Pedagogical Competence of Christian Religious Education Teachers in Guiding Students to Know God: A Reflection on Exodus 18:9-10 - A Study at SD Negeri Lauso 078584 Lauso

Abstract

This study examines the pedagogical competence of Christian Religious Education (CRE) teachers in guiding students to know God, drawing theological reflection from Book of Exodus 18:9-10. Conducted at SD Negeri Lauso 078584 Lauso, South Nias, the research focuses on a school community consisting of 80 Christian students and three Christian teachers, including the CRE teacher. The narrative of Jethro’s joyful response to God’s saving acts serves as a theological framework for understanding how testimony, reflection, and communal rejoicing shape knowledge of God within educational practice. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that pedagogical competence is expressed through narrative-centered instruction, dialogical engagement, relational sensitivity, contextualization of biblical texts, and consistent moral modeling. Teachers intentionally connect Scripture with students’ lived experiences, creating participatory learning environments that foster gratitude, reflection, and personal confession of faith. The study concludes that guiding students to know God requires integrative pedagogy that unites professional instructional skills with theological intentionality. When teachers embody relational and reflective competence, the classroom becomes a communal space of testimony and spiritual growth, echoing the pattern of Exodus 18:9-10.