Teacher Professionalism in Biblical Classroom Management Based on Exodus 29:9 at SDN 173362 Sibandang

Abstract

Teacher professionalism in Christian Religious Education (CRE) encompasses not only pedagogical competence but also moral integrity and spiritual leadership. Effective classroom management in CRE requires the integration of biblical principles to foster both academic engagement and ethical development. This study aimed to examine the influence of biblical classroom management based on Exodus 29:9 on teacher professionalism and student behavior at SDN 173362 Sibandang. A pre-experimental one-group pretest–posttest design was employed with 72 students as participants. The intervention involved implementing classroom management strategies grounded in the theological principles of consecration, responsibility, obedience, and faithfulness. Data were collected using structured questionnaires and observation sheets to assess teacher professionalism and student behavior before and after the intervention. Quantitative analysis, including paired-sample t-tests, demonstrated significant improvements in teacher consistency, fairness, integrity, and spiritual modeling, as well as increased student discipline, engagement, and moral awareness. Qualitative observations further confirmed that teachers’ modeling of Christian character and linking classroom rules to biblical teachings promoted ethical reasoning and responsible behavior among students. The findings indicate that biblical classroom management enhances professionalism by integrating spiritual, ethical, and pedagogical dimensions, transforming routine disciplinary practices into opportunities for moral and spiritual formation. This study provides evidence that values-based classroom management is both feasible and effective in public school settings, offering practical insights for CRE teachers seeking to align professional practice with biblical principles. Future research is recommended to explore long-term impacts, include control groups, and investigate applicability in diverse educational contexts.