The Pedagogical Competence of Christian Religious Education Teachers of SDN 105329 Wonasari in Teaching the Consequences of Transgression (Genesis 3:16–19)
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Abstract
This study examines the pedagogical competence of Christian Religious Education (CRE) teachers in teaching the consequences of transgression as recorded in Genesis 3:16–19. The research focuses on how teachers convey theological concepts related to sin and its consequences while maintaining age-appropriate pedagogical approaches. Using a qualitative descriptive method, data were collected through semi-structured interviews with 15 CRE teachers from various educational levels, classroom observations, and document analysis of lesson plans. Findings reveal that teachers demonstrate moderate pedagogical competence, with strengths in biblical content knowledge but challenges in contextualizing the text for contemporary students. Teachers employ various pedagogical strategies including narrative approaches, discussion methods, and experiential learning. However, limitations were identified in differentiating instruction for diverse learners and integrating critical thinking skills. The study concludes that continuous professional development focusing on pedagogical innovation and contextual theology is essential for enhancing CRE teachers' effectiveness in teaching complex theological concepts.
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