Spiritual Competence of Christian Religious Education Teachers in Resisting Sin as A Reflection on Genesis 19:17 at SD N 078561 Hilisoromi
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Abstract
This study explores the spiritual competence of Christian Religious Education (CRE) teachers in resisting sin as a theological and pedagogical reflection on Genesis 19:17, with specific contextual implications for SD N 078561 Hilisoromi. Employing a Systematic Literature Review (SLR) design, the research synthesizes recent peer-reviewed scholarship (2019-2025) on teacher spirituality, moral formation, and biblical integration in Christian education. The review follows structured selection, screening, and thematic analysis procedures to ensure methodological rigor and conceptual coherence. Findings indicate that spiritual competence consists of three interrelated dimensions: personal spiritual formation, moral exemplarity, and contextual biblical pedagogy. First, teachers’ internal spiritual discipline expressed through prayer, scriptural reflection, and ethical consistency forms the foundation for authentic moral instruction. Second, moral modeling significantly influences elementary students’ character development, as learners internalize values through observation and relational trust. Third, effective integration of Genesis 19:17 into classroom practice requires narrative engagement, dialogical reflection, and grace-centered theology to prevent moralism while fostering spiritual resilience. Theologically, the command to “flee” and “not look back” symbolizes decisive obedience and ethical separation from corruption, offering a pedagogical framework for guiding students in resisting contemporary moral challenges. The study concludes that spiritual competence is not merely a professional attribute but a transformative vocation that bridges biblical truth and lived educational practice. Within the context of SD N 078561 Hilisoromi, spiritually competent CRE teachers play a crucial role in cultivating moral clarity, resilience, and faith-based character formation among primary learners.
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