Professional Competence of Christian Religious Education Teachers in Teaching the Value of Hope amid Adversity: A Study Based on Genesis 50:24 at SMA Negeri 1 Satu Atap Pulau Simuk

Abstract

This study examines the role of professional competence of Christian Religious Education (CRE) teachers in cultivating the value of hope amid adversity, grounded in Genesis 50:24, at SMA Negeri 1 Satu Atap Pulau Simuk. The research involved 58 Christian students guided by one CRE teacher and employed a qualitative case study design integrated with a Systematic Literature Review (SLR). Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed thematically to identify patterns related to theological understanding, pedagogical strategy, teacher modeling, and student hope formation. Findings reveal that the teacher’s professional competence-comprising theological mastery, pedagogical skill, ethical integrity, and reflective practice-enabled the effective integration of biblical principles into classroom instruction. Genesis 50:24 was presented as a theological foundation of hope, emphasizing trust in God’s covenantal faithfulness despite hardship. The integration of empirical findings with SLR confirms that hope formation is most effective when pedagogical competence combines theological clarity, contextual adaptation, and relational authenticity. Despite challenges such as large class size and limited instructional resources, professional competence proved capable of fostering meaningful hope among students. This study contributes theoretically by connecting Old Testament exegesis with contemporary Christian pedagogy and offers practical guidance for CRE teachers in remote or resource-constrained educational settings, emphasizing the importance of integrating faith, teaching skill, and pastoral care in forming resilient, hope-filled students.