Teachers’ Command of Abraham’s Faith in Christian Religious Education Insights from SDN 075042 Sisobahili Holi

Abstract

This study examines the extent of Christian Religious Education (CRE) teachers’ mastery of Abraham’s faith, as depicted in Genesis 15:6, and its implications for teaching and student engagement at SDN 075042 Sisobahili Holi. Recognizing that teacher content knowledge is critical for effective religious instruction, the study employed a Systematic Literature Review (SLR) to analyze recent, peer-reviewed studies from 2018 to 2026. The review focused on three dimensions: (1) teachers’ theological understanding of Abraham’s faith, (2) pedagogical strategies employed to convey biblical narratives, and (3) the influence of teacher mastery on students’ faith development and engagement. Findings indicate that mastery extends beyond memorization of biblical stories, encompassing the ability to interpret theological significance, contextualize lessons for students, and employ reflective and age-appropriate teaching methods. Teachers with strong content knowledge, combined with effective pedagogical skills, foster classrooms where students actively engage, reflect critically on faith, and internalize moral and spiritual principles. Conversely, gaps in mastery are associated with reduced student understanding and engagement. The study emphasizes the importance of integrating theological competence with pedagogical practice and suggests that professional development, collaborative learning, and contextually relevant teaching resources can enhance CRE teachers’ mastery of Abraham’s faith. Strengthening teacher command of biblical content is essential not only for instructional effectiveness but also for nurturing students’ spiritual growth and lifelong engagement with faith. These findings provide insights for teacher education programs, curriculum designers, and school administrators seeking to improve religious education quality in primary school contexts.