Teaching Reconciliation: The Professional Competence of Christian Religious Education Teachers in Light of Genesis 33:20 at SMA Negeri 1 Bilah Hilir

Abstract

Christian Religious Education plays a vital role in shaping students’ moral and spiritual maturity, especially in contexts marked by diversity and social fragmentation. This study explores how professional competence enables CRE teachers to teach reconciliation effectively, using Genesis 33:20-where Jacob builds an altar as a sign of restored relationship with God and his brother-as the theological foundation. The verse symbolizes peace, forgiveness, and divine-human harmony, offering a biblical framework for moral formation within education. This research employed a qualitative-expository approach, integrating biblical interpretation with pedagogical analysis. Data were collected through classroom observations, interviews, and document reviews at SMA Negeri 1 Bilah Hilir. The expository analysis of Genesis 33:20 was combined with Shulman’s pedagogical competence framework to interpret how theological meaning informs teaching practices. Thematic analysis was used to identify patterns related to reconciliation pedagogy, teacher professionalism, and student moral transformation. Findings reveal that the CRE teacher’s professional competence-encompassing biblical literacy, relational sensitivity, and reflective pedagogy-significantly influences students’ understanding of reconciliation. Through storytelling, dialogue, and moral reflection, the teacher transformed the classroom into a space of forgiveness and empathy. Students demonstrated increased respect, cooperation, and emotional maturity as outcomes of reconciliation-centered learning. The study concludes that teaching reconciliation requires teachers who unite theological insight with pedagogical skill. The CRE teacher’s competence serves as both a professional standard and a spiritual vocation, turning education into a redemptive act that mirrors God’s reconciling love.