Guiding Young Minds to Know God Through the Word: Lessons from Exodus 19:5-6 at SDN 071207

Abstract

Religious education in primary schools plays a critical role in shaping children’s spiritual awareness, moral development, and understanding of their relationship with God. This study examines how young learners can be guided to know God through scripture, with a particular focus on Exodus 19:5‑6, at SDN 071207. Employing a Systematic Literature Review (SLR) methodology, this research synthesizes recent empirical and theoretical studies on scripture-based pedagogy, narrative engagement, and spiritual development in early primary education. The review highlights that narrative approaches, including storytelling, role play, visual expression, and reflective activities, significantly enhance children’s comprehension of biblical themes while fostering moral reasoning, empathy, and personal connection to the divine. Findings indicate that teachers play a pivotal role as facilitators, modeling engagement with scripture, encouraging inquiry, and creating spaces for dialogue, while family and community involvement further reinforce students’ spiritual growth. Challenges in implementation, such as limited instructional time, teacher confidence, and student diversity, require adaptive strategies and professional development to maximize educational impact. The study concludes that scripture-centered teaching, particularly when grounded in Exodus 19:5‑6, enables students to experience the Bible as a living narrative, cultivating their understanding of identity, purpose, and ethical responsibility. By integrating research-informed pedagogical strategies, educators at SDN 071207 can foster holistic spiritual formation that combines biblical literacy with character development and relational understanding of God. This research contributes to the discourse on effective faith-based education in primary school settings and offers practical insights for teachers seeking to engage students meaningfully with scripture.