Teachers’ Spirituality in Conveying the Word of God Through Christian Religious Education in Light of Exodus 24:12 at SD Negeri 030434 Parjaratan

Abstract

Teachers’ spirituality plays a crucial role in conveying the Word of God through Christian Religious Education (CRE), particularly in shaping students’ spiritual and moral development at the elementary school level. This study aims to explore how teachers’ spirituality is manifested in the process of teaching the Word of God in light of Exodus 24:12 at SD Negeri 030434 Parjaratan, Pakpak Bharat Regency. Grounded in a qualitative research design, this study seeks to understand teachers’ lived spiritual experiences, their interpretation of Scripture, and the ways these elements influence pedagogical practices in Christian Religious Education. Data were collected through in-depth interviews, classroom observations, and document analysis involving Christian Religious Education teachers. The findings reveal that teachers perceive their teaching role as a divine calling entrusted by God, similar to Moses’ responsibility to receive and convey God’s commandments in Exodus 24:12. Teachers’ spirituality is reflected in their commitment to prayerful preparation, faithful interpretation of biblical texts, ethical integrity, and compassionate interaction with students. These spiritual qualities shape a learning environment that supports the holistic development of students, enabling the Word of God to be conveyed not merely as religious knowledge but as a living guide for daily life. The study also highlights that teachers’ spirituality equips them with resilience and adaptability in addressing challenges within a public school context. Despite institutional constraints, spiritually grounded teachers are able to integrate biblical values meaningfully into classroom practices. This research concludes that spirituality is an essential dimension of teacher competence in Christian Religious Education and should be intentionally nurtured through continuous spiritual formation. The findings offer valuable implications for teacher development and the strengthening of spiritually grounded CRE pedagogy.