Professional Competence of Christian Religious Education Teachers in Explaining the Value of Jacob’s Obedience (Genesis 35:7): A Study at SD N 173561 Haunatas

Abstract

This study examines the professional competence of the Christian Religious Education (CRE) teacher in explaining the value of Jacob’s obedience in Genesis 35:7 at SD N 173561 Haunatas, Toba, Indonesia. The research was conducted in a school context consisting of 80 Christian students and 9 Christian teachers, providing a supportive institutional environment for faith-based instruction. Using a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews, and document analysis. The study integrates biblical-theological interpretation with educational theory to evaluate how professional competence shapes the communication of biblical values. The findings indicate that the CRE teacher demonstrates strong professional competence through mastery of biblical content, hermeneutical accuracy, pedagogical clarity, contextual application, and systematic assessment practices. Genesis 35:7 is presented not as a moralistic command but as a covenantal response of gratitude and faithfulness to God’s revelation. Interactive teaching strategies, narrative coherence, and culturally sensitive explanations enable students to understand obedience as relational trust rather than mere compliance. The collaborative presence of other Christian teachers further reinforces consistent moral modeling within the school environment. The study concludes that professional competence in Christian education is both an academic requirement and a theological vocation. When teachers integrate doctrinal depth, interpretive responsibility, and effective pedagogy, biblical narratives become transformative tools for shaping informed faith, moral maturity, and Christ-centered character among elementary students.