Enhancing Mastery of Christian Religious Education Content through Professionalism Development at SD Negeri No. 076095 Hilidaura

Abstract

This study examines the enhancement of mastery in Christian Religious Education (PAK) content through teacher professionalism development at SD Negeri No. 076095 Hilidaura. Characterized by its dual focus on cognitive understanding and moral formation, PAK requires teachers not only to convey doctrinal knowledge accurately but also to guide students in applying ethical principles in daily life. Using a qualitative approach supported by interviews, classroom observations, and document analysis, the research explores how professional development activities-such as workshops, peer mentoring, reflective practice, and collaborative lesson planning-contribute to teachers’ mastery of content and pedagogical effectiveness. Findings indicate that teachers who engage consistently in structured professional growth demonstrate improved clarity in presenting complex theological concepts, employ interactive and contextualized teaching strategies, and foster environments conducive to moral and cognitive development. Reflective practices were found to enhance teachers’ self-awareness, ethical reasoning, and instructional adaptability, while collaborative professional learning facilitated knowledge sharing, problem-solving, and pedagogical innovation. Despite challenges such as limited access to updated resources, time constraints, and administrative obligations, teachers’ professionalization positively impacts classroom management, student engagement, and the internalization of moral values. The study highlights that mastery of PAK content is deeply interconnected with teachers’ reflective, ethical, and relational competencies, underscoring the importance of sustained professional development in achieving both academic and moral educational objectives. These insights offer practical implications for educators, school administrators, and policymakers aiming to strengthen teacher capacity, curriculum implementation, and holistic student development in Indonesian primary education. Ultimately, investing in teacher professionalism emerges as a strategic approach to ensuring that PAK instruction is both intellectually rigorous and ethically grounded.