Professional Competence of Christian Religious Education Teachers in Promoting the Spirit of Giving: Evidence from SMP Negeri 2 Lamandau
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Abstract
This study examines the professional competence of Christian Religious Education (CRE) teachers in promoting the spirit of giving at SMP Negeri 2 Lamandau, with theological reflection on Exodus 35:5. In Christian education, teacher professionalism is not limited to instructional expertise but also encompasses moral integrity, spiritual vocation, and relational commitment that together shape the transmission and internalization of biblical values. The spirit of giving, as emphasized in Exodus 35:5, represents a central Christian virtue that reflects voluntary, joyful, and faith-based generosity. This study aims to explore how CRE teachers’ professional competence is enacted in practice and how it contributes to fostering generosity among students in a public junior high school context. A qualitative research design with a descriptive-interpretive approach was employed. Data were collected through semi-structured interviews with CRE teachers and selected Christian teachers, classroom and school observations, and document analysis of lesson plans and school programs. The findings reveal that CRE teachers conceptualize professionalism as a holistic integration of pedagogical skill, moral integrity, and spiritual calling. Teachers employed a range of instructional strategies, including biblical storytelling, contextual application, and school-based social activities, to connect Exodus 35:5 with students’ daily experiences. The results also indicate the importance of institutional support and culturally responsive approaches in sustaining the cultivation of generosity within a public school setting. This study contributes to the literature on Christian Religious Education and teacher professionalism by providing qualitative evidence from the Indonesian context. The findings underscore the need to conceptualize professionalism holistically and highlight practical implications for teacher professional development and school-based strategies to strengthen the formation of generosity and social responsibility among students.
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