The Pedagogical Competence of Christian Religious Education Teachers in Instilling the Value of Faithfulness Based on Genesis 2:24

Abstract

This study examines the pedagogical competence of Christian Religious Education (CRE) teachers in instilling the value of faithfulness among students, grounded in the biblical principle of Genesis 2:24. As contemporary society faces increasing challenges to commitment and fidelity in relationships, the role of religious educators becomes crucial in shaping students' moral frameworks. This research investigates how CRE teachers utilize their pedagogical competencies to effectively transmit the theological concept of faithfulness derived from the Genesis narrative. Employing a qualitative descriptive approach, data were collected through semi-structured interviews with 15 CRE teachers from various educational institutions and classroom observations. The findings reveal that teachers employ diverse pedagogical strategies, including contextual teaching methods, experiential learning activities, and value integration across curriculum content. However, significant challenges persist, including limited instructional resources, cultural tensions between traditional values and modern societal norms, and varying levels of teacher preparedness in handling sensitive relationship topics. The study concludes that enhanced pedagogical competence, characterized by biblical literacy, cultural sensitivity, and innovative teaching methodologies, significantly influences the effectiveness of value transmission. Recommendations include comprehensive professional development programs, development of contextually relevant teaching materials, and establishment of collaborative networks among CRE teachers to strengthen their capacity in character education.