Professional Competence of Christian Religious Education Teachers in Developing Instructional Materials on the Justice of God (Genesis 18:25): A Study at SD Negeri 091315 Pematang Raya

Abstract

This study investigates the professional competence of Christian Religious Education (CRE) teachers in developing instructional materials on the justice of God based on Genesis 18:25 at SD Negeri 091315 Pematang Raya, Simalungun. The research departs from the assumption that professional competence in CRE requires more than administrative proficiency; it demands exegetical responsibility, pedagogical translation, and contextual sensitivity. Employing a qualitative research design, data were collected through in-depth interviews with CRE teachers, classroom observations, and analysis of lesson plans and teaching modules. The data were analyzed thematically to identify patterns related to theological understanding, curriculum integration, and instructional strategies. The findings reveal that teachers demonstrate professional competence through four integrated dimensions: biblical-theological literacy in interpreting Genesis 18:25 within the narrative of Abraham’s intercession; alignment of theological themes with national curriculum standards, particularly in character education; pedagogical adaptation that translates abstract concepts of divine justice into age-appropriate learning activities; and reflective professional practice supported by collegial collaboration. Teachers present the justice of God not merely as punitive judgment but as righteous consistency rooted in divine moral integrity, thereby fostering students’ understanding of fairness and responsibility. CRE teachers exhibit initiative and collaborative commitment in refining instructional materials. The study concludes that professional competence in CRE is multidimensional, integrating theological depth, pedagogical expertise, and ethical intentionality in order to communicate biblical truth effectively within a public elementary school context.