Pedagogical Competence of Christian Religious Education Teachers and the Spirit of Joy in Learning: Evidence from SD Negeri No. 075052 Orahili Idanoi (Philippians 4:4)
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Abstract
Teacher pedagogical competence is widely recognized as a critical factor influencing both academic and affective dimensions of student learning. In the context of Christian Religious Education (CRE), pedagogical competence carries an additional theological responsibility, as teachers are entrusted not only with delivering religious content but also with fostering students’ spiritual and emotional formation. One important yet underexplored dimension of this formation is the cultivation of joy as a theological and pedagogical value, as emphasized in Philippians 4:4, which exhorts believers to “rejoice in the Lord always.” This study aims to examine the relationship between the pedagogical competence of CRE teachers and the spirit of joy in learning among students at SD Negeri No. 075052 Orahili Idanoi, Nias, Indonesia. This study employed a quantitative correlational research design. The participants consisted of 112 Christian students who received CRE instruction from one CRE teacher. Data were collected using two Likert-scale questionnaires measuring students’ perceptions of teacher pedagogical competence and their perceived spirit of joy in learning. Descriptive statistics, Pearson product–moment correlation, and simple linear regression analyses were used to analyze the data. The results indicate that students perceived the CRE teacher’s pedagogical competence at a high level (M = 4.12), as well as a high level of spirit of joy in learning (M = 4.05). Correlation analysis revealed a strong and statistically significant positive relationship between pedagogical competence and the spirit of joy in learning (r = 0.68, p < 0.001). Regression analysis further showed that pedagogical competence significantly predicted the spirit of joy in learning, explaining 46% of the variance (R² = 0.46). These findings suggest that pedagogical competence plays a substantial role in fostering joyful learning environments in CRE. The study highlights the integration of effective pedagogy and biblical theology in cultivating holistic Christian education, particularly in Indonesian public school contexts.
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