Personal Competence in Faith-Based Teaching: A Reflection on Jacob’s Gratitude in Genesis 33:20 among Christian Religious Education Teachers at SMP Swasta BNKP Luzamanu
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Abstract
This study explores the personal competence of Christian Religious Education teachers at SMP Swasta BNKP Luzamanu through the lens of gratitude, as exemplified by Jacob in Genesis 33:20. Personal competence in teaching encompasses emotional regulation, ethical judgment, relational mindfulness, and spiritual groundedness, all of which are vital for effective faith-based pedagogy. By reflecting on Jacob’s act of building an altar and expressing thankfulness after reconciliation, this study investigates how gratitude shapes teachers’ professional identity and classroom practice. A qualitative methodology combining a systematic literature review (SLR) and semi-structured interviews was employed. The SLR examined existing research on gratitude, personal competence, and faith-based education, providing a theoretical framework. Semi-interviews with CRE teachers allowed for in-depth understanding of lived experiences, capturing how biblical values of gratitude influence emotional stability, ethical decision-making, and teacher-student-parent interactions. Data were analyzed thematically, integrating scriptural insights with practical pedagogical reflections. Findings indicate that gratitude functions as a foundational principle in cultivating personal competence. Jacob’s expression of gratitude offers a theological and practical model that enriches the personal competence of CRE teachers. Embedding gratitude in professional practice fosters holistic development, improves relational and ethical capacities, and enhances the educational and spiritual climate of the school. This research underscores the value of faith-informed reflective practice in teacher development and provides insights for integrating biblical virtues into contemporary educational contexts.
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