Professional Competence of Christian Religious Education Teachers in Teaching the Value of Social Forgiveness: An Exegetical Study of Genesis 50:21 at UPT SDN 060973 Medan Selayang

Abstract

This study examines the professional competence of Christian Religious Education (CRE) teachers in teaching the value of social forgiveness through an exegetical focus on Genesis 50:21 at UPT SDN 060973 Medan Selayang. The research is based on the premise that effective CRE instruction requires strong professional mastery that integrates biblical interpretation with contextually meaningful pedagogy. A quantitative descriptive design was employed involving 11 Christian teachers and 20 Christian students. Data were collected through a teacher professional competence questionnaire, a student learning test, and a student perception survey. All instruments were validated by experts and tested for reliability using Cronbach’s Alpha. Data analysis included descriptive statistics, Pearson correlation, and simple regression. The findings indicate that the professional competence of CRE teachers is generally in the good to high category. Students’ understanding and attitudes toward social forgiveness are categorized as moderate to high, with stronger performance in narrative recall than in theological interpretation and personal application. Inferential analysis reveals a significant positive relationship between teachers’ professional competence and students’ understanding of forgiveness. Regression results show that teacher competence contributes meaningfully to student learning outcomes, although external factors remain influential. The study concludes that strengthening exegetical depth, contextual application, and interactive instructional strategies is essential for enhancing the transformative impact of CRE in pluralistic primary school settings. These findings provide important implications for professional development programs and the improvement of faith-based education in Indonesia.