Shaping Covenant People: Exploring Pedagogical Professionalism of CRE Teachers through Exodus 19:6 at SMP Negeri 5 Sirombu–West Nias
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Abstract
This study investigates the pedagogical professionalism of Christian Religious Education (CRE) teachers at SMP Negeri 5 Sirombu-West Nias by interpreting their teaching practices through the theological lens of Exodus 19:6, which declares Israel as “a kingdom of priests and a holy nation.” Using a mixed qualitative approach that combines a systematic literature review (SLR) with semi-structured interviews, the research explores how CRE teachers integrate biblical identity formation and moral distinctiveness into their daily pedagogical work. The systematic review synthesizes contemporary scholarship on teacher professionalism, biblical theology, Christian pedagogy, and identity formation, while interviews with CRE teachers provide insight into how these concepts are lived out in the classroom context of West Nias. The findings reveal that CRE teacher professionalism in this setting embodies an integrative model of identity, holiness, and pedagogy. Teachers understand their vocation not merely as disseminating religious knowledge, but as forming students who recognize themselves as God’s covenant people and who live out ethical distinctiveness in their behavior, relationships, and academic responsibilities. The theme of priestly identity motivates teachers to provide relational guidance, model moral integrity, and cultivate classroom environments that support character and spiritual development. The theme of holiness shapes their commitment to ethical consistency, pastoral sensitivity, and disciplined instructional practice. Although teachers demonstrate strong theological grounding and vocational dedication, they also face challenges such as limited resources and inadequate professional development. The study concludes that interpreting CRE teacher professionalism through Exodus 19:6 offers a holistic framework that integrates theological identity, ethical formation, and pedagogical competence. Strengthening institutional support and continuous professional development is essential for sustaining this identity-holiness paradigm in public-school contexts
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