Spiritual Competence of Christian Religious Education Teachers in Bearing Witness to Faith: Insights from Genesis 17:1 at SD Negeri 007 Tambusai Utara

Abstract

This study investigates the spiritual competence of Christian Religious Education (CRE) teachers in bearing witness to faith based on Genesis 17:1 at SD Negeri 007 Tambusai Utara, Rokan Hulu. The research employed a quantitative descriptive design involving 83 Christian students as respondents, representing the total population of learners receiving CRE instruction at the school. Data were collected through a structured Likert-scale questionnaire measuring two main dimensions: teachers’ spiritual competence and students’ faith response. Descriptive statistical analysis, including mean scores and percentage distributions, was used to determine the level of perceived competence. The findings indicate that the CRE teacher’s spiritual competence is perceived to be in the high category. Students reported that the teacher consistently demonstrates integrity, faithfulness, and alignment between teaching and daily behavior. The teacher’s role as a living model of faith appears to significantly influence students’ understanding of faithful living as emphasized in Genesis 17:1. Students also showed positive faith responses, including increased motivation to trust God, obey biblical teachings, and practice Christian values in daily life. The study also identified areas for improvement, particularly in providing more individualized spiritual mentoring and deepening students’ relational understanding of faith beyond behavioral compliance. The study concludes that strong spiritual competence is essential for effective Christian Religious Education, especially in small-school contexts with limited personnel. Strengthening reflective learning strategies and collaborative support among Christian educators is recommended to enhance students’ holistic faith formation.