Teachers’ Pedagogical Competence and Students’ Learning Interest: A Socio-Legal Study of Religious Education in Indonesian Public Schools

Abstract

Teachers’ pedagogical competence is commonly discussed within educational discourse; however, its legal and institutional dimensions remain underexplored, particularly in relation to students’ learning interest. This socio-legal qualitative study examines how pedagogical competence, as part of teachers’ professional obligations in public schools, is enacted in religious education classrooms and how it influences students’ learning interest. The study was conducted in Indonesian public secondary schools using in-depth interviews with teachers and students, classroom observations, and document analysis. Thematic analysis revealed four interconnected pedagogical practices that significantly shape students’ learning interest: contextualization of learning content, dialogic interaction, effective classroom management, and constructive feedback. The findings indicate that pedagogical competence functions not only as an instructional skill but also as a normative professional obligation that supports students’ right to meaningful and engaging education. By highlighting the affective dimension of pedagogical competence from a socio-legal perspective, this study contributes to discussions on educational governance, teacher professionalism, and the realization of quality education within public schooling systems.