The Pedagogical Competence of Christian Religious Education Teachers in Teaching God’s Covenant with Noah (Genesis 9:1): A Contextual Study at SDN 077310 Lolomaya

Abstract

This study investigates the pedagogical competence of Christian Religious Education (CRE) teachers in teaching God’s covenant with Noah as recorded in Book of Genesis 9:1, within the educational context of SDN 077310 Lolomaya. The school community consists of 91 Christian students and 17 Christian teachers, including the CRE teacher, providing a distinctive environment for integrating biblical theology with elementary pedagogy. The research aims to analyze how pedagogical competence contributes to transformative learning when biblical covenant themes are taught contextually and developmentally. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans and assessment instruments. The findings reveal four primary indicators of pedagogical competence: theological clarity in interpreting Genesis 9:1 within its covenantal framework; developmentally appropriate instructional strategies such as storytelling, role-play, and reflective questioning; contextual integration of covenant responsibility with ecological and social awareness; and formative assessment practices emphasizing character formation alongside cognitive understanding. The study demonstrates that effective CRE pedagogy requires more than content mastery; it necessitates hermeneutical sensitivity, sociocultural awareness, and alignment between instructional objectives and evaluative methods. Students exhibited emerging covenantal consciousness, understanding divine blessing as the foundation for human responsibility, particularly in caring for creation and community relationships. In conclusion, the pedagogical competence observed in this context illustrates how biblical instruction can function transformatively when theological depth, contextual relevance, and reflective assessment converge. Teaching Genesis 9:1 becomes not merely an act of information transfer but a formative process shaping students’ moral imagination and spiritual identity within their lived environment.