The Social Competence of Christian Religious Education Teachers in Fostering Students’ Sense of Responsibility in Social Relationships at SD Negeri 064981 Medan Helvetia

Abstract

This study examines the social competence of Christian Religious Education (CRE) teachers in developing students' sense of responsibility within social relationships at SD Negeri 064981 Medan Helvetia. Social competence encompasses teachers' abilities to communicate effectively, collaborate with various stakeholders, and serve as moral exemplars in educational settings. This research employed a qualitative descriptive approach with data collected through classroom observations, semi-structured interviews with teachers and students, and document analysis. Participants included four CRE teachers and 32 fifth and sixth-grade students selected through purposive sampling. Data analysis utilized the Miles and Huberman model, incorporating data reduction, display, and conclusion drawing. Findings reveal that CRE teachers demonstrate strong social competence through three primary mechanisms: modeling responsible behavior in daily interactions, implementing collaborative learning activities that emphasize mutual accountability, and establishing supportive communication patterns that encourage students to reflect on their social obligations. Teachers effectively integrate Christian values such as love, respect, and service into pedagogical practices, creating learning environments where students develop empathy and recognize their responsibilities toward peers, family, and community. However, challenges persist, including limited parental involvement and inconsistent reinforcement of values across different school contexts. The study concludes that teachers' social competence significantly influences students' development of social responsibility, suggesting that continuous professional development focusing on interpersonal skills and character education strategies is essential for maximizing educational outcomes in religious education contexts.