Reflecting on the Pedagogical Competence of Christian Religious Education Teachers in Teaching God’s Promise to Joseph (Genesis 48:21): A Contextual Study at SD Negeri 071207 Laowi
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Abstract
This study examines the pedagogical competence of Christian Religious Education (CRE) teachers in teaching God’s promise to Joseph in Book of Genesis 48:21 within the context of SD Negeri 071207 Laowi. The school community consists of 150 Christian students and 20 Christian teachers, including the CRE teacher, providing a structured environment for evaluating instructional effectiveness. The research aims to measure quantitatively the extent to which pedagogical competence influences students’ cognitive understanding and affective appreciation of the biblical promise motif. A descriptive-correlational quantitative design was employed. Data were collected using a validated Likert-scale questionnaire measuring four dimensions of pedagogical competence, understanding learner characteristics, mastery and organization of biblical content, instructional implementation, and assessment practices, alongside a 20-item objective test and a perception scale assessing relevance of the biblical message. Statistical analysis included descriptive statistics, Pearson product–moment correlation, and linear regression at a 0.05 significance level. The findings indicate that pedagogical competence was rated at a high level (M = 4.21), with instructional implementation receiving the highest score. Student learning outcomes were also high (M = 82.6), and a significant positive correlation was found between pedagogical competence and learning outcomes (r = 0.63, p < 0.05). Regression analysis showed that pedagogical competence significantly predicts both cognitive achievement and perceived relevance of God’s promise. The study concludes that pedagogical competence constitutes a measurable and influential factor in effective biblical instruction. Strengthening instructional design, theological clarity, and assessment strategies can enhance transformative learning outcomes in elementary Christian education contexts
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