Obedience to the Word as an Integration of the Spiritual Competence of Christian Religious Education Teachers at SDN 071025 Helera

Abstract

This study examines the integration of obedience to the Word of God as a core component of spiritual competence among Christian Religious Education (CRE) teachers at SDN 071025 Helera. The research investigates how biblical obedience influences teaching effectiveness, spiritual formation of students, and the holistic development of religious education programs. Employing a qualitative case study approach, data were collected through in-depth interviews with five CRE teachers, classroom observations, and document analysis of lesson plans and curriculum materials. The findings reveal that obedience to the Word significantly enhances teachers' spiritual competence, manifesting in authentic Christian witness, transformative pedagogical practices, and ethical consistency between profession and faith. Teachers who prioritize biblical obedience demonstrate higher levels of spiritual maturity, which directly correlates with their ability to facilitate meaningful spiritual experiences for students. The study identifies three primary dimensions of obedience integration: personal devotional practices, instructional methodology rooted in biblical principles, and relational dynamics reflecting Christ-like character. However, challenges persist, including limited institutional support, insufficient training in spiritual formation, and the tension between secular educational standards and religious values. This research contributes to understanding the critical role of spiritual competence in religious education and offers practical recommendations for teacher development programs, institutional policy reforms, and curriculum enhancement to strengthen the spiritual foundation of CRE teachers in public school contexts.