Journal of Christian Pedagogy and Theology
Journal of Christian Pedagogy and Theology (JCPT) is an open-access, peer-reviewed journal published by CV. Didaktika Edukasi Nusantara. It publishes scholarly articles on Christian education and theology, including research, literature reviews, and theological reflections. The journal is published three times a year (April, August, December) and applies no article processing charges (APC). All content is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.
The Social Competence of Christian Religious Education Teachers from the Perspective of Christlike Love: A Study of Philippians 1:9 at SDN 010105 Sei Silau Barat-Asahan
This study examines the social competence of Christian Religious Education (CRE) teachers from the perspective of Christlike love as articulated in Philippians 1:9, within the educational context of SDN 010105 Sei Silau Barat, Asahan. In contemporary public-school settings marked by religious diversity and limited Christian student populations, the ability of CRE teachers to foster educative relationships grounded in love, discernment, and ethical sensitivity becomes increasingly significant. Drawing on a qualitative research design, this study integrates biblical exegesis, a Systematic Literature Review (SLR), and simple semi-structured interviews to explore how Christ-centered social competence shapes relational dynamics in Christian education. The exegetical analysis of Philippians 1:9 highlights love (agapē) that abounds in knowledge (epignōsis) and moral discernment (aisthēsis) as the theological foundation for socially competent teaching. The SLR synthesizes recent scholarly literature on teacher social competence, Christian pedagogy, and relational ethics, demonstrating that effective moral formation occurs primarily through modeling, empathy, and respectful communication. Complementary interviews with two Christian teachers, including the CRE teacher serving 25 Christian students, provide contextual insight into how these theological and pedagogical principles are practiced in daily school interactions. The findings indicate that social competence grounded in Christlike love enhances trust, emotional safety, and moral receptivity among students. The study concludes that social competence rooted in biblical love is a vital dimension of professional CRE practice, enabling Christian education to function as a transformative and relationally meaningful endeavor in pluralistic school environments.
Copyright (c) 2025 Asih Asih (Author) https://creativecommons.org/licenses/by/4.0
From Amazement to Transformation: Christian Pedagogy in Light of Matthew 7:28-29 at SD Negeri 118377 Perk Aek Pamingke
This study explores the transformative power of Christ’s teaching authority as reflected in Matthew 7:28-29 and its implications for Christian pedagogy within the context of SD Negeri 118377 Perk Aek Pamingke, Labuhan Batu. The passage describes the crowd’s amazement at Jesus’ teaching, which was marked not merely by rhetorical skill but by divine authority that shaped understanding, conviction, and transformation. Grounded in this biblical perspective, the study seeks to examine how Christian Religious Education (CRE) can move beyond cognitive transmission of religious knowledge toward holistic formation that touches students’ attitudes, values, and spiritual awareness. Employing a qualitative research design, the study integrates exegetical analysis of Matthew 7:28-29 with a systematic literature review on Christian pedagogy and transformative learning, complemented by simple interviews with Christian teachers serving 48 Christian students at the school. The findings indicate that Christ’s authoritative teaching model emphasizes authenticity, moral integrity, and coherence between message and life, which are essential elements for effective Christian education. Teachers who embody these qualities foster deeper student engagement, respect, and openness to moral and spiritual transformation. This study concludes that Christian pedagogy inspired by Matthew 7:28-29 calls educators to teach not only with knowledge but with lived faith and credibility. Such an approach enables Christian Religious Education in public-school contexts to contribute significantly to character formation, spiritual growth, and the development of students who are responsive to God’s truth in their daily lives.
Copyright (c) 2025 Berliana Silalahi (Author) https://creativecommons.org/licenses/by/4.0
The Social Competence of Christian Religious Education Teachers in Fostering Educative Relationships: A Study of Philippians 1:5 at SMP Negeri 7 Bawolato
This study explores the social competence of Christian Religious Education (CRE) teachers in fostering educative relationships grounded in the theological insight of Philippians 1:5, which emphasizes partnership, mutual support, and shared commitment in the work of faith. Conducted at SMP Negeri 7 Bawolato, Nias, where 46 Christian students are taught by seven CRE teachers, the research aims to examine how social competence is expressed in classroom interactions and how it contributes to the formation of meaningful, faith-oriented educational relationships. Employing a qualitative approach, the study integrates a Systematic Literature Review (SLR) with simple semi-structured interviews involving selected CRE teachers. The SLR analyzes scholarly works on teacher social competence, relational pedagogy, and Christian education, while interviews provide contextual insights into lived pedagogical practices. The findings reveal that social competence in CRE teaching is manifested through empathetic communication, collaborative learning, respectful engagement, and the ability to build trust-based relationships with students. These practices resonate strongly with the concept of koinōnia (partnership) in Philippians 1:5, highlighting education as a shared spiritual and pedagogical journey rather than a one-directional transfer of knowledge. In conclusion, the research underscores that social competence is a vital dimension of professional identity for CRE teachers, enabling them to transform classrooms into communities of learning marked by cooperation, care, and shared responsibility. This study contributes to the discourse on Christian pedagogy by offering a biblically grounded and contextually relevant model of educative relationships in public secondary schools.
Copyright (c) 2025 Yarianus Gea (Author) https://creativecommons.org/licenses/by/4.0
Teaching with Faith and Compassion in Christian Education: A Biblical Reflection on Matthew 9:36 at SD Negeri Tumbang Korik
Faith and compassion are central values in Christian Religious Education (CRE), particularly in contexts where students face social, emotional, and educational vulnerabilities. This study explores how teaching with faith and compassion, grounded in the biblical reflection of Matthew 9:36, is practiced and experienced at SD Negeri Tumbang Korik, Gunung Mas, a public elementary school with 37 Christian students and one CRE teacher. Matthew 9:36 portrays Jesus’ compassionate gaze toward the crowds, emphasizing empathy, attentiveness, and pastoral concern as foundational attitudes in ministry and teaching. Drawing from this biblical perspective, the study examines how compassionate pedagogy becomes an integral expression of faith in classroom practice. Using a qualitative research design, the study integrates exegetical analysis of Matthew 9:36, a systematic literature review (SLR) on compassionate pedagogy and Christian education, and a simple semi-structured interview with the CRE teacher as contextual support. The exegetical analysis highlights compassion as an active response rooted in spiritual discernment, while the literature review synthesizes contemporary discussions on teacher professionalism, ethics of care, and faith-based education. Interview data provide insight into how compassion is embodied in daily teaching practices within a rural public-school context. The findings indicate that faith-informed compassion significantly enhances students’ engagement, emotional security, and moral awareness. The study concludes that teaching with faith and compassion is not an optional pedagogical approach but a core dimension of Christian professionalism. When grounded in Scripture and expressed through consistent care and empathy, compassionate pedagogy contributes meaningfully to holistic student formation and reflects the redemptive character of Christian education.
Copyright (c) 2025 Ivan Siswanto (Author) https://creativecommons.org/licenses/by/4.0
Cultivating Obedience to God’s Word in Christian Education: A Pedagogical Reflection on Exodus 34:27 at SDN 101738 Diski
Obedience to God’s Word constitutes a central objective of Christian Religious Education (CRE), particularly within pluralistic public-school contexts where biblical values must be communicated with pedagogical sensitivity and professional integrity. This study examines how pedagogical competence in Christian education contributes to cultivating students’ obedience to God’s Word through a theological reflection on Exodus 34:27, conducted at SDN 101738 Diski, a public elementary school with 123 Christian students and one Christian Religious Education teacher. Exodus 34:27 emphasizes divine instruction, covenantal responsibility, and faithful transmission of God’s commands, offering a foundational biblical framework for understanding obedience not merely as external compliance but as a formative spiritual practice rooted in relationship with God. Employing a qualitative research design, this study integrates exegetical analysis, a systematic literature review (SLR), and a simple semi-structured interview to bridge biblical theology and classroom praxis. The exegetical analysis explores the theological significance of obedience within the Mosaic covenant, while the SLR synthesizes recent scholarship on Christian pedagogy, teacher competence, and character formation. Interview data provide contextual insight into how pedagogical strategies are implemented in daily instruction. The findings indicate that pedagogical competence, encompassing mastery of biblical content, contextualized teaching methods, reflective learning strategies, and ethical modeling, plays a decisive role in enabling students to internalize obedience as a lived expression of faith. This study concludes that obedience to God’s Word can be effectively cultivated in Christian education when pedagogical competence is grounded in Scripture, responsive to students’ developmental contexts, and embodied through the teacher’s professional and spiritual integrity.
Copyright (c) 2025 Julius Marombun Lubis (Author) https://creativecommons.org/licenses/by/4.0
Cultivating Students’ Empathy through Christian Social Pedagogy: A Study of Genesis 34:1-2 at SMP Eka Tjipta Tasik Mas
Empathy is a foundational moral value in Christian education, yet its cultivation among students requires intentional pedagogical strategies that integrate biblical reflection with relational practice. This study examines how students’ empathy can be cultivated through Christian social pedagogy by reflecting on Genesis 34:1-2, the narrative of Dinah, within the context of SMP Eka Tjipta Tasik Mas, Seruyan. Employing a qualitative research design, the study combines a Systematic Literature Review (SLR) with simple semi-structured interviews to explore the role of teacher social competence in mediating biblical narratives for moral formation. The SLR synthesizes contemporary scholarship on empathy education, teacher social competence, and narrative-based Christian pedagogy, while the interviews provide contextual insights from Christian teachers serving a minority group of 26 Christian students in a public-school setting. The findings reveal that empathy development is most effective when biblical texts are taught not merely as doctrinal content but as ethical narratives that invite emotional engagement, moral reflection, and relational awareness. Genesis 34:1-2 functions as a powerful pedagogical resource by exposing vulnerability, injustice, and the consequences of disregarding human dignity. The study further shows that teacher social competence, expressed through emotional attentiveness, respectful communication, and ethical consistency, significantly influences students’ capacity to internalize empathetic values. This research concludes that Christian social pedagogy grounded in Scripture can meaningfully contribute to students’ empathy formation when supported by socially competent teaching. By integrating biblical narrative, pedagogical skill, and relational modeling, Christian Religious Education can foster compassionate, ethically aware, and socially responsible students within diverse educational contexts.
Copyright (c) 2025 Immanuel Dongan Mangatur Manalu (Author) https://creativecommons.org/licenses/by/4.0
The Professional Competence of Christian Religious Education Teachers in Teaching Family Responsibility: An Exegetical Reflection on Genesis 18:19 at SMP Negeri 3 Siempat Nempu Hilir
Family responsibility constitutes a foundational moral value within Christian education, particularly in communal contexts where family structures strongly shape students’ character formation. This study examines how the professional competence of Christian Religious Education (CRE) teachers contributes to cultivating students’ awareness of family responsibility through an exegetical reflection on Genesis 18:19 at SMP Negeri 3 Siempat Nempu Hilir, Dairi, North Sumatra. Genesis 18:19 presents family responsibility as a divine mandate rooted in covenantal obedience, righteousness, and justice, positioning instruction within the household as central to moral continuity. Employing a qualitative research design, this study integrates three methodological approaches: exegetical analysis of Genesis 18:19, a systematic literature review (SLR) of recent scholarship on Christian pedagogy and character education, and simple semi-structured interviews with Christian teachers serving approximately 380 Christian students at the school. The findings reveal that while students often understand family responsibility in practical terms, such as obedience or household chores, they frequently lack a deeper theological framework that connects responsibility to faith and identity. The professional competence of CRE teachers, expressed through biblical interpretation, pedagogical creativity, relational sensitivity, and ethical modeling, emerges as a critical factor in bridging this gap. This study concludes that integrating biblical exegesis with professional pedagogy enables CRE teachers to transform family responsibility from a mere social obligation into a lived expression of covenantal faith. Such an approach strengthens the moral and spiritual formation of students in public-school contexts, fostering responsible, faithful, and community-oriented individuals.
Copyright (c) 2025 Jojor Sinaga (Author) https://creativecommons.org/licenses/by/4.0
Cultivating Students’ Honesty through Christian Pedagogy: An Exegetical Study of Genesis 29:25 at SDN 23 Pekanbaru
This study explores how Christian pedagogy can effectively cultivate students’ honesty through an exegetical reflection on Genesis 29:25 within the learning context of SDN 23 Pekanbaru, where 180 Christian students and two Christian teachers (including the Christian Religious Education teacher) participate in daily character development activities. Honesty, as a core moral and spiritual value, is increasingly challenged by contemporary pressures such as academic competition, fear of punishment, and peer influence. Therefore, a biblically grounded pedagogical model is needed to nurture integrity at an early age. Using a qualitative design that integrates a systematic literature review with simple, semi-structured interviews, this study examines how the biblical narrative of Jacob’s deception and Laban’s subsequent deceit can shape students’ understanding of truthfulness. Exegetical insights emphasize that dishonesty damages relationships, results in long-term consequences, and contradicts God’s calling for His people to live in integrity. The findings indicate that honesty is cultivated most effectively through narrative-centered pedagogy, moral reflection, teacher modeling, and relational classroom practices. Students respond positively when honesty is taught not merely as a rule but as a character virtue rooted in their Christian identity. Interviews reveal that reflective storytelling, guided discussion, and restorative discipline strengthen students’ willingness to tell the truth, while fear-based approaches lead to concealment and further dishonesty. The study concludes that Christian pedagogy must integrate biblical truth, emotional safety, consistent teacher example, and supportive peer culture to shape honest character. Ultimately, Genesis 29:25 provides a powerful moral lens through which students learn that truthfulness builds trust, fosters integrity, and forms a foundation for their spiritual and ethical development.
Copyright (c) 2025 Frida Simanjuntak (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Implications of the Parable of the Workers in the Vineyard (Matthew 20:1-16): A Case Study at SD Negeri 078455 Hawauso
This study explores the pedagogical implications of the Parable of the Workers in the Vineyard (Matthew 20:1-16) within the Christian Religious Education (CRE) context at SD Negeri 078455 Hawauso, a school in South Nias with 37 Christian students and 11 Christian teachers. The parable, which challenges conventional notions of fairness, merit, and reward, offers a rich theological and moral framework for shaping students’ character, guiding teacher-student relationships, and cultivating a classroom ethos grounded in grace and humility. Using a qualitative descriptive design, this research combines biblical-exegetical analysis with empirical insights gathered through classroom observations and interviews with CRE teachers and students. The findings demonstrate that the parable’s central themes-divine grace, the critique of envy and entitlement, trust in God’s sovereign goodness, and the model of compassionate leadership embodied by the landowner-provide significant educational value for contemporary Christian pedagogy. The study reveals that teaching divine grace helps students develop healthier self-worth beyond performance-based identities, reducing comparison and insecurity. Addressing the parable’s portrayal of envy and entitlement helps students recognize destructive emotional patterns and cultivate gratitude, cooperation, and contentment. Moreover, teachers who emulate the landowner’s fairness, clarity, and compassion foster a relational environment that promotes trust and unity. Students also learn to interpret personal challenges and perceived injustices through a theological lens, strengthening resilience and spiritual maturity. Overall, the research concludes that Matthew 20:1-16 offers a transformative pedagogical resource for CRE teachers, enabling the development of holistic, grace-centered, and relationally mature learners within the school’s Christian learning community.
Copyright (c) 2025 Waosokhi Laia (Author) https://creativecommons.org/licenses/by/4.0
Transforming Classroom Relationships through Matthew 10:16: A Christian Pedagogical Perspective from SMP Negeri 1 Silima Pungga Pungga
This study explores how Matthew 10:16 “be wise as serpents and innocent as doves”serves as a transformative relational framework within Christian Religious Education, focusing on the context of SMP Negeri 1 Silima Pungga Pungga in Dairi, which includes 540 Christian students and three Christian teachers. Using a qualitative design grounded in a Systematic Literature Review (SLR) and supported by light semi-structured interviews, the research investigates how biblical relational wisdom can shape healthier, more constructive teacher-student interactions. Exegetical analysis of Matthew 10:16 provides the theological foundation, revealing that “phronimoi” (wisdom) entails discernment, strategic awareness, and the ability to respond prudently to challenges, while “akeraioi” (innocence) reflects purity of intention, gentleness, and moral integrity. Findings from the SLR show strong scholarly consensus that relational wisdom significantly influences classroom climate, conflict resolution, and student engagement. Integrating these insights with interview data reveals that Christian teachers who embody both discernment and innocence are better equipped to manage classroom diversity, emotional tensions, and behavioral disruptions. Students reported feeling more supported, respected, and spiritually guided when teachers demonstrated patience, fairness, and genuine care. The study also highlights that relational wisdom enhances teacher resilience, enabling educators to navigate pressure, maintain emotional stability, and reflect Christlike character in their decision-making. The research concludes that Matthew 10:16 provides a timeless pedagogical paradigm for transforming classroom relationships. By integrating wisdom and innocence into daily teaching practice, Christian educators can foster learning environments marked by trust, respect, and spiritual growth, thereby strengthening the holistic formation of students and advancing the mission of Christian education.
Copyright (c) 2025 Idama Lasnita Sihombing (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Perseverance and Resilience in Christian Religious Education: An Exegetical Study of Matthew 5:10-12 at SD Negeri 2 Huta Dame
This study examines the significance of pedagogical perseverance and resilience among Christian Religious Education (CRE) teachers through an exegetical and educational analysis of Matthew 5:10-12 within the contextual setting of SD Negeri 2 Huta Dame, where one CRE teacher serves 32 Christian students. As rural schools often operate with limited resources, high teacher workload, and complex socio-emotional demands, CRE teachers must sustain long-term commitment grounded in spiritual conviction and pedagogical adaptability. This research adopts a Systematic Literature Review (SLR) as its primary methodological foundation, synthesizing scholarly works on teacher resilience, faith-based pedagogy, spiritual formation, and biblical ethics. A brief complementary interview with the local CRE teacher provides contextual insight into lived experiences, challenges, and coping strategies. Exegetical analysis of Matthew 5:10-12 “Blessed are those who are persecuted for righteousness’ sake” reveals a theological framework in which perseverance is understood not merely as endurance but as faithful participation in God’s mission despite adversity. The findings indicate that resilient CRE teachers consistently cultivate spiritual disciplines, maintain a strong sense of vocational calling, and embody Christ-centered virtues that sustain their pedagogical commitment. The study also shows that resilience emerges through adaptive teaching strategies, relational care, and the ability to transform challenges into opportunities for deeper learning and character formation. Additionally, school culture and community support significantly influence the teacher’s capacity to persevere. The study concludes that integrating biblical conviction, spiritual maturity, and reflective pedagogy equips CRE teachers to navigate adversity with joy and purpose, fostering a transformative learning environment that shapes students’ faith, character, and moral courage.
Copyright (c) 2025 Inovali Rajagukguk (Author) https://creativecommons.org/licenses/by/4.0
Social Competence of Christian Religious Education Teachers in Teaching the Identity of God’s People: An Exodus 19:4-Inspired Study at SD N 174 Tanjung Jabung Barat
This study investigates the social competence of Christian Religious Education (CRE) teachers in teaching the identity of God’s people, inspired by Exodus 19:4, within the learning context of SD N 174 Tanjung Jabung Barat. Social competence, encompassing communication, collaboration, empathy, and intercultural sensitivity, plays a critical role in shaping students’ understanding of their identity as God’s covenant community. With 160 Christian students and 32 Christian teachers, including CRE teachers, the school presents a unique microcosm for exploring how biblical identity formation is mediated through teacher-student interaction. Using a qualitative descriptive approach, this study employs a Systematic Literature Review (SLR) enriched with limited interviews involving three CRE teachers and two Christian students. The SLR synthesizes recent scholarship on teacher social competence, faith-based identity formation, and biblical pedagogy. Exodus 19:4, depicting God’s saving act and covenantal calling, serves as the theological anchor for evaluating how teachers communicate belonging, dignity, and responsibility as God’s people. Findings reveal that teachers with strong social competence demonstrate effective relational communication, culturally responsive engagement, and the ability to contextualize biblical identity in students’ daily experiences. Teachers also model covenantal values such as care, responsibility, and respect, which enhances students’ self-understanding as God’s treasured people. This study concludes that social competence is indispensable for CRE teachers in fostering biblical identity formation. Schools are encouraged to develop structured training in relational communication, culturally grounded pedagogy, and collaborative learning communities to sustain the integration of Exodus 19:4 values within Christian education.
Copyright (c) 2025 Yenni Sopianti Hutabarat (Author) https://creativecommons.org/licenses/by/4.0
Professional Competence of Christian Religious Education Teachers in Developing Students’ Talents: An Exegetical Reflection on Exodus 31:6 at SD Negeri 176334 Losung Aek
This study examines the professional competence of Christian Religious Education (CRE) teachers in developing students’ talents at SD Negeri 176334 Losung Aek through an exegetical reflection on Exodus 31:6. The passage highlights God’s empowerment of Bezalel and Oholiab with unique skills and the ability to teach others, providing a biblical foundation for understanding talent development in Christian pedagogy. With a context involving 88 Christian students and 11 Christian teachers, including the CRE teacher, the research explores how theological insight, pedagogical practice, and spiritual vocation intersect in the daily work of teaching. Using a qualitative research design that integrates a Systematic Literature Review (SLR), limited semi-structured interviews, and exegetical analysis, the study synthesizes contemporary scholarship on teacher professionalism, talent development, Christian education, and spiritual giftedness. The study finds that CRE teachers demonstrate professional competence not only through pedagogical mastery but also through spiritual intentionality. Their awareness of teaching as a divine calling enables them to approach talent development with humility, dedication, and creativity, even amidst limited resources. Students respond positively to these efforts, exhibiting increased confidence, participation, and self-awareness of their unique gifts. This study concludes that Exodus 31:6 provides a powerful theological and pedagogical framework for understanding the role of CRE teachers in nurturing students’ talents. When biblical principles and educational best practices are integrated, talent development becomes a transformative process that equips students to serve God and contribute meaningfully to society.
Copyright (c) 2025 Yessi Hutagalung (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Competence in Teaching God’s Truth: A Reflection on Exodus 23:25 at SD Negeri 080 Hutasoit I
This study examines the pedagogical competence of Christian Religious Education (PAK) teachers in teaching God’s truth, using Exodus 23:25 as an exegetical foundation within the context of SD Negeri 080 Hutasoit I, where 128 Christian students are guided by 10 Christian teachers, including the PAK teacher. The verse “Worship the Lord your God, and His blessing will be on your food and water; I will take away sickness from among you” provides a theological framework that connects worship, obedience, and God’s sustaining grace. Through a qualitative descriptive design integrating textual exegesis, classroom observation, and semi-structured interviews, the study explores how the teacher internalizes and translates biblical principles into instructional practices. Findings show that the PAK teacher demonstrates strong pedagogical competence expressed through thoughtful lesson planning, contextualized teaching methods, and the integration of biblical truth with character formation. Instructional strategies such as storytelling, guided reflection, class discussions, and contextual illustrations enable students to understand the covenantal relationship between worship and obedient living. The study also highlights the importance of personal spirituality in shaping pedagogical quality. The teacher’s consistent devotional life and lived example reinforce the authenticity of instruction, making the teaching of God’s truth both credible and impactful. The findings conclude that effective PAK pedagogy requires an integration of biblical mastery, spiritual maturity, contextual creativity, and relational wisdom. Strengthening these dimensions is essential for equipping Christian teachers to become transformative educators who faithfully teach God’s truth in Indonesian public schools.
Copyright (c) 2025 Dinar Nurlela Hutabarat (Author) https://creativecommons.org/licenses/by/4.0
Christian Religious Education Teachers as Models of Faith in the Divine Calling: A Reflection on Genesis 28:16-17 at SDN 2 Karya Bhakti
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.
Copyright (c) 2025 Desti Ika Puspita (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Competence of Christian Religious Education Teachers in Shaping Students’ Discipline: A Biblical Reflection on Genesis 19:26 at SDN 101845 Suka Makmur
This study explores how the pedagogical competence of Christian Religious Education (PAK) teachers contributes to the formation of disciplined character among students, using Genesis 19:26 as a biblical foundation within the context of SDN 101845 Suka Makmur. With 235 Christian students and 10 Christian teachers, including PAK educators, the school provides a rich environment for examining how discipline emerges from the intersection of instructional quality, relational pedagogy, and biblical moral guidance. Employing a qualitative approach, the study integrates a Systematic Literature Review (SLR), semi-structured interviews with teachers and students, and an exegetical analysis of Genesis 19:26. The findings reveal that pedagogical competence, expressed through well-structured instruction, consistent classroom management, and engaging learning strategies, plays a foundational role in fostering student discipline. Teachers who demonstrate clarity, consistency, and creativity in their pedagogical practices are more successful in helping students internalize behavioral norms. The biblical narrative of Lot’s wife serves as a powerful moral lesson, emphasizing the consequences of disobedience, divided attention, and reluctance to leave negative patterns behind. Students respond positively to the integration of this narrative, demonstrating improved self-awareness and behavioral focus. The study also highlights the importance of relational competence, as students are more inclined to follow disciplinary guidance when they trust and respect their teachers. External factors such as home environment and parental involvement influence students’ disciplinary development, yet the biblical framework provides stability and direction. The study affirms that spiritually grounded pedagogical competence significantly enhances the formation of disciplined character in Christian education.
Copyright (c) 2025 Dona Agustiana (Author) https://creativecommons.org/licenses/by/4.0
Spiritual Authority in Christian Pedagogy: Understanding the Teaching Power of Matthew 7:29 in the Context of SMPS PT. LTS ADE
This study explores the nature of spiritual authority in Christian pedagogy through an exegetical reflection on Matthew 7:29 and its application in the context of SMPS PT. LTS ADE, where Christian Religious Education (PAK) teacher serve a group of 33 Christian students. Matthew 7:29 describes Jesus teaching “as one who had authority,” a concept that extends beyond institutional or positional power and reflects a moral and spiritual authenticity that deeply impacts learners. Using a qualitative research design that integrates a Systematic Literature Review (SLR), semi-structured interviews, and exegetical analysis, this study investigates how spiritual authority is embodied, perceived, and experienced within Christian educational practice. The SLR identifies key themes related to spiritual integrity, relational trust, moral coherence, and virtue-based pedagogy, which informed the thematic coding of interview data. Findings reveal that spiritual authority among PAK teachers is primarily rooted in character: humility, emotional self-control, compassion, fairness, and consistency between teaching and personal life. Students described their teachers as trustworthy, patient, and genuine, attributing their own moral and spiritual growth to the teachers’ Christlike example. The results also show that spiritual authority operates relationally, creating a classroom atmosphere of safety, respect, and openness, which enhances both learning and character formation. Spiritual authority serves as a catalyst for transformation, influencing students’ attitudes, behavior, and spiritual identity. The study concludes that spiritual authority is an essential dimension of Christian pedagogy, one that must be continually nurtured through intentional spiritual formation. This research contributes to a deeper understanding of how Christlike teaching practices shape holistic student development in contemporary Christian education.
Copyright (c) 2025 Uba Tiurma Sari Hutagaol (Author) https://creativecommons.org/licenses/by/4.0
Compassion as Pedagogical Identity: An Exegetical Study of Matthew 14:14 in the Context of Christian Education at SD Negeri 060800 Medan
This study explores compassion as a transformative pedagogical identity in Christian education by examining Matthew 14:14 and its implications for the teaching ministry at SD Negeri 060800 Medan. With 44 Christian students and six Christian teachers, including one Christian Religious Education (CRE) teacher, the school provides a dynamic context for investigating how Christlike compassion shapes instructional practices, teacher–student relationships, and students’ spiritual development. Using a qualitative research design, the study integrates an exegetical analysis of Matthew 14:14, a systematic literature review of scholarship on compassionate pedagogy and Christian character formation, and semi-structured interviews with selected teachers and students. Exegetical findings highlight splagchnizomai as a deeply visceral expression of Christ’s empathy that compels restorative action, offering a theological foundation for understanding compassionate teaching. The literature review reinforces the view that compassion enhances emotional safety, intrinsic motivation, and moral growth in educational settings. Interview results reveal three major themes: compassion as a spiritual disposition shaped by prayer, humility, and emotional awareness, compassion as a relational ethic characterized by attentiveness, patience, and sensitivity to students’ needs, and compassion as a pedagogical practice that fosters confidence, promotes academic engagement, and strengthens students’ spiritual identity. Students described compassionate teachers as trustworthy, comforting, and inspiring, while teachers viewed compassion as essential for navigating challenges in diverse classrooms. The study concludes that compassion, rooted in Christ’s example, functions not only as a moral virtue but as a holistic pedagogical identity that transforms teaching and contributes profoundly to the formation of Christian character in students.
Copyright (c) 2025 Vifina Siahaan (Author) https://creativecommons.org/licenses/by/4.0
Social Competence of Christian Religious Education Teachers in Fostering a Humanistic School Culture: An Exegetical Study of Philippians 2:1-4 at SDN 28 Sagulubbek
This study examines the social competence of the Christian Religious Education (CRE) teacher in fostering a humanistic school culture at SDN 28 Sagulubbek, a remote Mentawai Islands elementary school with 23 Christian students and one CRE teacher. Grounded in an exegetical reflection on Philippians 2:1-4, the research explores how the relational virtues emphasized by Paul shape pedagogical relationships and influence the development of a relationally rich learning environment. Employing a qualitative design, the study combines a Systematic Literature Review (SLR) as its primary methodological foundation with limited semi-structured interviews used to complement and contextualize the theoretical findings. The results reveal that the CRE teacher’s social competence manifests through empathetic communication, active listening, restorative approaches to conflict, and consistent emotional stability. The teacher’s humility and compassion reflect the Christlike model urged in Philippians 2:1-4 and translate into practical actions that strengthen interpersonal trust and cooperation among students. Cultural sensitivity also emerges as a crucial dimension of social competence. By integrating biblical teachings with local Mentawai cultural values, particularly communal harmony and mutual care, the teacher fosters a culturally grounded and meaningful expression of Christian ethics. The findings indicate that the social competence of the CRE teacher plays a vital role in forming a humanistic school culture characterized by mutual respect, inclusiveness, and relational harmony. The study highlights the continuing relevance of biblical relational ethics in contemporary Christian pedagogy and recommends further research on the development of social competence among CRE teachers in diverse Indonesian educational contexts.
Copyright (c) 2025 Sinta Sinta (Author) https://creativecommons.org/licenses/by/4.0
Spiritual Competence of Christian Religious Education Teachers in Cultivating Students’ Steadfast Faith: An Exegetical Reflection on Philippians 1:28 at SD Negeri 101874 Tumpatan Nibung
This study investigates the spiritual competence of Christian Religious Education (CRE) teachers in cultivating students’ steadfast faith through an exegetical reflection on Philippians 1:28 at SD Negeri 101874 Tumpatan Nibung, where one CRE teacher mentors twenty Christian students. Grounded in the apostolic exhortation to stand firm “without being frightened in any way,” this research examines how a teacher’s spiritual maturity, pastoral sensitivity, and theological integrity shape faith formation in a public-school environment marked by diversity and academic pressure. Utilizing a mixed qualitative approach, systematic literature review and limited semi-structured interviews, the study explores the practical outworking of spiritual competence, including the teacher’s prayer life, biblical worldview, moral example, and ability to nurture courage, consistency, and hope among students. The results demonstrate that the teacher’s spiritual depth profoundly influences students’ perception of faith’s relevance and resilience. Exegetical analysis clarifies that Philippians 1:28 calls believers to unwavering confidence rooted in divine presence rather than human strength, providing a theological anchor for CRE pedagogy. The empirical data reveal that the teacher’s character, particularly sincerity, emotional stability, and compassion, directly shapes students’ willingness to internalize Christian values. Spiritual competence manifests in pedagogical practices such as storytelling, reflective prayer, relational mentoring, and modeling perseverance. The study concludes that spiritually competent CRE teachers serve as catalysts for cultivating steadfast faith in young learners. It recommends strengthening spiritual formation within teacher training programs and integrating biblical character education across learning activities to support long-term faith development in Indonesian public schools.
Copyright (c) 2025 Mathelda Susanti Saragih (Author) https://creativecommons.org/licenses/by/4.0
Social Competence of Christian Religious Education Teachers in Cultivating Compassion: An Exegetical Study of Exodus 3:12 at SMK Negeri 1 Bilah Hilir
This study explores the social competence of Christian Religious Education (CRE) teachers in cultivating compassion among students through an exegetical analysis of Exodus 3:12 and a qualitative case study conducted at SMK Negeri 1 Bilah Hilir, Labuhan Batu, Indonesia. Grounded in the theological message of God’s promise of presence, “I will be with you,” this research investigates how the teacher’s relational presence, empathetic communication, and social engagement contribute to the formation of compassionate character in vocational secondary education. Employing a qualitative design that integrates a Systematic Literature Review, biblical exegesis, classroom observations, and semi-structured interviews with the CRE teacher and selected students, the study reveals that compassion is most effectively cultivated through lived example rather than through doctrinal transmission alone. The findings indicate that the CRE teacher’s social competence is manifested in trust-building relationships, inclusive interactions, restorative communication, and active involvement in students’ academic and personal lives. These practices significantly influence students’ prosocial behavior, emotional security, and willingness to care for others. The exegetical insights from Exodus 3:12 provide a robust theological foundation for understanding the teacher’s role as a representation of God’s compassionate accompaniment in the educational context. Despite structural challenges such as limited instructional time and diverse socio-economic student backgrounds, the teacher’s social competence remains a crucial mediating factor in character formation. This study concludes that social competence, when grounded in biblical theology, is a central dimension of CRE teacher professionalism and a vital instrument for nurturing compassion in students.
Copyright (c) 2025 Rumanti Sianipar (Author) https://creativecommons.org/licenses/by/4.0
Transformative Teaching through Spiritual Empowerment: An Exegetical Study of Matthew 28:20 at SMAN 1 Parenggean
This study explores transformative teaching through spiritual empowerment based on an exegetical analysis of Matthew 28:20 within the context of SMAN 1 Parenggean. The research is grounded in the conviction that Christian teaching is not merely a professional activity but a spiritual vocation sustained by Christ’s abiding presence. Employing a qualitative case study design integrated with a historical-grammatical exegetical approach, this study involved 12 Christian teachers and Christian students drawn from a total population of 94 Christian learners. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings reveal that spiritual empowerment functions as the core driving force of transformative teaching. Teachers who consciously depend on Christ’s presence demonstrate strong vocational resilience, ethical consistency, and a relational approach to pedagogy. Transformative teaching is expressed through continuous character formation, value integration across subjects, and embodied moral example. Students experience measurable transformation in learning motivation, moral sensitivity, interpersonal responsibility, and spiritual awareness. The exegetical analysis of Matthew 28:20 highlights three foundational pillars, continuous teaching, obedience to Christ’s commands, and the assurance of divine presence, which are clearly reflected in the lived educational practices observed in the school. This study concludes that spiritually empowered teaching enables holistic transformation of students and strengthens the missionary-pedagogical identity of Christian teachers in a pluralistic public school environment. The integration of biblical theology and empirical educational practice affirms the enduring relevance of Scripture for contemporary Christian education.
Copyright (c) 2025 Yulia Pratama (Author) https://creativecommons.org/licenses/by/4.0
The Inner Life as the Foundation of Christian Teaching: A Study of Matthew 6:33 at SDN 5 Menteng
This study examines the inner life as the foundation of Christian teaching through an exegetical analysis of Matthew 6:33 and its lived implementation among Christian teachers at SDN 5 Menteng. The research employs a qualitative design that integrates historical-grammatical exegesis with a field-based case study. Data were collected through semi-structured interviews with Christian teachers, classroom observations, and document analysis of learning plans and school programs. The research context involved 237 Christian students served by 13 Christian teachers within a pluralistic public-school environment. The exegetical findings reveal that Matthew 6:33 establishes a kingdom-centered orientation of life in which seeking God’s reign and righteousness becomes the organizing principle of all human activity, including professional vocation. Empirical findings demonstrate that the inner spiritual life of teachers-expressed through prayer, Scripture meditation, and dependence on God-functions as the primary source of professional motivation, emotional resilience, ethical consistency, and pedagogical commitment. Teachers with a strong inner life exhibit greater patience, compassion, moral integrity, and endurance amid institutional pressures and administrative demands. This study concludes that the inner life is not merely a private devotional dimension but the spiritual foundation of Christian teaching identity and practice. Even within the structural limitations of a public-school context, a kingdom-oriented inner life enables Christian teachers to sustain holistic educational ministry and to shape students’ character through embodied Christian virtues. The findings contribute to the development of a holistic model of Christian education that integrates spiritual formation, professional responsibility, and pedagogical action.
Copyright (c) 2025 Trissalina Dewi (Author) https://creativecommons.org/licenses/by/4.0
The Professional Responsibility of Nurturing Faith in Christian Education: An Exegetical Study of Matthew 19:14 at SMP Negeri 19 Pekanbaru
This study explores the professional responsibility of nurturing faith in Christian education through an exegetical analysis of Matthew 19:14 and its implementation in a public-school context at SMP Negeri 19 Pekanbaru. The research employs a qualitative design integrating historical-grammatical exegesis with a field-based case study. Data were collected through classroom observations, semi-structured interviews with three Christian teachers, and document analysis involving lesson plans and learning records. The research context involved 218 Christian students served by a limited number of Christian educators, presenting both pedagogical and pastoral challenges. The exegetical findings reveal that Matthew 19:14 establishes a theological mandate for educators to actively welcome, protect, and nurture the faith of children as rightful participants in the kingdom of God. The empirical findings show that faith nurturing is practiced through contextual biblical instruction, pastoral care within the classroom, relational mentoring, and collaborative spiritual support among teachers. Despite structural limitations, pluralistic school policies, and external challenges from digital culture, Christian educators demonstrate a strong sense of professional calling grounded in theological conviction. This study concludes that professional responsibility in Christian education is fundamentally a theological vocation rather than merely a technical obligation. Nurturing faith emerges as the core of professional identity for Christian educators, especially within pluralistic public-school environments. The study contributes to the development of a holistic model of Christian education that integrates biblical theology, pedagogical practice, and pastoral ministry in shaping students’ spiritual and moral formation.
Copyright (c) 2025 Yosua Harapan Nduru (Author) https://creativecommons.org/licenses/by/4.0
Creative Faith-Based Teaching in Christian Religious Education: An Exegetical Inspiration from Exodus 37:17 at SMP Negeri 2 Benua Lima
This study examines creative faith-based teaching in Christian Religious Education (CRE) through an exegetical engagement with Exodus 37:17 and its implementation at SMP Negeri 2 Benua Lima, East Barito, Indonesia. The research is grounded in the conviction that creativity in Christian education is not merely a pedagogical technique but a theological vocation rooted in obedience to God and participation in His creative work. Employing a qualitative design with an integrated exegetical and case study approach, the study involved biblical analysis of Exodus 37:17, classroom observations, semi-structured interviews with CRE and Christian teachers, and document analysis of instructional materials. The research context involved 74 Christian students and 9 Christian teachers in a pluralistic public school environment. The findings reveal that creative teaching is perceived by teachers as an expression of spiritual calling and is manifested through storytelling, symbolic-visual learning, contextual discussions, and simple project-based activities. These creative strategies significantly enhance student engagement, spiritual reflection, and internalization of Christian values. Exegetically, Exodus 37:17 affirms creativity as sacred craftsmanship guided by divine instruction, which parallels the intentional planning and faith-oriented innovation seen in classroom practice. Despite challenges such as limited instructional time and learning resources, creativity persists through strong spiritual motivation. This study proposes a theological-pedagogical model of creative faith-based teaching that integrates spiritual intentionality, skillful preparation, aesthetic-symbolic expression, and contextual transformation. The study concludes that creative faith-based teaching is an intrinsic theological dimension of CRE and a vital medium for faith formation in pluralistic educational settings.
Copyright (c) 2025 Wida Periani (Author) https://creativecommons.org/licenses/by/4.0
Teaching with Spiritual Wisdom: Lessons from Matthew 13:10-17 (A Case Study at SMP Negeri 2 Petak Malai)
This study investigates the pedagogical significance of spiritual wisdom in Christian education as illuminated by Matthew 13:10-17 and its practical implementation in the context of SMP Negeri 2 Petak Malai. Employing a qualitative case study design, this research integrates a systematic literature review (SLR) with simple semi-structured interviews involving Christian teachers and selected students. The study aims to explore how spiritual wisdom shapes teaching practices, teacher personality competence, and students’ moral-spiritual development within a minority-Christian educational setting in Indonesia. The findings reveal that spiritual wisdom, as taught by Jesus, functions as both a theological foundation and a pedagogical framework that guides teachers in teaching with discernment, sincerity, and moral integrity. Teachers who demonstrate humility, patience, and prayerful dependence on God are shown to be more effective in fostering students’ spiritual sensitivity, ethical awareness, and learning motivation. The study also indicates that spiritual wisdom is closely connected to teacher personality competence, where personal integrity and spiritual depth significantly influence classroom atmosphere and student character formation. This research concludes that Christian education grounded in spiritual wisdom is transformative, not merely instructional. It nurtures holistic student development encompassing intellectual, moral, emotional, and spiritual dimensions. The study recommends that teacher training institutions and Christian education stakeholders prioritize spiritual formation alongside professional pedagogical development. Future research is encouraged to broaden the scope across diverse regions and educational levels to strengthen the empirical foundation of spiritual pedagogy in contemporary Christian education.
Copyright (c) 2025 Yuliantie Yuliantie (Author) https://creativecommons.org/licenses/by/4.0
The Role of Forgiveness in Teacher Personality According to Matthew 18:21-22: A Case Study at SMP Negeri 5 Kurun
This study explores the role of forgiveness as a central dimension of teacher personality based on Gospel of Matthew 18:21-22 and its implications for Christian Religious Education (CRE). The research was conducted as a qualitative case study at SMP Negeri 5 Kurun, involving 130 Christian students and 16 Christian teachers, including one CRE teacher. Employing a combination of systematic literature review and semi-structured interviews, this study examines how biblical forgiveness is understood theologically, embodied in teacher personality, and practiced in daily pedagogical interactions. The findings reveal that forgiveness is perceived by teachers not merely as a pedagogical technique but as a spiritual disposition rooted in obedience to Christ. Teachers who consistently internalize forgiveness demonstrate stronger emotional regulation, empathy, and moral authority in their educational roles. Forgiveness is implemented primarily through restorative disciplinary practices that prioritize dialogue, reconciliation, and moral reflection rather than punitive measures. Students report that experiencing forgiveness from teachers fosters psychological security, intrinsic motivation for moral change, and a greater willingness to practice forgiveness among peers. The integration of exegetical analysis and empirical data shows that Matthew 18:21-22 provides a robust theological foundation for understanding forgiveness as unlimited grace oriented toward restoration, not moral compromise. However, the study also identifies ongoing challenges such as emotional exhaustion, cultural expectations of authority, and the risk of moral misinterpretation when forgiveness is not balanced with accountability. This study concludes that forgiveness should be recognized as a core component of teacher personality competence in Christian education, with significant implications for teacher formation, restorative pedagogy, and holistic character development in schools.
Copyright (c) 2025 Wilkae Wilkae (Author) https://creativecommons.org/licenses/by/4.0
Social Responsibility in Christian Education: Matthew 25:40 as a Moral Mandate (A Case Study at SMPN Satu Atap 1 Miri Manasa)
This study explores social responsibility in Christian education as a moral mandate grounded in Matthew 25:40 through a qualitative case study at SMPN Satu Atap 1 Miri Manasa-Gunung Mas. In the context of social vulnerability and moral challenges faced by adolescents, Christian Religious Education (CRE) is called to shape not only spiritual understanding but also concrete social engagement. This research involved 47 Christian students and 11 Christian teachers, including one CRE teacher. Using a qualitative descriptive design that integrates a Simple Literature Review (SLR) and semi-structured interviews, the study examines how social responsibility is theologically understood, pedagogically implemented, and personally internalized by students. The SLR provided a biblical-theological and pedagogical framework on Matthew 25:40 and social responsibility, while empirical data were gathered through interviews with teachers and students, supported by classroom and school observations. The findings reveal that social responsibility is perceived as service to Christ expressed through empathy, care for the vulnerable, fairness, and mutual support. Teacher modeling emerges as the most influential factor in student internalization of social responsibility. Experiential learning, collaborative classroom practices, and simple service activities enable students to embody biblical values in daily life. Despite structural limitations and external challenges, students show growing moral awareness and willingness to serve others. The study concludes that Matthew 25:40 functions effectively as a Christ-centered moral framework for Christian education when integrated with consistent pedagogical modeling and school culture. It recommends that Christian education in public schools strengthen service-based learning and holistic teacher formation to sustain authentic social responsibility.
Copyright (c) 2025 Tri Yuni (Author) https://creativecommons.org/licenses/by/4.0
Teaching with a Pure Heart: Pedagogical Implications of Matthew 5:8 in Christian Education (A Case Study at SMP Negeri 1 Lahomi)
This study examines the pedagogical implications of teaching with a pure heart as grounded in Matthew 5:8 within the context of Christian Religious Education (CRE) at SMP Negeri 1 Lahomi. In the midst of contemporary moral challenges affecting adolescents, the inner spiritual disposition of teachers plays a decisive role in the formation of students’ faith and character. Using a qualitative approach that integrates a Simple Literature Review (SLR) with semi-structured interviews, this study explores how the principle of purity of heart is understood, embodied, and transmitted by two Christian teachers, including one CRE teacher, among 120 Christian students. The SLR provided a biblical-theological and pedagogical framework on the concept of katharoi tē kardia (pure in heart) and character-based teaching, while the empirical data were collected through interviews with teachers and selected students and supported by classroom observations. The findings reveal that purity of heart significantly influences teachers’ integrity, emotional self-control, relational sensitivity, and pedagogical authenticity. Students perceive their teachers’ sincere faith, fairness, patience, and moral consistency as powerful catalysts for their own spiritual growth and moral awareness. Teaching with a pure heart fosters a learning environment characterized by trust, emotional safety, and spiritual openness, enabling biblical values to be internalized not merely as cognitive knowledge but as lived convictions. The study concludes that inner spiritual formation is inseparable from pedagogical effectiveness in Christian education. It recommends that teacher formation programs and school leadership prioritize not only professional competence but also sustained spiritual and moral development as essential foundations for transformative Christian pedagogy.
Copyright (c) 2025 Yunueli Gulo (Author) https://creativecommons.org/licenses/by/4.0
Personality Competence of Christian Religious Education Teachers in Confronting Suffering with Faith: A Case Study Based on Genesis 40:14 at SD Eka Tjipta Sungai Nusa
This study explores the role of the personality competence of Christian Religious Education (CRE) teachers in helping students confront suffering with faith, grounded in the theological perspective of Genesis 40:14. The research was conducted at SD Eka Tjipta Sungai Nusa, involving four Christian students and three Christian teachers, including one CRE teacher. Employing a qualitative case study design integrated with a Systematic Literature Review (SLR), data were collected through simple semi-structured interviews with teachers and students, supported by a systematic analysis of scholarly literature on teacher personality competence, Christian education, and the theology of suffering. Data were analyzed thematically to identify patterns of teacher personality expression, faith transmission, and student spiritual responses to suffering. The findings reveal that the CRE teacher’s personality competence-expressed through emotional stability, spiritual integrity, empathy, patience, self-control, and consistent moral example-plays a decisive role in shaping students’ understanding of suffering through a faith-based perspective. The narrative of Joseph in Genesis 40:14 provides a theological framework that enables students to interpret hardship not as abandonment by God but as a space for hope, trust, and perseverance. This study contributes theoretically by integrating Old Testament theology of suffering with contemporary discourse on teacher personality competence, and practically by offering insights for CRE teachers serving in minority-Christian and resource-limited contexts. It affirms that personality competence is a central formative instrument in nurturing resilient, faith-grounded Christian students.
Copyright (c) 2025 Vina Debora (Author) https://creativecommons.org/licenses/by/4.0