Professional Competence of Christian Religious Education Teachers in Teaching Wisdom in Addressing Conflict (Genesis 27:36): A Study at SDN Karang Besi

Abstract

This study examines the professional competence of Christian Religious Education (CRE) teachers in teaching wisdom in addressing conflict, drawing theological insight from Genesis 27:36, at SDN Karang Besi, Lamandau. The school context is distinctive, with only four Christian students and three Christian teachers within a broader pluralistic environment. Such a setting highlights the importance of teacher professionalism in ensuring meaningful and contextually sensitive biblical instruction. Using a quantitative descriptive design with a correlational approach, the study involved all four Christian students as research participants (total sampling). Data were collected through Likert-scale questionnaires measuring students’ perceptions of teacher professional competence, covering mastery of biblical content, contextual interpretation, instructional clarity, integration of Scripture with daily life, and reflective practice, and their understanding of wisdom in addressing conflict. Data analysis included descriptive statistics and exploratory correlation analysis. The findings indicate a strong positive relationship between perceived professional competence and students’ understanding of conflict resolution wisdom. Students demonstrated the ability to identify causes of conflict, recognize consequences of deception and favoritism, propose peaceful solutions, and value forgiveness and reconciliation. The results suggest that professional competence in CRE extends beyond doctrinal knowledge to include pedagogical expertise, relational sensitivity, and contextual awareness. The study concludes that in small minority contexts, the professional competence of CRE teachers significantly contributes to cultivating moral discernment and wisdom in addressing conflict, enabling biblical narratives to become transformative educational experiences.