Pedagogical Spirituality in Christian Religious Education: A Study Based on Matthew 6:21 on UPT SD Negeri 037156 Laumil

Abstract

This study examines pedagogical spirituality in Christian Religious Education (CRE) through the lens of Matthew 6:21 at UPT SD Negeri 037156 Laumil, Dairi, Indonesia. Pedagogical spirituality is understood as the integration of teachers’ spiritual orientation, relational practices, character modeling, and the intentional integration of faith and learning. Grounded in biblical theology and Christian education theory, this study seeks to analyze how students perceive the manifestation of pedagogical spirituality in daily classroom practice and how such perceptions relate to the learning environment. A quantitative research design with a descriptive-correlational approach was employed. Data were collected using a structured Likert-scale questionnaire administered to 99 Christian students. The instrument measured four dimensions of pedagogical spirituality: spiritual orientation of teaching, relational spirituality, modeling of Christian character, and integration of faith and learning. Descriptive and inferential statistical analyses were conducted to identify patterns and relationships between pedagogical spirituality and students’ engagement and perceived spiritual classroom climate. The findings indicate that students generally perceive high levels of pedagogical spirituality across all measured dimensions. Teachers are viewed as consistently integrating spiritual values into instruction, demonstrating relational care, modeling Christian character, and connecting faith with daily learning experiences. Inferential results suggest positive associations between pedagogical spirituality and students’ engagement and sense of belonging, highlighting the pedagogical significance of spiritually grounded teaching. The findings underscore the importance of teacher development programs that intentionally integrate spiritual formation with pedagogical and relational competencies.