Christian Religious Education Teachers as Models of Faith in the Divine Calling: A Reflection on Genesis 28:16-17 at SDN 2 Karya Bhakti

Abstract

This study explores how Christian Religious Education (CRE) teachers at SDN 2 Karya Bhakti embody their role as models of faith in the light of Genesis 28:16-17, a passage that depicts Jacob’s awakening to the presence of God and his resulting transformation. With a context involving 16 Christian students and 8 Christian teachers, including the CRE teacher, the research investigates how awareness of divine presence shapes pedagogical identity, spiritual character, and student formation. Using a qualitative design integrating a Systematic Literature Review (SLR), exegetical analysis, and semi-structured interviews, the study analyzes how biblical insight, teacher spirituality, and classroom practice intersect to influence students’ spiritual development. Findings reveal that CRE teachers internalize the theological message of Genesis 28:16-17 by cultivating an awareness of God’s presence in everyday teaching. This awareness transforms the classroom into a spiritually meaningful environment and strengthens the teacher’s sense of calling, responsibility, and purpose. Their behavioral consistency, emotional maturity, and relational compassion become visible expressions of faith that students actively observe and imitate. As a result, students exhibit increased moral awareness, deeper spirituality, and improved character formation. The study concludes that modeling faith remains an essential dimension of Christian pedagogy. When teachers integrate theological conviction with lived practice, they not only instruct but also inspire, guiding students toward spiritual maturity. Genesis 28:16-17 thus provides a transformative framework for understanding the sacred vocation of teaching in Christian education.