Pedagogical Competence in Cultivating Honesty: A Biblical Reflection on Genesis 44:16 among Christian Religious Education Teachers at SMAN 1 Sunggal

Abstract

This study investigates how pedagogical competence contributes to cultivating honesty among students through a biblical reflection on Genesis 44:16 in the teaching practices of Christian Religious Education teachers at SMAN 1 Sunggal. Employing a qualitative descriptive design, the research explores how teachers interpret the biblical narrative of Judah’s confession and integrate its moral principles into classroom instruction. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis to identify key patterns in pedagogical practices. The findings reveal that teachers’ exegetical engagement with Genesis 44:16 forms a strong theological foundation for teaching honesty as an acknowledgment of wrongdoing, personal accountability, and awareness of God’s moral presence. Pedagogical competence manifests through four primary dimensions: authentic modeling of honesty, dialogical-reflective teaching methods, contextualized learning strategies, and virtue-oriented assessment practices. Teachers consistently modeled integrity through transparent communication and fairness, creating a credible moral environment for students. Dialogical approaches encouraged students to reflect on moral dilemmas and connect biblical lessons to personal experiences. Contextual strategies-including integrity journals and collaborative accountability tasks-helped students practice honesty in daily life. Assessments focusing on self-reflection and behavioral change reinforced honesty as a lived virtue rather than a cognitive concept. Despite challenges posed by social pressures, digital influences, and cultural norms, CRE teachers demonstrated that integrating biblical reflection with pedagogical competence can significantly influence students’ moral development. Overall, the study concludes that Genesis 44:16 provides an effective exegetical and pedagogical anchor for fostering honesty, positioning CRE teachers as vital agents of character formation in the school context.