The Deductive–Inductive Approach in Teaching Biblical Values: The Implementation of Teachers’ Pedagogical Competence at SD Negeri 176326 Parbubu Julu

Abstract

This study aims to examine the implementation of the deductive–inductive approach in teaching biblical values as part of the development of teachers’ pedagogical competence at SD Negeri 176326 Parbubu Julu. Employing a qualitative research method with a case study approach, the study involved two Christian religious education teachers. Data were collected through participatory observation, in-depth interviews, and analysis of instructional documents. The findings reveal that the implementation of the deductive–inductive approach in teaching biblical values enhances students’ contextual understanding of moral and spiritual principles. The deductive approach was characterized by presenting biblical principles first, followed by practical applications, whereas the inductive approach began with students’ concrete experiences, which were then connected to biblical values. Teachers’ pedagogical competence emerged as a key factor in the successful implementation of this approach, particularly in understanding student characteristics, curriculum development, and learning assessment. The study implies the necessity of continuous professional development programs to strengthen teachers’ pedagogical competence in order to optimize the teaching of biblical values in elementary schools.