Nurturing Integrity through Pedagogical Excellence: Insights from Genesis 30:43 in Christian Religious Education at SD Negeri No.125543 Pematang Siantar
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Abstract
This study examines how pedagogical competence in Christian Religious Education (CRE) contributes to nurturing integrity among elementary school students, using Genesis 30:43 as an exegetical and pedagogical foundation. Conducted through a Systematic Literature Review (SLR) of 47 high-quality sources published between 2000 and 2025, the study synthesizes research on teacher competence, biblical interpretation, and character formation in Christian education. The exegetical reading of Genesis 30:43 highlights Jacob’s moral transformation and the symbolic significance of his growth as the outcome of perseverance, faithfulness, and divine guidance. These insights provide a theological framework for understanding integrity not only as an ethical expectation but as a response to God’s ongoing work in shaping human character. The review identifies several pedagogical competencies that strongly support integrity formation, including value-based instructional design, classroom leadership grounded in mutual respect, dialogical pedagogy that encourages ethical reasoning, and teacher modelling that embodies honesty, responsibility, and consistency. Findings emphasize that students internalize integrity most effectively when biblical narratives are contextualized into daily moral experiences and when teachers demonstrate coherence between their beliefs and actions. The study also highlights contextual challenges, such as digital influences and shifting cultural norms, which require pedagogical adaptability and relational sensitivity. These competencies enable CRE teachers to navigate pluralistic environments while maintaining biblical fidelity. Overall, the study concludes that pedagogical excellence informed by Scripture offers an effective and holistic approach to cultivating integrity, positioning CRE teachers as essential agents of moral and spiritual formation in contemporary educational settings.
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