Implementation of Spiritual Competence of Christian Religious Education Teachers in Teaching the Consequences of Sin (Genesis 3:16-19) to Elementary School Students at SD Negeri 091428 Af. A Sidamanik

Abstract

This study examines the implementation of spiritual competence among Christian Religious Education (CRE) teachers in teaching the consequences of sin based on Genesis 3:16-19 to elementary school students at SD Negeri 091428 Af. A Sidamanik. The research investigates how teachers' spiritual competence influences their pedagogical approach in delivering sensitive biblical content about sin and its consequences to young learners. A qualitative descriptive approach was employed, utilizing semi-structured interviews with three CRE teachers, classroom observations, and document analysis. Data were collected over three months and analyzed using thematic analysis to identify patterns in teachers' spiritual competence manifestation and teaching practices. Findings reveal that teachers' spiritual competence significantly influences their ability to contextualize biblical narratives for elementary students. Three primary themes emerged: (1) personal spiritual maturity as the foundation for authentic teaching, (2) age-appropriate pedagogical adaptation of theological concepts, and (3) integration of experiential learning methods. Teachers demonstrated competence through prayer-centered preparation, use of storytelling techniques, and creation of safe environments for moral reflection. The study concludes that spiritual competence is fundamental to effective CRE teaching, particularly when addressing complex theological themes such as sin and its consequences. Teachers' personal spiritual depth enables them to transform abstract biblical concepts into meaningful, age-appropriate lessons that resonate with elementary students' developmental stages. Recommendations include continuous spiritual formation programs for CRE teachers and development of contextual teaching materials.