Professional Competence of Christian Religious Education Teachers in Cultivating Children’s Obedience: An Exegetical Insight from Genesis 22:7–8 at SDN 06 Durian-Batubara
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Abstract
This study investigates the professional competence of Christian Religious Education (CRE) teachers in cultivating children’s obedience, using Genesis 22:7-8 as an exegetical and pedagogical framework. Conducted through a Systematic Literature Review (SLR) of 42 scholarly sources published between 2010 and 2024, the research synthesizes current knowledge on teacher professionalism, moral formation, relational pedagogy, and Scripture-informed instruction in Christian education. The exegetical reading of Genesis 22:7–8 highlights the relational encounter between Abraham and Isaac, illustrating how obedience emerges from trust, clarity, and spiritual assurance rather than coercion. Abraham’s faithful response-“God Himself will provide the lamb”-demonstrates a model of calm guidance and theological grounding that reflects key aspects of professional competence relevant to CRE practice. The SLR findings reveal that children develop obedience most effectively when teachers embody consistency, emotional stability, and moral integrity while creating learning environments that encourage inquiry, trust, and reflective understanding. Professional competence in this context includes mastery of biblical content, pedagogical skill in translating Scripture into age-appropriate lessons, and relational competence that fosters secure attachment and respect. In settings such as SDN 06 Durian-Batubara, where social and cultural diversity influence students’ moral experiences, these competencies are essential in supporting holistic spiritual and character development. The study concludes that integrating exegetical insight with pedagogical excellence enables CRE teachers to guide children toward meaningful and spiritually grounded obedience. Genesis 22:7-8 offers a timeless model for nurturing trust-filled relationships and faith-guided moral behavior, reaffirming the central role of professionally competent CRE teachers in shaping students’ spiritual and ethical growth.
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