Pedagogical Competence of Christian Religious Education Teachers in the Light of Philippians 1:9-11: A Case Study at SMP Negeri 2 Adiluwih

Abstract

This study explores the pedagogical competence of a Christian Religious Education (CRE) teacher through a biblical-theological lens based on Philippians 1:9-11, which emphasizes love, knowledge, discernment, and righteous living. The research was conducted as a qualitative case study at SMP Negeri 2 Adiluwih, a public junior high school where 26 Christian students are served by a single CRE teacher. This unique minority context presents distinctive pedagogical and spiritual challenges that require a high level of professional and theological competence. Data were collected through classroom observations and in-depth interviews with the CRE teacher and selected students. The data were analyzed thematically using an interactive qualitative analysis model and interpreted through the exegetical values of Philippians 1:9-11. The findings reveal that the teacher’s pedagogical competence is reflected in intentional lesson planning that integrates cognitive, affective, and spiritual learning outcomes; relational and contextual instructional practices grounded in love and empathy; and holistic assessment strategies that evaluate both academic mastery and spiritual formation. The teacher demonstrates strong pedagogical discernment in selecting teaching methods and addressing students’ ethical and emotional needs within a pluralistic educational environment. This study concludes that pedagogical competence in Christian Religious Education is best understood as an integrated vocation that unites professional skill, moral discernment, and spiritual depth. The results contribute to the development of a biblically grounded framework for evaluating pedagogical competence in Christian education and offer practical implications for teacher development in public school contexts.