Pedagogical Competence of Christian Religious Education Teachers in the Perspective of Life Transformation: A Study of Philippians 3:20 at SD Negeri 1 Tamiang Layang
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Abstract
Pedagogical competence is a key determinant in the effectiveness of Christian Religious Education (CRE), particularly when education is oriented toward life transformation rather than mere cognitive understanding. This study aims to analyze the pedagogical competence of CRE teachers from the perspective of life transformation based on Philippians 3:20, conducted at SD Negeri 1 Tamiang Layang, a public elementary school in Indonesia. The research context involves 291 Christian students taught by only two CRE teachers, highlighting the importance of effective pedagogy within a setting characterized by limited human resources and a pluralistic educational environment. This study employed a qualitative research design by integrating a Systematic Literature Review (SLR) with simple semi-structured interviews. The SLR examined scholarly literature on pedagogical competence, Christian education, life transformation, and biblical identity, while interviews explored teachers’ pedagogical practices, theological understanding, and instructional strategies in CRE classrooms. Data were analyzed thematically and synthesized to ensure coherence between theoretical perspectives and empirical findings. The results indicate that CRE teachers understand life transformation as a gradual process of character and identity formation reflected in students’ daily behavior, attitudes, and moral awareness. The concept of heavenly citizenship in Philippians 3:20 is pedagogically translated into practical values such as responsibility, integrity, discipline, respect, and service. Although the integration of biblical texts tends to be implicit and assessment of transformation relies largely on observation, the findings confirm that competent pedagogy significantly supports students’ life transformation. This study concludes that pedagogical competence grounded in biblical theology and learner-centered practices plays a vital role in fostering transformative Christian education within public school contexts.
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