Teaching Gratitude through the Covenant of God: Pedagogical Competence in Christian Religious Education at SD Negeri 065009 Medan

Abstract

This study explores how Christian Religious Education (CRE) teachers at SD Negeri 065009 Medan develop and implement pedagogical competence in teaching gratitude, as inspired by the covenantal narrative in Genesis 9:13. The study is grounded in the understanding that gratitude is not only a moral virtue but also a theological response to God’s faithfulness, forming a foundation for students’ moral and spiritual growth. Employing a qualitative case study approach, this research investigates how teachers interpret and translate biblical values into learning experiences that nurture gratitude among students. Data were collected through interviews, classroom observations, and document analysis to capture teachers’ pedagogical strategies, classroom interactions, and reflective practices. The findings indicate that pedagogically competent CRE teachers demonstrate an integrative teaching approach, combining biblical storytelling, reflective dialogue, and experiential learning to foster both cognitive understanding and affective transformation. Teachers who model gratitude in their behavior and communication create a learning atmosphere marked by respect, empathy, and responsibility, leading students to internalize gratitude as a way of life. The study also highlights challenges related to contextualization, limited resources, and the need for ongoing professional development in biblical pedagogy. Overall, the findings affirm that pedagogical competence rooted in theological reflection can effectively shape students’ gratitude and spiritual maturity, aligning Christian education with the broader goal of character formation in Indonesian primary schools.