Pedagogical Competence in Teaching Worship Symbols: A Reflection on Exodus 28:3 among Christian Religious Education Teachers at SMP Swasta Ir. H. Djuanda - Tebing Tinggi

Abstract

This study investigates the pedagogical competence of Christian Religious Education (CRE) teachers in teaching worship symbols at SMP Swasta Ir. H. Djuanda, Tebing Tinggi, using Exodus 28:3 as a theological-pedagogical framework. The research highlights that worship symbols-such as priestly garments, liturgical colors, sacred objects, and ritual movements-possess formative theological meaning that requires competent interpretation and contextual explanation. Through a qualitative descriptive design involving interviews, classroom observations, and document analysis, the study reveals that teachers’ pedagogical effectiveness is closely tied to their biblical literacy, symbolic understanding, and spiritual maturity. Teachers with deeper exegetical grounding demonstrated stronger ability to interpret worship symbols holistically, drawing from the concept of ḥokmâ in Exodus 28:3, which integrates divine wisdom, skill, and spiritual discernment. These teachers presented symbols not merely as religious artifacts but as instruments of spiritual formation. The findings also show that effective instruction required contextualization, especially for junior high students whose cognitive development benefits from concrete analogies, visual media, and relatable examples. Methodological creativity-such as storytelling, diagrams, symbolic comparisons, and visual aids-significantly enhanced students’ engagement and comprehension. However, several challenges emerged, including limited access to theological resources, varying student backgrounds, and the predominance of factual rather than interpretive assessments. Teachers also expressed the need for stronger institutional support to deepen their symbolic and exegetical competence. The study concludes that teaching worship symbols is both a pedagogical skill and a spiritual vocation. CRE teachers serve as “wise-hearted mediators,” echoing the artisans of Exodus 28:3, called to translate sacred meaning into transformative learning experiences that shape students’ spiritual identity and worship understanding.