Pedagogical Competence of Christian Religious Education Teachers in Teaching Divine Grace: A Reflective Study of Exodus 34:6 at SD N 173342 Simatupang
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Abstract
This study examines the pedagogical competence of Christian Religious Education (CRE) teachers in teaching divine grace through a reflective analysis of Exodus 34:6 at SD N 173342 Simatupang, North Tapanuli. Situated within a public elementary school context consisting of approximately 90 Christian students and 14 Christian teachers, the research explores how theological interpretation is translated into pedagogical practice. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with CRE teachers, and analysis of instructional documents. The study investigates how teachers interpret the self-revelation of God in Exodus 34:6, “compassionate and gracious, slow to anger, abounding in steadfast love and faithfulness” and how these theological attributes are communicated in developmentally appropriate ways. Findings reveal that pedagogical competence in this context encompasses four integrated dimensions: exegetical clarity, developmental sensitivity, relational modeling, and intentional curricular design. Teachers demonstrate the ability to contextualize divine grace within students’ everyday experiences, fostering moral reflection and character formation. Furthermore, the study identifies a pedagogical balance between mercy and accountability, preventing both moral permissiveness and rigid legalism in classroom practice. The embodiment of patience, compassion, and faithfulness by teachers significantly influences classroom climate and student relational behavior. The research concludes that effective teaching of divine grace requires not only theological understanding but also pedagogical content knowledge that bridges biblical doctrine and formative education. This study contributes to the discourse on Christian pedagogy by highlighting how doctrinal teaching, when supported by professional competence, shapes holistic character development in elementary education settings.
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