Professional Competence in Christian Religious Education: Exploring Teacher Challenges and Curriculum Implementation at SD Negeri 076070 Tugala Lauru

Abstract

Character and moral education are central to the holistic development of students in Indonesian primary schools, with teachers playing a pivotal role in implementing curriculum and modeling ethical behavior. This study examines the implementation of professional competence by Christian Religious Education (PAK) teachers at SD Negeri 076070 Tugala Lauru, focusing on curriculum mastery and its influence on students’ cognitive understanding and moral development. Employing a qualitative case study approach, data were collected through classroom observations, semi-structured interviews with teachers, and document analysis of lesson plans and teaching materials. The findings reveal that teachers demonstrate high levels of professional competence by employing active learning strategies, such as storytelling, role-playing, and collaborative discussions, to make religious content accessible and meaningful for students. Teachers’ moral exemplarity, patience, and ethical conduct serve as essential mechanisms for shaping students’ character, complementing formal instructional efforts. Challenges identified include limited teaching resources, infrastructural constraints, and socio-economic factors, which require adaptive strategies and reflective practices to sustain effective curriculum delivery. Overall, the research underscores that professional competence extends beyond content mastery to include pedagogical skill, ethical modeling, and emotional intelligence. By cultivating these dimensions, teachers enhance students’ understanding of Christian teachings and foster internalization of moral values. The study recommends continuous professional development, institutional support, and reflective practices as essential strategies to strengthen teachers’ capacity to implement the PAK curriculum effectively and nurture students’ moral and cognitive growth.