PROFESSIONAL COMPETENCIES OF CATHOLIC RELIGIOUS EDUCATION TEACHERS AS PREDICTORS OF STUDENTS’ COGNITIVE LEARNING OUTCOMES AT SANTA MARIA ASSUMPTA CATHOLIC JUNIOR HIGH SCHOOL IN KUPANG
DOI:
https://doi.org/10.60011/jumpa.v14i2.364Keywords:
Catholic Religious Education, Cognitive Learning Outcomes, Teacher Professional Competence, StudentsAbstract
This study aimed to examine the effect of Catholic Religious Education teachers' professional competence on students' cognitive learning outcomes in Catholic Religious Education. The study was motivated by the crucial role of teachers' professional competence in enhancing instructional quality while addressing the limited empirical evidence on Catholic Religious Education in Indonesia. A quantitative approach employing an explanatory research design was adopted. The study involved 108 students selected through a random sampling technique. Data were collected using a questionnaire measuring the professional competence of Catholic Religious Education teachers and documentation of students' cognitive learning outcomes. The data were analyzed using descriptive statistics, classical assumption tests, simple linear regression, the coefficient of determination, and hypothesis testing. The findings indicated that the professional competence of Catholic Religious Education teachers was categorized as very good, while students' cognitive learning outcomes were classified as good. Regression analysis revealed that teachers' professional competence had a positive and statistically significant effect on students' cognitive learning outcomes (β = 0.212, t = 3.212, p = 0.002). The coefficient of determination (R² = 0.106) indicated that teachers' professional competence accounted for 10.6% of the variance in students' cognitive learning outcomes, suggesting that although it made a meaningful contribution, other factors also influenced students' cognitive achievement. These findings underscore the importance of strengthening the professional competence of Catholic Religious Education teachers through continuous professional development, academic supervision, and professional learning communities as key strategies for improving instructional quality and enhancing students' cognitive learning outcomes in Catholic Religious Education.
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