Professional Competence of Christian Religious Education Teachers in Explaining God’s Covenant with Abraham: An Expository Study of Genesis 17:5 at SD Negeri 177931 Tumus

Abstract

The professional competence of Christian Religious Education (CRE) teachers is a decisive factor in shaping students’ faith, values, and moral character. This study examines the professional competence of CRE teachers in explaining God’s covenant with Abraham (Genesis 17:5) at SD Negeri 177931 Tumus, employing a qualitative-expository design. The research integrates theological exegesis and educational inquiry to analyze how teachers interpret, contextualize, and communicate biblical truths in classroom practice. Data were collected through interviews, observations, and document analysis, with participants consisting of two CRE teachers, eight students, and one school administrator. Thematic analysis revealed four dimensions of competence: (1) theological literacy, reflected in the teachers’ ability to understand and apply the covenantal message of faith, transformation, and divine calling; (2) pedagogical creativity, demonstrated in their use of storytelling, visual media, and reflective learning activities to engage students; (3) communicative empathy, expressed through dialogue and pastoral care that fostered spiritual growth; and (4) spiritual integrity, evidenced by congruence between belief and behavior. The study concludes that the professional competence of CRE teachers is covenantal in nature-uniting biblical faithfulness, pedagogical excellence, and moral authenticity. It recommends that theological training and reflective practice be strengthened in teacher development programs, ensuring that faith-based education remains relevant and transformative. The findings contribute to the discourse on religious pedagogy by positioning teacher professionalism not merely as technical skill but as a sacred vocation of covenantal faithfulness and educational ministry.