Pedagogical Competence of Christian Religious Education Teachers in the Perspective of Character Formation Based on Philippians 4:8: A Study at SDN 075104 Sifaoroasi Mola

Abstract

This study investigates the relationship between the pedagogical competence of Christian Religious Education (CRE) teachers and character formation based on Philippians 4:8 at SDN 075104 Sifaoroasi Mola, South Nias. In a school community consisting of 115 Christian students and 13 Christian teachers, including the CRE teacher, character education plays a strategic role in nurturing moral and spiritual development during formative elementary years. Using a quantitative descriptive-correlational design, data were collected through structured Likert-scale questionnaires measuring pedagogical competence, covering understanding of student characteristics, lesson planning aligned with biblical values, interactive instructional strategies, classroom management, use of instructional media, and reflective evaluation, and students’ character formation, reflected in truthfulness, noble conduct, moral discernment, purity of thought, and appreciation of what is excellent and praiseworthy. The findings reveal a strong and statistically significant positive correlation between pedagogical competence and character formation (r = 0.741, p < 0.001). Regression analysis indicates that pedagogical competence accounts for 54.9% of the variance in students’ character formation (R² = 0.549), demonstrating a substantial predictive contribution. The results suggest that character formation grounded in Philippians 4:8 is effectively cultivated when biblical principles are intentionally integrated into pedagogical practice. The study concludes that strengthening pedagogical competence is essential for holistic Christian education, as effective instructional design and reflective learning environments significantly shape students’ moral orientation, disciplined thinking, and virtuous behavior.