Spiritual Competence of Christian Religious Education Teachers in Teaching Faithfulness: Insights from Genesis 21:1-2 (A Study at SDN 097375 Tigaraja)

Abstract

This study examines the concept of spiritual competence among Christian Religious Education (CRE) teachers in teaching the value of faithfulness, drawing theological insight from Genesis 21:1-2. The passage highlights the fulfillment of God’s covenant promise to Abraham and Sarah, emphasizing divine faithfulness expressed “as He had said” and “as He had promised.” Using a Systematic Literature Review (SLR) approach, this research synthesizes scholarly works in biblical theology, Christian education, and teacher competence to construct an integrative framework for understanding spiritual competence in educational practice. The findings indicate that spiritual competence encompasses theological clarity, devotional authenticity, moral integrity, pastoral sensitivity, contextual discernment, and collaborative spiritual leadership. These dimensions collectively enable CRE teachers to embody the faithfulness they teach. The literature demonstrates that effective instruction on divine faithfulness requires more than cognitive explanation; it demands lived witness grounded in personal spiritual formation and covenantal understanding. When teachers model trust in God’s promises through consistent character and prayerful dependence, biblical narratives are internalized more deeply by students. In the context of SDN 097375 Tigaraja, Simalungun, where 104 Christian students and 11 Christian teachers form a faith-informed educational environment, spiritual competence contributes significantly to institutional spiritual climate and holistic character formation. The study concludes that spiritual competence is foundational for authentic Christian education, transforming Genesis 21:1-2 from historical account into formative testimony that nurtures resilient faith and enduring trust in God’s faithfulness among elementary students.