Professional Competence of Christian Religious Education Teachers in Developing Instructional Materials on Jacob’s Prayer (Genesis 32:9-12): A Study at SD Negeri 004 Tambusai Utara

Abstract

This study examines the professional competence of Christian Religious Education (CRE) teachers in developing instructional materials on Jacob’s prayer (Genesis 32:9-12) at SD Negeri 004 Tambusai Utara, Rokan Hulu. The research employed a quantitative descriptive design, involving 140 students as respondents, complemented by documentation analysis of lesson plans, teaching modules, and classroom observations. The study operationalized professional competence into eight indicators: mastery of biblical content, contextualization for elementary students, curriculum alignment, systematic organization, use of relevant examples, integration of cognitive, affective, and spiritual dimensions, development of learning media, and evaluation strategies. Data analysis using descriptive statistics revealed that the CRE teacher demonstrated high competence across all indicators, effectively translating complex theological concepts into age-appropriate and engaging learning experiences. Observational and documentation data further confirmed the teacher’s ability to integrate content knowledge, pedagogical skill, and spiritual guidance. Despite challenges such as large class sizes and limited teacher resources, the study indicates that professional competence significantly enhances students’ comprehension, moral development, and spiritual formation. These findings underscore the importance of continuous professional development, pedagogical creativity, and curriculum alignment for CRE teachers in public elementary schools, providing a model for holistic and effective religious education.