Teacher Support and Attention in Christian Religious Education Instruction to Enhance the Self-Confidence of Grade III Students at SD Negeri 1 Panarung, Palangka Raya

Abstract

Background: Student self-confidence is important for active participation in Christian Religious Education (CRE), particularly in asking questions, answering, expressing opinions, and engaging in classroom activities. Purpose: This study examined how teacher support and attention are implemented in CRE learning and how they contribute to the self-confidence of third-grade students at SD Negeri 1 Panarung Palangka Raya. Methods: A descriptive qualitative approach was used with one CRE teacher and four third-grade students as data sources. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. Results: Teacher support appeared through guidance, motivation, assistance with learning difficulties, and a comfortable learning environment. Teacher attention was demonstrated by observing students’ learning conditions, providing opportunities to ask and answer questions, building positive relationships, and monitoring learning progress. These practices were associated with greater courage to ask questions, answer, express opinions, participate, and face learning challenges more calmly. Conclusion: Teacher support and attention play an important role in strengthening third-grade students’ self-confidence in CRE learning.