Pedagogical Competence of Christian Religious Education Teachers in Cultivating Hope amid Adversity: A Study of Genesis 50:24 at SD Negeri 03 Beriulou

Abstract

This study explores the pedagogical competence of Christian Religious Education (CRE) teachers in cultivating hope amid adversity, using Genesis 50:24 as a theological and pedagogical foundation, within the context of SD Negeri 03 Beriulou, Kepulauan Mentawai. Situated in a remote island setting, the school serves a minority Christian community consisting of 24 Christian students and three Christian teachers, including one CRE teacher. The study addresses the limited scholarly attention given to hope-oriented pedagogy in marginalized educational contexts, particularly within public elementary schools. Employing a qualitative descriptive case study design, data were collected through classroom observations, semi-structured interviews with Christian teachers, and document analysis of instructional materials. The data were analyzed thematically to identify patterns related to pedagogical competence, hope cultivation, and contextual adaptation. The findings reveal that hope is not taught as an abstract theological concept but is embedded in narrative-based instruction, relational pedagogy, intentional lesson planning, and teacher exemplarity. Genesis 50:24 is pedagogically mediated as a declaration of future-oriented faith, enabling students to reinterpret adversity through trust in God’s promises rather than immediate circumstances. The study further demonstrates that pedagogical competence in Christian Religious Education is multidimensional, integrating biblical exegesis, contextual sensitivity, emotional awareness, and moral modeling. In a setting marked by geographical isolation and limited resources, such competence contributes significantly to students’ spiritual formation and resilience. The findings suggest that effective CRE pedagogy requires an integrative approach that unites theology and pedagogy in response to contextual realities. This study contributes to the discourse on Christian education by highlighting the transformative role of hope-centered pedagogy in adversity-laden educational environments.