Teaching in the Context of Human Suffering: A Study of Pedagogical Competence Based on Genesis 31:42 (Case Study at SD No. 034785 Batu Gun-gun)

Abstract

This study investigates the pedagogical competence of Christian teachers in guiding students through the reality of human suffering based on the theological perspective of Book of Genesis 31:42 at SD No. 034785 Batu Gun-gun. The research was conducted in a public elementary school context involving 136 Christian students and eight Christian teachers, including one Christian Religious Education (CRE) teacher. The data were analyzed using thematic analysis to identify patterns of pedagogical practice, theological interpretation, emotional guidance, and spiritual formation. The findings indicate that Christian teachers demonstrate pedagogical competence through the integration of biblical theology of suffering, responsive instructional strategies, pastoral sensitivity, and consistent teacher modeling. Genesis 31:42 serves as a central theological foundation in helping students reinterpret suffering as a space of God’s faithful presence and just intervention rather than mere misfortune. Teachers apply this perspective through reflective biblical instruction, dialogical learning, personal mentoring, and prayerful accompaniment. As a result, students show increased spiritual resilience, emotional stability, and moral perseverance in responding to personal and social hardships. The study concludes that effective Christian pedagogy in the context of human suffering requires a holistic integration of cognitive learning, emotional guidance, and spiritual formation. Pedagogical competence is expressed not only in teaching strategies but also in the lived witness of teachers who embody faith, compassion, and endurance. This research contributes to Christian education scholarship by offering an empirically grounded model of pedagogical competence for guiding students through suffering within a pluralistic public-school environment.