Professional Competence of Christian Religious Education Teachers in Guiding Students to Recognize God’s Presence: An Exegetical Study of Exodus 40:34 at SD Negeri 078494 Tuhendraowi

Abstract

This study examines the professional competence of Christian Religious Education (PAK) teachers in guiding students to recognize God’s presence, using an exegetical lens grounded in Exodus 40:34 and focusing on the contextual realities of SD Negeri 078494 Tuhendraowi in West Nias. Through a Systematic Literature Review (SLR) of thirty-two high-quality studies published between 2000 and 2025, the research synthesizes key theoretical insights and pedagogical practices related to teacher spirituality, biblical interpretation, and student spiritual formation. The findings indicate that teacher competence in this domain is multidimensional, encompassing spiritual modeling, relational sensitivity, exegetical understanding, and pedagogical creativity. Teachers who cultivate a deep personal spirituality, demonstrate reverence, and embody moral integrity significantly influence students’ openness to perceiving divine presence in everyday life. Exegetical insight into Exodus 40:34 provides a theological foundation for understanding the classroom as a sacred learning space where God’s presence is both acknowledged and experienced. Moreover, relational competence-expressed through empathy, trust-building, and cultural responsiveness-emerges as essential for fostering a supportive environment for spiritual growth. The study also identifies effective pedagogical strategies, including reflective activities, narrative engagement, experiential learning, and symbolic interpretation, which help students internalize biblical principles and recognize signs of God’s presence in creation, community, and personal experience. Overall, the research concludes that PAK teacher competence must be understood as an integrated framework that unites spiritual maturity, theological depth, interpersonal skill, and instructional effectiveness. Such holistic competence enables teachers to become mediators of divine presence, contributing to students’ spiritual awareness, moral resilience, and holistic Christian formation.