Professional Competence of Christian Religious Education Teachers in Teaching Voluntary Offering Values: An Exegetical Study of Genesis 35:14 at SD Negeri 067262 Medan

Abstract

This study explores the professional competence of Christian Religious Education (CRE/PAK) teachers in teaching the values of voluntary offering, based on the exegetical perspective of Genesis 35:14, at SD Negeri 067262 Medan. The research addresses how teachers integrate content knowledge, pedagogical skills, ethical modeling, and reflective practice to facilitate students’ understanding and internalization of voluntary giving as an expression of obedience, gratitude, and spiritual responsibility. Using a qualitative descriptive-analytical approach, data were collected through classroom observations, semi-structured interviews with teachers and school administrators, and analysis of teaching documents, including lesson plans, teaching materials, and student portfolios. Findings indicate that professional competence significantly shapes students’ engagement, comprehension, and moral development. Teachers applied innovative learning models, such as project-based activities, collaborative discussions, and experiential exercises, which allowed students to connect biblical principles with everyday practices of generosity. Reflective teaching and ethical modeling by teachers further enhanced the authenticity of learning, enabling students to internalize values rather than merely following procedures. Institutional support, including administrative guidance and access to teaching resources, also played a crucial role in sustaining effective teaching practices. The study concludes that professional competence is pivotal for translating theological knowledge into meaningful learning experiences, fostering holistic development encompassing cognitive, affective, and spiritual domains. By demonstrating how professional expertise and pedagogical innovation can nurture morally and spiritually mature learners, this research provides practical implications for PAK teachers, school administrators, and policymakers in enhancing the quality of Christian Religious Education in elementary school settings.