Christian Religious Education Teachers’ Professionalism in Developing Contextual Curriculum Reflections on Exodus 37:1 at SMA Negeri 1 Gido-Nias

Abstract

This study explores the professionalism of Christian Religious Education (CRE) teachers in developing a contextual curriculum at SMA Negeri 1 Gido‑Nias, with reflections on Exodus 37:1. Professionalism in CRE teaching encompasses pedagogical competence, ethical responsibility, reflective practice, and theological insight, integrating academic and spiritual dimensions of education. Using a qualitative research design, six CRE teachers were purposively selected for semi-structured interviews, classroom observations, and analysis of teaching artifacts. Data were analyzed thematically to identify patterns and insights into how professionalism is enacted in curriculum development. Findings indicate that CRE teachers demonstrate professionalism through mastery of content, contextualized lesson planning, and integration of biblical reflections into classroom practices. Reflective practice, collaboration with peers, and continuous professional development strengthen teachers’ ability to adapt curricula to students’ cultural, social, and experiential realities. The study highlights the significant role of Exodus 37:1 as a guiding framework, where the example of Bezalel inspires teachers to combine skill, creativity, and ethical integrity in curriculum design and teaching. Teachers’ ethical modeling and vocational commitment contribute to the holistic development of students, fostering both cognitive and moral growth. Challenges such as student diversity and resource limitations are mitigated through adaptive strategies, demonstrating the dynamic and responsive nature of professionalism in faith-based education. The study concludes that professionalism in CRE is multidimensional and integrative, bridging pedagogical expertise with ethical and theological awareness. Supporting CRE teachers through professional development, mentorship, and collaborative networks can enhance curriculum relevance and student engagement. These findings provide practical implications for teacher education, curriculum policy, and the implementation of contextualized, values-based education in Christian secondary schools.