Teacher Pedagogical Competence and Student Holiness Formation: A Biblical-Educational Study of Genesis 35:22 at SMAN 10 Kota Jambi
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Abstract
This study investigates the relationship between teacher pedagogical competence and student holiness formation through a biblical-educational framework grounded in Genesis 35:22 at SMAN 10 Kota Jambi. Recognizing that Christian Religious Education (CRE) involves not only cognitive instruction but also moral and spiritual formation, this research integrates biblical theology with quantitative educational analysis to examine how pedagogical practices contribute to students’ commitment to moral and spiritual purity. A quantitative descriptive-correlational research design was employed, involving 135 Christian students who participated as respondents through a census sampling technique. Data were collected using a structured Likert-scale questionnaire measuring students’ perceptions of teacher pedagogical competence and their own holiness-related attitudes and behaviors, including respect for moral boundaries, self-discipline, and moral awareness. Descriptive statistics and inferential analyses, including Pearson correlation and simple linear regression, were used to analyze the data. A strong and statistically significant positive correlation was found between pedagogical competence and holiness formation (r = .62, p < .001). Regression analysis further revealed that pedagogical competence significantly predicted student holiness formation (β = .62, p < .001), accounting for 38.4% of the variance (R² = .384). Interpreted in light of Genesis 35:22, these findings affirm that pedagogical competence functions as a key mechanism through which biblical teachings on holiness are translated into lived moral commitments among students. The study contributes empirical support for a holistic model of Christian pedagogy that integrates instructional excellence with moral and spiritual intentionality. The findings have important implications for the professional development of CRE teachers, emphasizing the integration of pedagogical skill, biblical ethics, and spiritual leadership in fostering student holiness and moral integrity.
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