The Utilization of Communication Skills in the Pedagogical Competence of Christian Religious Education Teachers to Enhance Students’ Learning Interest at SD Negeri 156487 Siramiramian

Abstract

This study examines the utilization of communication skills within the pedagogical competence of Christian Religious Education (CRE) teachers and their impact on students' learning interest at SD Negeri 156487 Siramiramian. Effective communication constitutes a fundamental component of pedagogical competence that significantly influences student engagement and academic motivation. Employing a qualitative descriptive approach, this research involved two CRE teachers and 45 students from grades 4-6 through observations, interviews, and questionnaires. The findings reveal that CRE teachers demonstrate varied proficiency in employing verbal and non-verbal communication strategies, including questioning techniques, active listening, and empathetic responses. The study identifies three primary communication patterns: instructional communication, motivational communication, and affective communication, which collectively contribute to enhanced student participation and learning enthusiasm. Results indicate a positive correlation between teachers' communication skills and students' learning interest, with students reporting increased engagement when teachers utilize age-appropriate language, interactive methods, and responsive feedback. However, challenges persist in adapting communication styles to diverse learning needs and maintaining consistent student attention. This research contributes to understanding the critical role of communication competence in religious education pedagogy and provides practical implications for teacher professional development programs.