Pedagogical Competence of Christian Religious Education Teachers in Fostering Students’ Faith Growth: A Study of Philippians 3:12-14 at SD Methodis-AN Pancur Batu
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Abstract
This study examines the pedagogical competence of Christian Religious Education (CRE) teachers in fostering students’ faith growth based on Philippians 3:12-14 at SD Methodis-AN Pancur Batu. Grounded in the Pauline vision of spiritual maturity that emphasizes perseverance, purpose, and continuous growth in Christ, this research seeks to explore how teachers’ pedagogical abilities contribute to the development of students’ faith within a formal educational setting. The population consisted of 517 Christian students enrolled at SD Methodis-AN Pancur Batu, with samples selected using a simple random sampling technique to ensure representativeness and minimize selection bias. Data were collected through structured questionnaires measuring key indicators of pedagogical competence, such as instructional planning, learning strategies, classroom interaction, and evaluation practices, and indicators of students’ faith growth, including spiritual understanding, motivation to learn Christian values, and personal commitment to faith practices. Data analysis was conducted using descriptive statistics and Pearson product-moment correlation analysis at a significance level of 0.05. The findings reveal a positive and statistically significant relationship between teachers’ pedagogical competence and students’ faith growth, indicating that effective pedagogical practices play a vital role in nurturing students’ spiritual development. Interpreted through Philippians 3:12-14, the results suggest that pedagogical competence supports a learning environment that encourages perseverance, spiritual aspiration, and continual growth in faith. This study concludes that pedagogically competent CRE teachers are instrumental in integrating biblical values with effective instructional practices, thereby fostering holistic faith development among students. The findings offer practical implications for improving CRE teacher professionalism and strengthening faith-based pedagogy in Christian elementary education.
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