Pedagogical Competence of Christian Religious Education Teachers Based on the Theology of the Cross: A Study of Philippians 2:8 at SMP Negeri 1 Parbuluan
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Abstract
This study investigates the pedagogical competence of Christian Religious Education (CRE) teachers based on the Theology of the Cross as articulated in Philippians 2:8, with a research locus at SMP Negeri 1 Parbuluan. The Theology of the Cross emphasizes humility, obedience, self-giving, and sacrificial service, which are essential theological foundations for pedagogical practice in Christian education. Employing a quantitative correlational research design, this study involved a randomly selected sample drawn from a population of 638 Christian students and 47 Christian teachers, including CRE teachers. Data were collected through validated questionnaires measuring teachers’ pedagogical competence and students’ perceptions of Christ-centered pedagogical practices. Statistical analysis was conducted using correlation techniques to examine the relationship between pedagogical competence and the embodiment of theological values derived from Philippians 2:8. The findings reveal a statistically significant positive correlation, indicating that higher levels of pedagogical competence are associated with stronger manifestations of humility, servant leadership, and ethical responsibility in teaching practices. These results suggest that pedagogical competence in Christian Religious Education cannot be separated from theological depth, particularly the values of obedience and self-emptying exemplified by Christ. This study contributes to the discourse on faith-based pedagogy by demonstrating that the Theology of the Cross provides a robust theological framework for enhancing pedagogical competence and professional integrity among CRE teachers. The findings offer practical implications for teacher training programs, curriculum development, and policy formulation in Christian education, emphasizing the integration of theological reflection and pedagogical professionalism to foster holistic student formation.
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