Integration of Pedagogical Competence in Innovative Christian Religious Education Learning Models at SD Negeri 064964 Medan Timur
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Abstract
This study explores the integration of pedagogical competence within innovative Christian Religious Education (PAK) learning models at SD Negeri 064964 Medan Timur, aiming to understand how such integration influences students’ cognitive, affective, and spiritual development. Using a qualitative descriptive-analytical approach, data were collected through classroom observations, semi-structured interviews with PAK teachers and school administrators, and document analysis of lesson plans, teaching materials, and assessment tools. A total of 32 participants, including two PAK teachers, 28 students from grades 4 to 6, and two school administrators, contributed to the study. The findings reveal that pedagogical competence plays a central role in facilitating innovative teaching strategies such as project-based learning, collaborative activities, and contextually responsive instruction that incorporates local cultural wisdom. These approaches not only enhance students’ understanding of theological concepts but also support the internalization of Christian values, including empathy, honesty, social responsibility, and ethical reasoning. Teachers’ ability to plan, implement, and assess lessons with reflective practice strengthens student engagement and fosters a spiritually and morally nurturing classroom environment. This study demonstrates that the integration of pedagogical competence in innovative PAK models significantly contributes to holistic education, combining academic mastery with moral and spiritual formation. The results underscore the importance of teacher expertise, ethical modeling, and institutional support in cultivating interactive, meaningful, and contextually relevant learning experiences. These findings provide insights for educators, school administrators, and policymakers seeking to enhance the quality and effectiveness of Christian Religious Education at the elementary level.
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