The Professionalism of Christian Religious Education Teachers in Teaching Faithfulness to God: A Reflection on Exodus 34:14 at UPT SD Negeri 060939 Timbang Deli, Medan Amplas
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Abstract
Teacher professionalism is a critical factor in the effectiveness of Christian Religious Education (CRE), particularly in cultivating students’ faithfulness to God. Grounded in the theological mandate of Exodus 34:14, which emphasizes exclusive devotion to the Lord, this study examines the professionalism of CRE teachers in teaching faithfulness to God at UPT SD Negeri 060939 Timbang Deli, Medan Amplas. The research employed a quantitative descriptive design involving Christian elementary students as respondents. From a population of 143 Christian students and 10 Christian teachers, student perceptions were collected through a structured Likert-scale questionnaire measuring four key dimensions: instructional preparation, biblical content mastery, pedagogical implementation, and teacher spiritual modeling. The instrument met acceptable reliability standards (Cronbach’s alpha > 0.70) and data were analyzed using descriptive statistics. The findings reveal that the professionalism of CRE teachers is generally categorized as high. Students reported that teachers consistently demonstrate clarity in biblical teaching, responsible lesson planning, and visible personal faithfulness that reinforces classroom instruction. The strongest dimension identified was teacher modeling of faithfulness, indicating that students learn not only cognitively but also through observed spiritual example. Nevertheless, moderate scores in interactive pedagogy suggest the need for greater use of student-centered strategies to deepen internalization of faith values. The study concludes that professionally competent CRE teachers play a strategic role in mediating the theological message of Exodus 34:14 into meaningful student formation. Strengthening innovative pedagogy alongside sustained spiritual integrity is recommended to enhance the effectiveness of faithfulness education in Indonesian primary school contexts.
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