Professionalism of Christian Religious Education Teachers in Cultivating the Value of Worship Holiness: A Reflection on Exodus 37:29 in the Context of SDN 1 Masaha
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Abstract
This study explores the professionalism of Christian Religious Education (PAK) teachers in cultivating the value of worship holiness through a biblical reflection on Book of Exodus 37:29 within the context of SDN 1 Masaha. The background of this research arises from the growing concern that worship practices among elementary students often become routine and external, lacking deep spiritual meaning. In a public school setting where 42 Christian students are served by one PAK teacher among six Christian teachers, the challenge lies in translating theological concepts of holiness into lived educational experience. The study addresses the central question: how does teacher professionalism contribute to nurturing an authentic understanding and practice of worship holiness among students? Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and document analysis. The findings reveal that teacher professionalism, expressed through intentional lesson preparation, theological competence, moral-spiritual modeling, reflective pedagogy, and consistent discipline, plays a crucial role in shaping students’ perceptions and behaviors related to worship. The careful preparation of sacred materials described in Exodus 37:29 serves as a theological paradigm for professional dedication, integrity, and reverence in teaching practice. The study concludes that professionalism in Christian Religious Education is not merely technical proficiency but an integration of character, competence, and spiritual authenticity. When teachers embody holiness in both preparation and practice, students move beyond superficial ritualism toward deeper internalization of reverence, sincerity, and ethical responsibility. This research underscores the importance of reflective and spiritually grounded professionalism in fostering transformative character formation within elementary education.
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