The Role and Implementation of Teachers’ Professional Competence in Improving Fourth-Grade Students’ Learning Outcomes in Christian Religious Education: A Study at SDN Penda Pilang

Abstract

This study investigates the role and implementation of teachers’ professional competence in improving fourth-grade students’ learning outcomes in Christian Religious Education at SDN Penda Pilang. Teacher professional competence is a crucial factor in ensuring effective learning because it involves mastery of subject matter, the ability to organize learning activities, the application of appropriate teaching strategies, and the use of evaluation methods that support student achievement. In the context of Christian Religious Education, professional competence also contributes to the effective communication of biblical values and spiritual understanding that shape students’ moral development. The research employed a quantitative approach with a descriptive and correlational design. The participants of the study consisted of all fourth-grade students who participated in Christian Religious Education learning at SDN Penda Pilang. Data were collected through structured questionnaires that measured students’ perceptions of the teacher’s professional competence and through documentation of students’ academic scores to assess their learning outcomes. The findings indicate that the Christian Religious Education teacher demonstrates a good level of professional competence, particularly in mastering teaching materials, explaining biblical concepts clearly, and implementing effective instructional strategies. Statistical analysis revealed that teachers’ professional competence has a positive contribution to improving students’ learning achievement in Christian Religious Education. In conclusion, the implementation of teachers’ professional competence plays an important role in enhancing the effectiveness of the learning process and improving students’ academic achievement. Strengthening professional competence through continuous professional development, reflective teaching practices, and institutional support is essential for improving the quality of Christian Religious Education and fostering both intellectual and spiritual growth among students.