to 18 years happentusslepsychological and spiritual. Therefore, the best for children is to get discipline, education and affection.

In the Old Bible Testament, very central institution in education is the
The estuary of children's Christian Education is the children live in the love of God. Meaning that children experience the love of God, the children learn to love God, love themselves healthily, love others sincerely, and love other creations of God. In other words, Christian Education should be able to answer the FKLOGUHQ ¶V needs, the need to be accepted and possessed, the need to feel successful, the need to be free from fear, the need to receive affection, the need to be free from guilt, the need to contribute , the need to understand and knowledgeable, as well as the need to feel secure. (Smith, 1999) In Indonesian National Education System there is a wide opportunity to teach Christian Education at school. That opportunity should be exploited as well as possible, because the children are in school from Monday to Saturday, six days a week, and Christian Education lessons can be done systematically and regularly. According to Homrighausen (2009) there are four benefits of Christian Education in public schools, as follows: 1. In this way, the church can convey the Gospel to many children who are difficult gathered in Christian Education of church own.
2. Children who get Christian Education at school, will feel that general education and religion are not two things that have no relationship, but instead had to walk together. Christian Educationhas its place in the field of general education environment. God and the Christian church are closely 4. And finally, there is the benefit that with the inclusion of religious teachings in the general lesson plan, then religion itself by itself begins as an absolute part of the culture of the whole people. Those schools aim to educate children to become responsible citizens.

RESULT AND DISCUSSION
After doing the research process, then obtained the following conclusion: Whereas, the availability of Christian Education teachers was the main thing for the implementation of Christian Education regularly and planned, and the achievement of Christian Education goals for Christians students.
So, the procurement of Christian Education teachers was urgent and should be done immediately.
Fifth, because the Government or the school administrators were less concerned with the implementation of Christian Education, then the church (Christian community) must be willing to assume the responsibility by sending and financing Christian Education teachers to schools that did not have Christian Education teachers yet.