Professional Competence of Christian Religious Education Teachers in Cultivating Trust in God: An Exegetical Study of Exodus 14:13 at SD Negeri 121248 Pematangsiantar

Abstract

This study explores the professional competence of Christian Religious Education teachers in cultivating trust in God among students, using Exodus 14:13 as the primary theological and pedagogical foundation. The biblical narrative, in which Moses encourages Israel to overcome fear and witness God’s deliverance, provides a rich framework for shaping students’ spiritual resilience and dependence on God. Conducted at SD Negeri 121248 Pematangsiantar, this qualitative study employed interviews, observations, and document analysis to examine how teachers interpret, communicate, and model the value of trusting God in classroom settings. Through thematic analysis, the research identified core competencies that significantly contribute to students’ spiritual formation, the contextualization of biblical messages to students’ lived realities, and the capacity to create learning environments that promote reflection, dialogue, and experiential engagement with faith. Findings indicate that teachers who integrate biblical insight with effective pedagogical strategies, such as narrative instruction, guided reflection, prayer-based learning, and relational support, play a central role in strengthening students’ trust in God. These teachers successfully connect the theological message of Exodus 14:13 with students’ experiences of fear, uncertainty, and personal struggle, enabling them to internalize spiritual confidence in God’s guidance. However, the study also highlights challenges, including varying levels of student spirituality, external socio-emotional pressures, and limited professional development opportunities for CRE teachers. The study concludes that cultivating trust in God requires a holistic model of professional competence that integrates pedagogy, theology, and authentic spiritual leadership. Strengthening these competencies will significantly enhance the transformative impact of CRE in Indonesian public schools.