Global Perspectives on Christian Education and Theology
Global Perspectives on Christian Education and Theology (GPCET) is a bi-monthly open-access journal published by CV. Didaktika Edukasi Nusantara. The journal focuses on exploring learning and educational values within the context of Christianity. It provides a platform for scholarly articles on Christian education, theology, and their application in diverse cultural and global settings. GPCET operates under a Creative Commons Attribution 4.0 license (CC BY 4.0) and does not charge any publication fees (APC-free).
The Social Competence of Christian Religious Education Teachers in Building School Harmony: A Reflection on Philippians 4:5 at SMP Negeri 4 Ulu Idanotae
This study examines the social competence of Christian Religious Education teachers in fostering school harmony through a biblical reflection on Epistle to the Philippians 4:5. Social competence is an essential dimension of teacher professionalism because it enables educators to establish positive relationships, communicate effectively, and cultivate a respectful learning environment. The research was conducted at SMP Negeri 4 Ulu Idanotae located in South Nias, involving 54 Christian students and one Christian Religious Education teacher. The study employed a quantitative descriptive approach using a Likert-scale questionnaire to measure students’ perceptions of teacher social competence and the level of harmony within the school environment. The findings reveal that the teacher’s ability to communicate respectfully, demonstrate empathy, and encourage cooperative interaction significantly contributes to the development of harmonious relationships among students. The integration of biblical teaching, particularly the call to gentleness in Philippians 4:5, helps students understand the importance of humility, patience, and respect in their daily social interactions. Through consistent modeling and constructive dialogue, the teacher creates a classroom atmosphere that promotes mutual understanding and peaceful conflict resolution. The study concludes that the social competence of Christian Religious Education teachers is a crucial factor in strengthening school harmony and character formation. Teachers who effectively integrate biblical values with positive social interaction can guide students toward developing respectful attitudes and responsible behavior. Therefore, strengthening teacher social competence should become an important priority in Christian education to support the development of harmonious and value-oriented school communities.
Copyright (c) 2025 Falentinus Buulolo (Author) https://creativecommons.org/licenses/by/4.0
The Consistent Personal Competence of Christian Religious Education Teachers in Educational Service: A Biblical Reflection on Exodus 40:16 in the Context of SMA Negeri 10 Palangka Raya
This study examines the consistent personal competence of Christian Religious Education (CRE) teachers in educational service through a biblical reflection on the Book of Exodus 40:16. The passage describes the faithfulness and obedience of Moses in carrying out God’s instructions in the construction and arrangement of the tabernacle, illustrating the importance of consistency and dedication in fulfilling entrusted responsibilities. Within the context of Christian education, this biblical principle provides a theological foundation for understanding the role of teacher personality in shaping effective and value-oriented educational practices. Personal competence, including integrity, responsibility, emotional stability, and commitment to service, is considered a key factor influencing students’ learning experiences and character development. This study employed a quantitative descriptive approach conducted at SMA Negeri 10 Palangka Raya. The participants consisted of 130 Christian students who were actively enrolled in Christian Religious Education classes. Data were collected using a structured questionnaire based on a five-point Likert scale designed to measure students’ perceptions of the CRE teacher’s personal competence and consistency in educational service. The instrument included indicators such as integrity in teaching, consistency between words and actions, responsibility in performing teaching duties, fairness toward students, and commitment to guiding students’ moral and spiritual development. The findings indicate that students generally perceive the CRE teacher as demonstrating strong and consistent personal competence in educational service. The teacher’s integrity, responsibility, and dedication contribute to a positive learning environment that encourages student engagement and supports moral and spiritual growth. These results highlight the importance of teacher personality in strengthening the effectiveness of Christian Religious Education.
Copyright (c) 2025 Eunike Pintaruan Oktalacinta (Author) https://creativecommons.org/licenses/by/4.0
The Communication Competence of Christian Religious Education Teachers in Teaching Social Respect: A Reflection on Exodus 22:31 at SMP Negeri 3 SATAP Permata Kecubung
This study examines the communication competence of Christian Religious Education teachers in cultivating social respect among students through a biblical reflection on Book of Exodus 22:31. Effective communication is a crucial element in Christian education because it enables teachers to convey moral and spiritual values in ways that are meaningful and applicable to students’ daily lives. The research was conducted at SMP Negeri 3 SATAP Permata Kecubung, located in Sukamara, involving 34 Christian students and three Christian teachers, including the Christian Religious Education teacher. This study employed a quantitative descriptive approach using a Likert-scale questionnaire to measure students’ perceptions of teacher communication competence and their attitudes toward social respect. The findings reveal that clear explanations, respectful language, interactive dialogue, and contextual interpretation of biblical teachings significantly contribute to students’ understanding of social respect. The teacher’s ability to connect biblical messages with students’ real-life experiences encourages reflection on ethical behavior and fosters positive relationships among students. Furthermore, the teacher’s communication style serves as a model of respectful interaction that students tend to emulate in their daily social engagements. The study concludes that communication competence is a vital component of effective Christian Religious Education. Teachers who communicate biblical teachings clearly and empathetically can strengthen students’ moral awareness and promote respectful social behavior. Therefore, improving teacher communication competence should be a strategic priority in Christian education to support holistic character formation among students.
Copyright (c) 2025 Lidiana Lidiana (Author) https://creativecommons.org/licenses/by/4.0
Strengthening Moral Guidance through Teacher Professionalism: A Study of Christian Religious Education Based on Exodus 32:19 at SDN 156320 Simpang Tiga 2 Banjar
This study examines the role of teacher professionalism in strengthening moral guidance among students in Christian Religious Education through a reflection on Book of Exodus 32:19. The research was conducted at SDN 156320 Simpang Tiga 2 Banjar, where Christian Religious Education teachers are expected to guide students in understanding and practicing biblical moral values in their daily lives. The background of this study is based on the growing need for teachers who not only possess pedagogical competence but also demonstrate professional integrity in shaping students’ character and preventing moral deviation in the school environment. This research employed a quantitative descriptive approach. The population consisted of 35 Christian students and five Christian teachers, including the Christian Religious Education teacher. Because the population size was relatively small, a total sampling technique was applied, allowing all members of the population to participate as respondents. Data were collected using a structured questionnaire based on a Likert scale designed to measure indicators of teacher professionalism and students’ moral awareness. The collected data were analyzed using descriptive statistical techniques, including percentages and mean scores, to identify patterns in respondents’ perceptions. The results show that teacher professionalism significantly contributes to strengthening moral guidance among students. The study concludes that professional Christian Religious Education teachers play an essential role in preventing moral deviation and fostering responsible character formation among students through the integration of biblical teachings and practical moral guidance in the educational process.
Copyright (c) 2025 Kartini Kartini (Author) https://creativecommons.org/licenses/by/4.0
The Pedagogical Competence of Christian Religious Education Teachers in Integrating Art and Worship: A Reflection on Exodus 38:8 at UPTD SDN 122380 Pematangsiantar
This study examines the pedagogical competence of Christian Religious Education teachers in integrating art and worship within the learning process through a reflection on Book of Exodus 38:8. The research was conducted at UPTD SDN 122380 Pematangsiantar located in Pematangsiantar. The background of this study is rooted in the importance of pedagogical competence among Christian Religious Education teachers in designing learning experiences that not only communicate biblical knowledge but also nurture students’ spiritual awareness and creativity. The population consisted of 113 Christian students and two Christian teachers, including the Christian Religious Education teacher, resulting in a total of 115 respondents. A total sampling technique was applied so that all members of the population were included in the research. Data were collected using a structured questionnaire with a Likert scale to measure students’ perceptions of the teacher’s pedagogical competence in integrating artistic expression with worship-oriented learning activities. The data were analyzed using descriptive statistical techniques to determine patterns of responses and levels of pedagogical effectiveness. The results indicate that the pedagogical competence of the Christian Religious Education teacher significantly contributes to the successful integration of art and worship in classroom learning. The study concludes that integrating artistic expression into Christian Religious Education learning strengthens students’ comprehension of biblical teachings and fosters holistic spiritual development, encouraging them to recognize their creative talents as meaningful expressions of worship and devotion to God.
Copyright (c) 2025 Lilis Helvi Tambunan (Author) https://creativecommons.org/licenses/by/4.0
The Spiritual Competence of Christian Religious Education Teachers in Understanding God’s Plan: A Reflection on Genesis 45:4 at SDN 097373 Saribujandi
This study examines the spiritual competence of Christian Religious Education teachers in understanding God’s plan as reflected in Book of Genesis 45:4. Spiritual competence is an important dimension of teacher professionalism in Christian education because it enables teachers to interpret biblical teachings meaningfully and guide students in recognizing the presence of God in everyday life. The narrative of Joseph in Genesis 45:4 illustrates how God’s providence works through human circumstances, even through conflict and suffering, to accomplish divine purposes. This theological message provides a strong foundation for helping students develop faith, resilience, and trust in God’s guidance. This research employed a quantitative descriptive method conducted in the educational environment of SDN 097373 Saribujandi located in Simalungun. The research participants consisted of 109 Christian students and four Christian teachers, including the Christian Religious Education teacher, resulting in a total of 113 respondents. Data were collected through a structured questionnaire using a Likert scale to measure perceptions regarding the teacher’s spiritual competence and the effectiveness of teaching related to the understanding of God’s plan. The collected data were analyzed using descriptive statistical techniques to identify patterns and tendencies in respondents’ responses. The findings indicate that the Christian Religious Education teacher demonstrates a high level of spiritual competence characterized by a clear understanding of biblical narratives, the ability to relate Scripture to students’ life experiences, and the demonstration of spiritual attitudes such as humility, patience, and responsibility. The integration of biblical reflection and teacher spirituality therefore plays a significant role in strengthening character-based Christian education and nurturing students who are spiritually grounded and morally responsible.
Copyright (c) 2025 Lamviati Saragih (Author) https://creativecommons.org/licenses/by/4.0
The Reflection of Christian Religious Education Teachers’ Personality in Light of God’s Promise to Isaac (Genesis 26:24): A Study at SDN 1 Sikui
This study examines the reflection of the personality of Christian Religious Education teachers in light of God’s promise to Isaac in Book of Genesis 26:24. Teacher personality competence is a crucial dimension in the educational process because it reflects the teacher’s integrity, emotional maturity, responsibility, and moral example for students. In the context of Christian Religious Education, teachers are not only responsible for delivering biblical knowledge but also for embodying Christian values in daily interactions with learners. The theological message contained in Genesis 26:24, which emphasizes God’s presence, encouragement, and faithfulness to His covenant, provides a meaningful foundation for reflecting on the character and vocation of Christian educators. This study employed a Systematic Literature Review (SLR) approach to analyze relevant scholarly literature related to teacher personality competence, Christian education, moral development, and biblical theology. Academic books and peer-reviewed journals were systematically identified, evaluated, and synthesized in order to construct a comprehensive understanding of how biblical reflection can shape the personality of Christian Religious Education teachers. The discussion also considers the educational context of SDN 1 Sikui located in North Barito, where there are 21 Christian students guided by one Christian Religious Education teacher. The findings indicate that the personality of Christian Religious Education teachers plays a vital role in transmitting Christian values and shaping students’ moral and spiritual character. The integration of biblical reflection and teacher personality competence contributes significantly to the development of character-centered Christian education and the formation of students who are spiritually grounded and morally responsible.
Copyright (c) 2025 Maria Fransiska Dewi (Author) https://creativecommons.org/licenses/by/4.0
The Social Competence of Christian Religious Education Teachers in Cultivating Social Reconciliation Values: Insights from Genesis 45:15 at SMP Negeri 4 Kualuh Selatan
This study investigates the role of the social competence of Christian Religious Education teachers in cultivating social reconciliation values among students based on Genesis 45:15. Social competence is an essential dimension of teacher professionalism because it enables teachers to establish effective communication, build positive relationships, and create a supportive learning environment that encourages students’ moral and social development. In Christian Religious Education, teachers are expected not only to transmit biblical knowledge but also to model Christian values such as forgiveness, empathy, and reconciliation in their interactions with students. The narrative of Joseph forgiving his brothers in Genesis 45:15 provides a theological foundation for teaching reconciliation as a transformative process that restores broken relationships and promotes social harmony. This research employed a quantitative descriptive approach conducted at SMP Negeri 4 Kualuh Selatan located in Labuhan Batu Utara. The participants consisted of 118 Christian students and 15 Christian teachers, resulting in a total of 133 respondents. Data were collected through a structured questionnaire using a Likert scale to measure perceptions of teacher social competence and the internalization of reconciliation values among students. The data were analyzed using descriptive statistical techniques to identify patterns and tendencies in respondents’ responses. The findings indicate that Christian Religious Education teachers demonstrate strong social competence through effective communication, empathy, and openness to dialogue with students. The integration of biblical teachings with relational teaching practices therefore plays a crucial role in fostering moral character and promoting harmonious social interactions within the school community.
Copyright (c) 2025 Lena Marlina Manalu (Author) https://creativecommons.org/licenses/by/4.0
The Social Competence of Christian Religious Education Teachers in Cultivating Social Courage Values: Insights from Genesis 43:8-9 at SMA Negeri 1 Moro’o
This study examines the social competence of Christian Religious Education teachers in cultivating social courage values based on Genesis 43:8-9 among students at SMA Negeri 1 Moro’o, West Nias. Social competence is an essential aspect of teacher professionalism because it enables teachers to build effective communication, foster positive relationships, and create a supportive learning environment that encourages students’ moral and social development. In Christian Religious Education, these relational abilities are particularly important because teachers are expected not only to convey biblical knowledge but also to model ethical behavior and guide students toward responsible social engagement. The narrative of Genesis 43:8-9, which describes Judah’s willingness to take responsibility for Benjamin, provides a theological foundation for teaching social courage, responsibility, and commitment to the well-being of others. This research employed a quantitative descriptive approach involving the Christian school community at SMA Negeri 1 Moro’o. The respondents consisted of 252 Christian students and 31 Christian teachers, resulting in a total of 283 participants. Data were collected through a structured questionnaire using a Likert scale to measure perceptions of teacher social competence and the internalization of social courage values among students. The data were analyzed using descriptive statistical techniques to identify patterns in respondents’ perceptions. The findings indicate that Christian Religious Education teachers demonstrate strong social competence through effective communication, empathetic interaction, and constructive engagement with students. These competencies contribute significantly to the cultivation of social courage values, encouraging students to develop responsibility, ethical awareness, and confidence in addressing social challenges.
Copyright (c) 2025 Fitahati Buulolo (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Competence of Christian Religious Education Teachers in Instilling the Value of Spiritual Victory: A Reflection on Genesis 32:28 at SMK Negeri 1 Hilisalawa Ahe
This study examines the pedagogical competence of Christian Religious Education teachers in instilling the value of spiritual victory based on Genesis 32:28 among students at SMK Negeri 1 Hilisalawa Ahe, South Nias. Pedagogical competence plays a crucial role in shaping students’ understanding of biblical teachings and their application in daily life. In the context of Christian education, teachers are expected not only to deliver religious knowledge but also to guide students toward spiritual maturity and character formation. The concept of spiritual victory reflected in Genesis 32:28, which describes Jacob’s struggle with God and his transformation into Israel, provides a theological foundation for teaching perseverance, faith, and spiritual resilience. This research employed a quantitative descriptive approach involving the entire Christian school community as respondents, consisting of 84 Christian students and 18 Christian teachers. Data were collected through a structured questionnaire using a Likert scale to measure perceptions of teachers’ pedagogical competence and students’ understanding of the value of spiritual victory. The collected data were analyzed using descriptive statistical techniques to identify patterns in respondents’ perceptions. The findings indicate that Christian Religious Education teachers demonstrate generally strong pedagogical competence in understanding students’ characteristics, designing contextual learning activities, and implementing interactive teaching strategies. The study concludes that pedagogical competence significantly contributes to the successful internalization of biblical values among students. By integrating effective teaching strategies with theological reflection on Genesis 32:28, Christian Religious Education teachers can foster students’ spiritual growth and help them develop a resilient faith in the midst of contemporary challenges.
Copyright (c) 2025 Karya Wati Ndruru (Author) https://creativecommons.org/licenses/by/4.0
Teaching the Value of God’s Covenant: The Professional Competence of Christian Religious Education Teachers Based on Genesis 15:18 at SMK Negeri 1 Amandraya
The concept of covenant is a central theme in biblical theology and plays an important role in Christian Religious Education (CRE). Understanding the value of God’s covenant helps students recognize the nature of God’s faithfulness and the ethical responsibilities that arise from a relationship with Him. Genesis 15:18 records a significant moment in which God establishes a covenant with Abraham, promising land to his descendants and demonstrating His commitment to His people. In the context of Christian education, explaining this theological concept requires teachers to possess strong professional competence that integrates biblical knowledge, pedagogical skills, and contextual teaching strategies. This study aims to examine the professional competence of Christian Religious Education teachers in explaining the value of God’s covenant based on Genesis 15:18 at SMK Negeri 1 Amandraya, South Nias. The research employed a Systematic Literature Review (SLR) method to analyze scholarly literature related to Christian education, teacher professionalism, and covenant theology. Relevant academic books, peer-reviewed journal articles, and theological studies were systematically identified, screened, and analyzed to synthesize key perspectives regarding effective teaching practices in Christian Religious Education. The findings indicate that professional competence among CRE teachers includes mastery of biblical interpretation, the ability to integrate pedagogical content knowledge, and the capacity to contextualize biblical teachings within students’ daily experiences. Strengthening the professional competence of Christian Religious Education teachers is essential for enabling students to understand the meaning of God’s covenant and to apply its values in their personal and social lives.
Copyright (c) 2026 Borozisokhi Laia (Author) https://creativecommons.org/licenses/by/4.0
The Spiritual Courage of Teachers in the Face of Trials: A Reflection on Matthew 10:22 at SMPN 2 Mentaya Hulu
This study examines the spiritual courage of teachers in facing professional and contextual trials, grounded in a biblical reflection on Matthew 10:22, within the setting of SMPN 2 Mentaya Hulu. Teaching in public schools often involves complex challenges, including workload pressures, limited resources, and the need to navigate diversity in beliefs and backgrounds. The research employed a quantitative approach with a descriptive design. Data were collected using a structured questionnaire distributed to all Christian teachers at SMPN 2 Mentaya Hulu, totaling three respondents, including one Christian Religious Education teacher. The instrument measured five indicators of spiritual courage: perseverance under pressure, faith-based motivation, emotional endurance, commitment to teaching vocation, and consistency between belief and professional practice. Data were analyzed using descriptive statistical techniques, including mean scores and standard deviations. The results indicate that teachers demonstrate a high level of spiritual courage across all indicators, with an overall mean score in the high category. Faith-based motivation emerged as the strongest dimension, highlighting the role of spirituality as an internal source of resilience. The findings suggest that spiritual courage supports teachers in sustaining commitment, managing emotional challenges, and maintaining ethical integrity in their professional practice. The study concludes that spiritual courage grounded in faith is a significant asset for teachers facing trials in public education. It contributes to personal resilience, positive role modeling for students, and the creation of a supportive learning environment. This research offers practical insights for strengthening teachers’ endurance and moral commitment in challenging educational contexts.
Copyright (c) 2025 Puji Lestari (Author) https://creativecommons.org/licenses/by/4.0
Spiritual Authority, Humility, and Educational Leadership: A Case Reflection from SMP Negeri 1 Sipora
This study explores the concept of spiritual authority grounded in humility within the context of educational leadership at SMP Negeri 1 Sipora. Drawing on the biblical reflection of Matthew 20:26-28, the research examines how humility functions as the foundation of legitimate authority among Christian educators serving in a public junior high school setting. In contrast to leadership models that emphasize power, hierarchy, and control, this study positions humility and service as core elements of transformative educational leadership. The research adopts a qualitative design that integrates a Systematic Literature Review (SLR) with simple semi-structured interviews. The SLR synthesizes scholarly works published within the last decade on servant leadership, humility, spiritual authority, and educational leadership. Empirical data were collected through interviews with Christian teachers at SMP Negeri 1 Sipora, a school with 145 Christian students and 14 Christian teachers, including Christian Religious Education teachers. Data were analyzed thematically to identify patterns linking humility, leadership practices, and spiritual influence in the school context. The findings reveal that spiritual authority is most effectively exercised through humility expressed in daily interactions, ethical consistency, empathy, and a willingness to serve rather than dominate. In a pluralistic public-school environment, humility-based leadership enables Christian educators to express their faith authentically while maintaining respect for diversity and institutional norms. The study concludes that humility-centered spiritual authority offers a credible and contextually relevant model for educational leadership. It contributes theoretically by integrating biblical theology with leadership studies and practically by providing insights for leadership formation among Christian educators in public education settings.
Copyright (c) 2025 Preyling Hausen (Author) https://creativecommons.org/licenses/by/4.0
Personality Competence of Christian Religious Education Teachers as a Reflection of Christian Piety: A Study of Philippians 1:10 at SD Swasta Bina Dharma Sentral
This study examines the personality competence of Christian Religious Education (CRE) teachers as a reflection of Christian piety, grounded in Philippians 1:10, within the context of SD Swasta Bina Dharma Sentral, Asahan. Personality competence is understood as the integration of moral integrity, emotional maturity, and consistency between belief and behavior, which are essential qualities for teachers engaged in faith-based education. The study employs a qualitative research design that combines a Systematic Literature Review (SLR) with simple semi-structured interviews to obtain both theoretical and contextual insights. The SLR synthesizes relevant scholarly literature published within the last decade, focusing on teacher personality competence, Christian education, and spiritual formation. To complement the literature findings, interviews were conducted with five Christian teachers, including CRE teachers, who are actively involved in students’ moral and spiritual development. The findings indicate that personality competence is manifested through ethical discernment, patience, self-control, and authenticity in daily teaching practices. The study also reveals that personality competence is not a static trait but a dynamic process that requires ongoing reflection, spiritual discipline, and institutional support. In conclusion, the study affirms that the personality competence of CRE teachers serves as a vital expression of Christian piety and plays a decisive role in the effectiveness of Christian education. By integrating biblical reflection and educational theory, this research contributes to a deeper understanding of holistic teacher formation in Christian elementary schools.
Copyright (c) 2025 Rengsi Sianturi (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Competence of Christian Religious Education Teachers in the Perspective of Life Transformation: A Study of Philippians 3:20 at SD Negeri 1 Tamiang Layang
Pedagogical competence is a key determinant in the effectiveness of Christian Religious Education (CRE), particularly when education is oriented toward life transformation rather than mere cognitive understanding. This study aims to analyze the pedagogical competence of CRE teachers from the perspective of life transformation based on Philippians 3:20, conducted at SD Negeri 1 Tamiang Layang, a public elementary school in Indonesia. The research context involves 291 Christian students taught by only two CRE teachers, highlighting the importance of effective pedagogy within a setting characterized by limited human resources and a pluralistic educational environment. This study employed a qualitative research design by integrating a Systematic Literature Review (SLR) with simple semi-structured interviews. The SLR examined scholarly literature on pedagogical competence, Christian education, life transformation, and biblical identity, while interviews explored teachers’ pedagogical practices, theological understanding, and instructional strategies in CRE classrooms. Data were analyzed thematically and synthesized to ensure coherence between theoretical perspectives and empirical findings. The results indicate that CRE teachers understand life transformation as a gradual process of character and identity formation reflected in students’ daily behavior, attitudes, and moral awareness. The concept of heavenly citizenship in Philippians 3:20 is pedagogically translated into practical values such as responsibility, integrity, discipline, respect, and service. Although the integration of biblical texts tends to be implicit and assessment of transformation relies largely on observation, the findings confirm that competent pedagogy significantly supports students’ life transformation. This study concludes that pedagogical competence grounded in biblical theology and learner-centered practices plays a vital role in fostering transformative Christian education within public school contexts.
Copyright (c) 2025 Reni Pardede (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Competence of Christian Religious Education Teachers in Developing Students’ Leadership Potential: A Study of Genesis 14:18-20 at SDN 19 Matobe
Pedagogical competence plays a crucial role in shaping students’ leadership potential, particularly within the context of Christian Religious Education (CRE). This study aims to examine how the pedagogical competence of CRE teachers contributes to the development of students’ leadership potential through a theological reflection on Genesis 14:18-20, conducted at SDN 19 Matobe. The research focuses on a public elementary school context involving 38 Christian students and eight Christian teachers, including one CRE teacher, situated within a pluralistic educational environment. This study employed a qualitative research design that integrates a Systematic Literature Review (SLR) with simple semi-structured interviews. Data were analyzed thematically and synthesized to ensure theoretical and empirical coherence. The findings indicate that CRE teachers generally conceptualize leadership as service, responsibility, humility, and moral influence rather than authority or dominance. Pedagogical competence is demonstrated through narrative-based instruction, reflective dialogue, and teacher role modeling, which effectively nurture leadership values in age-appropriate ways. Leadership development is embedded in daily classroom practices, such as cooperation, discipline, and responsibility, rather than formal leadership training. Theologically, these practices align with leadership principles reflected in Genesis 14:18-20, which emphasize spiritual authority, gratitude, and acknowledgment of God’s sovereignty. The study concludes that pedagogical competence in Christian Religious Education significantly contributes to students’ leadership formation when grounded in biblical values and implemented through reflective, learner-centered pedagogy. This research contributes to the discourse on Christian pedagogy and leadership education in public school contexts.
Copyright (c) 2025 Rasna Delita (Author) https://creativecommons.org/licenses/by/4.0
Social Competence of Christian Religious Education Teachers in Fostering Brotherhood: An Exegetical Reflection on Exodus 34:6 at SD Negeri 071092 Hiliduho-West Nias
This study examines the social competence of Christian Religious Education teachers in fostering a spirit of brotherhood among students, using Exodus 34:6 as a theological and pedagogical framework. Conducted at SD Negeri 071092 Hiliduho-West Nias, this research employs a Systematic Literature Review (SLR) to synthesize scholarly insights from educational psychology, Christian pedagogy, and biblical studies. The study aims to explore how divine attributes-mercy, grace, patience, and steadfast love-serve as relational virtues that teachers can embody to strengthen students’ interpersonal relationships. The exegetical reading of Exodus 34:6 highlights God’s compassionate and relational nature, offering a model for teachers in cultivating social harmony within diverse classroom settings. Findings reveal that social competence is a multidimensional construct involving emotional intelligence, empathy, communication skills, cultural sensitivity, and ethical integrity. The SLR shows that pedagogical strategies such as collaborative learning, reflective dialogue, and experiential activities significantly enhance students’ capacity to internalize the value of brotherhood. Furthermore, contextual factors in West Nias-such as communal culture, kinship-based social norms, and socio-economic diversity-intersect with classroom dynamics, making the teacher’s relational role even more essential. The study concludes that integrating the theological insights of Exodus 34:6 into pedagogical practice provides a strong foundation for developing students’ social and moral character. PAK teachers, as relational role models, contribute meaningfully to shaping a school culture grounded in empathy, unity, and shared identity. Their social competence becomes a transformative force in nurturing a generation that practices brotherhood in everyday life.
Copyright (c) 2025 Yurniat Idarwati Lase, Lustani Samosir (Author) https://creativecommons.org/licenses/by/4.0
Teaching Diversity and Respect: Pedagogical Insights from Matthew 15:21–28 at SD Negeri No. 173380 Hutatua
In contemporary primary education, fostering respect for diversity is essential for nurturing socially and morally competent students, particularly in culturally pluralistic contexts such as SD Negeri No. 173380 Hutatua. This study examines the pedagogical competence of Christian Religious Education (CRE/PAK) teachers in cultivating students’ respect and ethical responsiveness, grounded in the exegetical reflection of Matthew 15:21-28. The narrative of the Canaanite woman, who persistently appeals to Jesus for her daughter’s healing, provides a rich theological foundation for teaching inclusion, empathy, and recognition of others’ dignity, illustrating how moral and spiritual principles can inform practical classroom strategies. The study employed a Systematic Literature Review (SLR) to synthesize empirical, theoretical, and theological literature on teacher competence, moral education, and value-based pedagogy. Key themes identified include pedagogical competence as relational and ethical skill, respect for diversity as a multidimensional educational outcome, and Matthew 15:21–28 as a model for ethical recognition and inclusive teaching. The findings indicate that CRE teachers’ modeling of empathy, cultural sensitivity, and ethical responsiveness significantly enhances students’ ability to internalize and enact respect for others. This study concludes that pedagogical competence in CRE teaching involves integrating biblical insight, ethical modeling, and relational skills to create a classroom culture that fosters respect, inclusion, and moral awareness. By operationalizing the lessons of Matthew 15:21–28, teachers at SD Negeri No. 173380 Hutatua can cultivate students who are empathetic, socially responsible, and prepared to engage constructively in a diverse and pluralistic society.
Copyright (c) 2025 Liston Sahat Tulus Silaban, Lustani Samosir (Author) https://creativecommons.org/licenses/by/4.0
Social Competence of Christian Religious Education Teachers in Cultivating Empathy: An Exegetical Insight from Genesis 40:14 at SD Negeri 19 Tanjung Harapan
This study investigates the social competence of Christian Religious Education teachers in fostering student empathy through the narrative of Joseph in Genesis 40:14, with a specific focus on the learning context at SD Negeri 19 Tanjung Harapan. In contemporary elementary education, empathy is an essential socio-spiritual value that enables students to develop compassion, interpersonal understanding, and emotional maturity. However, nurturing empathy requires teachers who not only possess pedagogical knowledge but are also socially competent, capable of establishing positive interactions, modeling prosocial behavior, communicating effectively, and contextualizing biblical narratives into meaningful student experiences. Using Genesis 40:14 as the theological anchor, this study explores how Joseph’s demonstration of empathy, despite his unjust suffering, becomes a pedagogical model for CRE teachers to guide students toward compassionate relational life. Employing a qualitative descriptive design, the research draws upon classroom observations, semi-structured interviews with CRE teachers, and document analysis to examine how biblical narratives are translated into classroom practices. The study concludes that the social competence of CRE teachers is central to forming empathetic Christian character in elementary students. Joseph’s story serves not merely as a moral lesson but as a relational framework through which empathy can be nurtured and practiced in real-life school interactions. The research recommends professional development for CRE teachers focusing on relational pedagogy, emotional literacy, and biblical contextualization to strengthen empathy-based Christian formation in public school settings.
Copyright (c) 2025 Dewi Apriani Manurung (Author) https://creativecommons.org/licenses/by/4.0
Professional Competence of Christian Religious Education Teachers in Cultivating Children’s Obedience: An Exegetical Insight from Genesis 22:7–8 at SDN 06 Durian-Batubara
This study investigates the professional competence of Christian Religious Education (CRE) teachers in cultivating children’s obedience, using Genesis 22:7-8 as an exegetical and pedagogical framework. Conducted through a Systematic Literature Review (SLR) of 42 scholarly sources published between 2010 and 2024, the research synthesizes current knowledge on teacher professionalism, moral formation, relational pedagogy, and Scripture-informed instruction in Christian education. The exegetical reading of Genesis 22:7–8 highlights the relational encounter between Abraham and Isaac, illustrating how obedience emerges from trust, clarity, and spiritual assurance rather than coercion. Abraham’s faithful response-“God Himself will provide the lamb”-demonstrates a model of calm guidance and theological grounding that reflects key aspects of professional competence relevant to CRE practice. The SLR findings reveal that children develop obedience most effectively when teachers embody consistency, emotional stability, and moral integrity while creating learning environments that encourage inquiry, trust, and reflective understanding. Professional competence in this context includes mastery of biblical content, pedagogical skill in translating Scripture into age-appropriate lessons, and relational competence that fosters secure attachment and respect. In settings such as SDN 06 Durian-Batubara, where social and cultural diversity influence students’ moral experiences, these competencies are essential in supporting holistic spiritual and character development. The study concludes that integrating exegetical insight with pedagogical excellence enables CRE teachers to guide children toward meaningful and spiritually grounded obedience. Genesis 22:7-8 offers a timeless model for nurturing trust-filled relationships and faith-guided moral behavior, reaffirming the central role of professionally competent CRE teachers in shaping students’ spiritual and ethical growth.
Copyright (c) 2025 Masni Sri Yudistira Capah (Author) https://creativecommons.org/licenses/by/4.0
Nurturing Integrity through Pedagogical Excellence: Insights from Genesis 30:43 in Christian Religious Education at SD Negeri No.125543 Pematang Siantar
This study examines how pedagogical competence in Christian Religious Education (CRE) contributes to nurturing integrity among elementary school students, using Genesis 30:43 as an exegetical and pedagogical foundation. Conducted through a Systematic Literature Review (SLR) of 47 high-quality sources published between 2000 and 2025, the study synthesizes research on teacher competence, biblical interpretation, and character formation in Christian education. The exegetical reading of Genesis 30:43 highlights Jacob’s moral transformation and the symbolic significance of his growth as the outcome of perseverance, faithfulness, and divine guidance. These insights provide a theological framework for understanding integrity not only as an ethical expectation but as a response to God’s ongoing work in shaping human character. The review identifies several pedagogical competencies that strongly support integrity formation, including value-based instructional design, classroom leadership grounded in mutual respect, dialogical pedagogy that encourages ethical reasoning, and teacher modelling that embodies honesty, responsibility, and consistency. Findings emphasize that students internalize integrity most effectively when biblical narratives are contextualized into daily moral experiences and when teachers demonstrate coherence between their beliefs and actions. The study also highlights contextual challenges, such as digital influences and shifting cultural norms, which require pedagogical adaptability and relational sensitivity. These competencies enable CRE teachers to navigate pluralistic environments while maintaining biblical fidelity. Overall, the study concludes that pedagogical excellence informed by Scripture offers an effective and holistic approach to cultivating integrity, positioning CRE teachers as essential agents of moral and spiritual formation in contemporary educational settings.
Copyright (c) 2025 Junita Situmorang, Dorlan Naibaho (Author) https://creativecommons.org/licenses/by/4.0
Professional Competence of Christian Religious Education Teachers in Guiding Students to Recognize God’s Presence: An Exegetical Study of Exodus 40:34 at SD Negeri 078494 Tuhendraowi
This study examines the professional competence of Christian Religious Education (PAK) teachers in guiding students to recognize God’s presence, using an exegetical lens grounded in Exodus 40:34 and focusing on the contextual realities of SD Negeri 078494 Tuhendraowi in West Nias. Through a Systematic Literature Review (SLR) of thirty-two high-quality studies published between 2000 and 2025, the research synthesizes key theoretical insights and pedagogical practices related to teacher spirituality, biblical interpretation, and student spiritual formation. The findings indicate that teacher competence in this domain is multidimensional, encompassing spiritual modeling, relational sensitivity, exegetical understanding, and pedagogical creativity. Teachers who cultivate a deep personal spirituality, demonstrate reverence, and embody moral integrity significantly influence students’ openness to perceiving divine presence in everyday life. Exegetical insight into Exodus 40:34 provides a theological foundation for understanding the classroom as a sacred learning space where God’s presence is both acknowledged and experienced. Moreover, relational competence-expressed through empathy, trust-building, and cultural responsiveness-emerges as essential for fostering a supportive environment for spiritual growth. The study also identifies effective pedagogical strategies, including reflective activities, narrative engagement, experiential learning, and symbolic interpretation, which help students internalize biblical principles and recognize signs of God’s presence in creation, community, and personal experience. Overall, the research concludes that PAK teacher competence must be understood as an integrated framework that unites spiritual maturity, theological depth, interpersonal skill, and instructional effectiveness. Such holistic competence enables teachers to become mediators of divine presence, contributing to students’ spiritual awareness, moral resilience, and holistic Christian formation.
Copyright (c) 2025 Yusnita Krisnayanti Ziliwu (Author) https://creativecommons.org/licenses/by/4.0
Spiritual Competence and the Great Commission: A Reflection on Matthew 28:19-20 in the Pedagogical Practice of SD Negeri No. 102061 Bangun Bandar
This study explores how Christian teachers at SD Negeri No. 102061 Bangun Bandar understand and embody spiritual competence in relation to the Great Commission of Matthew 28:19–20 within the context of Indonesia’s pluralistic public education system. While the Great Commission is traditionally associated with evangelistic and ecclesial ministry, this research examines how its theological and ethical imperatives inform the vocational identity and pedagogical practices of Christian educators working in secular settings. Employing a qualitative descriptive design, the study gathered data through semi-structured interviews, classroom observations, and document analysis involving seven Christian teachers with a minimum of three years of teaching experience. Thematic analysis revealed four core findings. First, spiritual competence is perceived primarily as an inner transformation that shapes teachers’ professional character, ethical decisions, and relational engagement with students. Second, teachers express missional consciousness not through explicit religious instruction but through compassionate, value-based, and relationally attentive practices that promote students’ moral and emotional development. Third, teachers navigate the boundaries of public education by integrating Christian virtues within nationally mandated character education, demonstrating both cultural sensitivity and professional integrity. Fourth, participants interpret Matthew 28:19–20 as a framework for ethical pedagogy, emphasizing discipleship as mentorship in virtues rather than conversion, and drawing strength from the promise of Christ’s continual presence. These findings contribute to broader discussions on Christian vocation in secular institutions and illustrate how faith-informed professionalism can coexist with Indonesia’s educational principles of tolerance, inclusivity, and mutual respect. The study suggests that spiritually competent teachers embody mission through character, care, and ethical consistency, thereby enriching the holistic development of students.
Copyright (c) 2025 Sri Rohani Saragi, Elisamark Sitopu (Author) https://creativecommons.org/licenses/by/4.0
The Professional Teacher as a Kingdom Scribe: Interpreting Matthew 13:52 in the Pedagogical Practice of SMK Negeri 1 Sitinjo-Dairi
This study explores the concept of the professional teacher as a “Kingdom Scribe” (Matthew 13:52) and its pedagogical relevance for Christian Religious Education (CRE) at SMK Negeri 1 Sitinjo, Kabupaten Dairi. In Matthew 13:52, Jesus describes the grammateus-the scribe trained for the Kingdom-as one who brings out “treasures old and new,” symbolizing the integration of inherited wisdom with fresh, contextually relevant insights. This theological metaphor offers a powerful framework for understanding the professional identity, instructional competence, and spiritual mission of Christian teachers in contemporary vocational schools. Using a qualitative descriptive approach, this study involved observations of classroom practices, semi-structured interviews with five CRE teachers, and document analysis of lesson plans and school documentation. The results indicate that CRE teachers at SMK Negeri 1 Sitinjo demonstrate strong mastery of scriptural content but face challenges in consistently connecting timeless biblical truths with students’ vocational realities. Teachers who embraced the “Kingdom Scribe” paradigm showed higher levels of reflective praxis, contextualized lesson delivery, and student engagement, particularly in areas of character formation, ethical reasoning, and responsible decision-making. The findings further highlight that the integration of traditional Christian values with innovative pedagogical strategies is essential for enhancing both spiritual and academic outcomes. The discussion underscores that being a “Kingdom Scribe” involves three core competencies: hermeneutical depth, pedagogical creativity, and contextual sensitivity. Overall, this study concludes that the metaphor of the Kingdom Scribe provides an effective theological-pedagogical lens for shaping professional Christian teaching practice, empowering educators to transform classrooms into spaces of wisdom, relevance, and transformative learning.
Copyright (c) 2025 Marlina Romasi Sitorus, Dorlan Naibaho (Author) https://creativecommons.org/licenses/by/4.0
Professionalism of Christian Religious Education Teachers in Guiding Students toward Obedience: A Study of Exodus 17:12 at SMK Swasta Nusantara
This qualitative study examines the professionalism of Christian Religious Education (CRE) teachers at SMK Swasta Nusantara in guiding students toward obedience through the theological lens of Exodus 17:12, where Aaron and Hur support Moses' weary hands during Israel's battle against Amalek. The narrative provides a biblical framework for understanding teacher professionalism as stabilizing moral leadership that sustains students in their spiritual and behavioral formation. Conducted over six weeks, the research employed semi-structured interviews with four CRE teachers, non-participant classroom observations, and document analysis of lesson plans and curriculum materials. Data were analyzed thematically using Braun and Clarke's framework, integrating inductive and deductive coding to capture both emergent patterns and theological categories such as steadfastness, collaborative support, and spiritual accompaniment. Findings reveal that teacher professionalism is expressed through consistent personal modeling, relational accompaniment, intentional integration of biblical principles, structured classroom management, collaborative peer support, reflective practice, prayerful dependence on God, contextual sensitivity, moral fairness, and a strong sense of vocational calling. Students internalize obedience most effectively when teachers embody the values they teach, offer empathetic guidance through personal challenges, and ground moral expectations in Scripture rather than institutional rules alone. The study demonstrates that professionalism in Christian education transcends technical competence, encompassing character integrity, theological clarity, and pastoral commitment. Teachers function as moral stabilizers who, like Aaron and Hur, provide supportive presence that enables students to remain steadfast despite fatigue, peer pressure, or discouragement. This research affirms that fostering obedience requires an integrative approach where biblical insight, pedagogical skill, and relational care converge to guide students toward faith-grounded moral maturity.
Copyright (c) 2025 Sozaro Zebua (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical Competence of Christian Religious Education Teachers in Teaching the Glory of God: A Reflection on Exodus 33:18 at SD Negeri 071177 Onolimbu
This study investigates the pedagogical competence of Christian Religious Education teachers in teaching the glory of God as depicted in Exodus 33:18, with a specific focus on instructional practices at SD Negeri 071177 Onolimbu. The research is grounded in the conviction that teaching about the kabod (glory) of God requires not only content mastery but also the integration of spiritual sensitivity, pedagogical clarity, and contextual relevance. Moses’ request, “Show me Your glory,” serves as the theological anchor from which this study frames the CRE teacher’s task as one of guiding students toward experiencing and understanding God’s presence, character, and transformative power. Using a qualitative descriptive design, data were collected through classroom observations, semi-structured interviews with CRE teachers, and document analysis of lesson plans and instructional materials. The analysis reveals that teachers demonstrate strong theological commitment and sincere spiritual motivation, yet pedagogical execution remains uneven. While some teachers successfully translate the theological depth of Exodus 33:18 into age-appropriate learning experiences-such as narrative-based storytelling, reflective prayer, and character-oriented discussions-others struggle to connect abstract theological ideas with students’ cognitive levels and daily realities. The findings highlight gaps in instructional strategies, assessment literacy, and contextualized pedagogy, particularly in adapting the theme of divine glory to the socio-cultural realities of Nias children. The study concludes that strengthened pedagogical training, enhanced exegesis-based lesson design, and integrative spiritual formation programs are essential for improving CRE teaching effectiveness. Ultimately, the article argues that competent pedagogy rooted in biblical revelation can empower teachers to help students meaningfully encounter and reflect God’s glory in their personal and communal lives.
Copyright (c) 2025 Erniwati Daeli, Elisamark Sitopu (Author) https://creativecommons.org/licenses/by/4.0
Jesus’ Social Sensitivity as a Pedagogical Model for Christian Teachers: An Exegetical and Contextual Study of Matthew 9:10–13 at SDN 08 Sisumut
This study explores how Jesus’ social sensitivity in Matthew 9:10-13 can serve as a transformative pedagogical model for Christian teachers working in pluralistic public-school settings, particularly at SDN 08 Sisumut. Through a Systematic Literature Review (SLR), the study synthesizes insights from biblical exegesis, educational theory, and Christian pedagogy to identify core themes that inform socially responsive teaching. The exegetical analysis reveals three central dimensions of Jesus’ ministry: inclusive social presence, ethical-empathic engagement, and justice-oriented corrective action. Jesus’ willingness to share table fellowship with tax collectors and sinners demonstrates an intentional embrace of marginalized individuals, providing a paradigm for relational inclusion in contemporary classrooms. His statement, “I desire mercy, not sacrifice,” highlights a compassionate understanding of human brokenness, offering educators a model of empathy that prioritizes restoration over punitive judgment. Furthermore, Jesus’ prophetic critique of exclusionary attitudes underscores the necessity of moral courage in addressing unjust or discriminatory educational practices. The SLR findings show strong convergence between these biblical themes and modern theories of relational, culturally responsive, and justice-oriented pedagogy. When contextualized within SDN 08 Sisumut-a school marked by socio-economic diversity, varied learning capacities, and emotional challenges-this Christ-centered framework offers practical guidance for teachers seeking to cultivate dignity, belonging, and equitable learning. Importantly, the study argues that Christian teachers can embody Jesus’ model not through explicit religious instruction but through character, compassion, fairness, and ethical professionalism, consistent with Indonesia’s national teacher-competency standards. The study concludes that Jesus’ social sensitivity provides a robust and contextually adaptable foundation for enhancing the social competence and moral impact of Christian educators in pluralistic school environments.
Copyright (c) 2025 Esra Sihombing (Author) https://creativecommons.org/licenses/by/4.0
The Pedagogy of Obedient Faith: Strengthening Christian Teachers’ Spiritual Competence through Genesis 24:56 in SMP Negeri 3 Lolowau
This study investigates the role of obedient faith, as illustrated in Genesis 24:56, in strengthening the spiritual competence of Christian teachers within the educational context of SMP Negeri 3 Lolowau in South Nias. The verse-“Do not delay me, since the Lord has prospered my way”-encapsulates a model of faith characterized by clarity of mission, responsiveness to God’s guidance, and unwavering commitment to fulfilling one’s entrusted responsibilities. Through a qualitative approach that integrates biblical exegesis, a systematic literature review, and contextual analysis, the research explores how this narrative can inform and enrich the spiritual dimensions of teacher professionalism. The findings indicate that obedient faith functions as a transformative pedagogical posture that shapes teachers’ identity, motivation, and praxis. Spiritually competent teachers, inspired by the servant’s example, demonstrate vocational integrity rooted in a sense of divine calling, spiritual resilience that sustains them amid challenges typical of rural educational settings, and reflective attentiveness that enhances both interpersonal relationships and instructional decisions. In the context of South Nias-where educators often face resource constraints, socio-economic pressures, and diverse student needs-obedient faith provides a stabilizing and empowering foundation for daily pedagogical engagement. The integration of Genesis 24:56 into teacher formation offers a holistic framework that unites theological insight with practical professionalism, supporting programs of spiritual mentoring, character development, and faith-informed leadership. This study ultimately argues that cultivating obedient faith is essential for nurturing spiritually grounded teachers capable of contributing meaningfully to students’ academic, moral, and spiritual growth within the broader mission of Christian education.
Copyright (c) 2025 Dermawan Zebua, Elisamark Sitopu (Author) https://creativecommons.org/licenses/by/4.0
The Professional Teacher as God’s Steward of Knowledge: A Biblical-Pedagogical Analysis of Matthew 25:14-30 at SDN No. 158368 Saragih 4 - Manduamas
This study explores the theological and pedagogical significance of understanding the professional teacher as God’s steward of knowledge, drawing from the Parable of the Talents in Matthew 25:14-30 and contextualizing its application within SDN No. 158368 Saragih 4 - Manduamas, a rural public school in Tapanuli Tengah. Using an integrated qualitative approach that combines biblical exegesis, a systematic literature review, and field-focused contextual analysis, the research examines how stewardship can serve as a guiding paradigm for enhancing teacher professionalism. The parable emphasizes entrusted responsibility, diligent effort, and accountable productivity, which parallel contemporary expectations for effective teaching-including reflective practice, ethical leadership, pedagogical skill, and a commitment to continuous learning. Findings indicate that a stewardship perspective reshapes the teacher’s professional identity by framing knowledge not merely as information to be transmitted but as a divine trust to be cultivated and multiplied for the benefit of students and society. In the context of SDN Saragih 4 - Manduamas, stewardship proves especially relevant due to challenges associated with limited resources, socio-economic constraints, and diverse student needs. Teachers who embody stewardship demonstrate resilience, creativity, and community engagement, enabling them to transform constraints into opportunities for meaningful learning. The study concludes that stewardship provides a holistic framework that integrates spiritual motivation with practical competence and ethical responsibility, offering a powerful foundation for teacher development in rural educational environments. These insights invite further research into stewardship-based professional development programs to strengthen teacher capacity and foster sustainable school improvement across similar contexts.
Copyright (c) 2025 Sampang Mahulae, Lustani Samosir (Author) https://creativecommons.org/licenses/by/4.0
The Teacher’s Role in Fostering Social Harmony Based on Matthew 7:12: A Case Study at SD Negeri 173178 Bonan Dolok
This study investigates the teacher’s role in fostering social harmony through the application of Matthew 7:12-the Golden Rule-within the elementary school context of SD Negeri 173178 Bonan Dolok. Drawing on a Systematic Literature Review (SLR) of 37 high-relevance sources, the research integrates biblical exegesis with contemporary educational theory to articulate how the ethic of “treating others as you would have them treat you” can be translated into pedagogical practice. Exegetical insights highlight that the Greek imperative poieite (“do”) denotes deliberate and continuous moral action, while the phrase “in everything” underscores the universality of this ethic. These theological dimensions reveal the Golden Rule as a comprehensive moral framework for shaping interpersonal relationships, empathy, and communal responsibility. The SLR findings further show that teachers serve as ethical models and relational leaders whose attitudes, behaviors, and instructional choices significantly influence students’ social development. Educational literature demonstrates that classrooms characterized by respect, emotional safety, and positive social interactions-qualities aligned with Matthew 7:12-promote enhanced motivation, cooperation, and conflict resolution skills. Contextual analysis of SD Negeri 173178 Bonan Dolok confirms that socio-economic diversity and emotional challenges among students necessitate pedagogical approaches grounded in fairness, compassion, and reciprocity. The study concludes that the Golden Rule offers a biblically grounded yet universally relevant pedagogical framework capable of shaping harmonious classroom cultures. By embodying and intentionally applying this ethic, Christian Religious Education teachers can cultivate relationally healthy learning environments, strengthen character formation, and contribute to the development of socially cohesive school communities. The findings provide a foundation for integrating biblical ethics with contemporary educational practice in pluralistic Indonesian classrooms.
Copyright (c) 2025 Kristina N. Simatupang, Nisma Simorangkir (Author) https://creativecommons.org/licenses/by/4.0