Pedagogical Competence in Christian Religious Education: Guiding Students to Understand God’s Redemptive Plan through Genesis 45:7-8 at SDN 060879 Medan Timur

Abstract

This study investigates the pedagogical competence of Christian Religious Education (CRE) teachers in guiding elementary students to understand God’s redemptive plan as reflected in Genesis 45:7-8, focusing on instructional practices at SDN 060879 Medan Timur. Recent concerns regarding students’ limited biblical comprehension and the need for meaningful theological engagement highlight the importance of examining how teachers interpret and communicate Scripture in the classroom. Using a qualitative descriptive design, this research integrates classroom observations and semi-structured interviews to explore how pedagogical strategies, theological clarity, and learner-centered approaches contribute to students’ understanding of Joseph’s narrative. The findings reveal that the CRE teacher demonstrated strong competence in narrative pedagogy, employing storytelling, guided questioning, and interpretive scaffolding to help students grasp the themes of divine sovereignty, reconciliation, and purposeful suffering. Contextualization strategies effectively linked Joseph’s experiences to students’ daily realities, enabling them to relate biblical values-patience, forgiveness, and trust in God-to real-life challenges. Dialogic instruction further supported deeper reflection as the teacher invited students to express doubts, ask questions, and articulate their own interpretations. While the teacher exhibited high proficiency in integrating theological content and instructional methods, challenges emerged in managing theological complexities and sustaining student engagement across diverse learning abilities. Nonetheless, the study concludes that pedagogical competence in CRE must encompass theological understanding, instructional design, moral formation, and contextual relevance. The results underscore the importance of holistic and responsive pedagogy in enabling students to internalize biblical truths in transformative ways and recommend continued professional development to strengthen theological-pedagogical integration in Christian education.