Teacher Competence and Students’ Learning Interest in Christian Religious Education: A Qualitative Study in a Small-Class Context at SDN 1 Benangin 1

Abstract

This study examines the role and implementation of teachers’ professional competence in improving students’ learning interest and learning outcomes in Christian Religious Education within a small-class learning environment. The research was conducted at SDN 1 Benangin 1, where classroom interaction between teachers and students occurs more intensively due to the limited number of learners. The purpose of this study is to analyze how teachers’ professional competence contributes to fostering students’ learning interest and enhancing their academic engagement in Christian Religious Education. This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews with the teacher and students, and documentation analysis of learning materials and lesson plans. The participants consisted of the Christian Religious Education teacher and students involved in the learning process. Data were analyzed using thematic analysis involving data reduction, data presentation, and conclusion drawing to identify patterns related to the implementation of teacher competence and its influence on students’ learning interest. The findings reveal that teachers’ professional competence plays a significant role in creating an engaging and supportive learning environment. In conclusion, the implementation of strong teacher competence contributes positively to improving students’ learning interest and learning outcomes in Christian Religious Education. Effective teaching practices, combined with supportive teacher-student relationships, are essential for fostering meaningful learning experiences and promoting students’ intellectual and spiritual development.