Professional Competence and the Development of Instructional Materials on Divine Faithfulness in Christian Education (Case Study at SDN 104217 Sidomulyo)

Abstract

This study explores the professional competence of a Christian Religious Education (CRE) teacher in developing instructional materials on the theme of divine faithfulness based on Book of Genesis 35:9-13. The research was conducted at SDN 104217 Sidomulyo, a public elementary school with 36 Christian students taught by one CRE teacher. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed thematically to identify patterns related to professional competence, biblical integration, pedagogical strategy, and contextual adaptation. The findings indicate that the teacher’s professional competence significantly influences the quality and effectiveness of instructional material development. The teacher demonstrates strong mastery of biblical theology, particularly in interpreting Genesis 35:9-13 as a narrative of covenant renewal, divine blessing, and the faithfulness of God. This theological understanding is translated into systematically designed, age-appropriate, and contextually relevant learning materials. Pedagogical strategies such as dialogical learning, reflective activities, creative projects, and holistic assessment enable students to internalize the concept of divine faithfulness not only cognitively, but also affectively and behaviorally. The instructional materials foster students’ spiritual awareness, moral responsibility, and confidence in God’s promises. This study concludes that professional competence is a central determinant in transforming biblical content into meaningful and transformative learning experiences. In a public-school context where Christian students are a minority, professionally developed instructional materials on divine faithfulness function as an essential medium for nurturing faith, shaping character, and strengthening students’ religious identity while promoting ethical and social responsibility.