Fostering Family Solidarity Through the Social Competence of CRE Teachers: A Biblical Reflection on Genesis 7:7 at SDN 2 Kaliaman

Abstract

This study explores how the social competence of Christian Religious Education (CRE) teachers fosters family solidarity, grounded in a biblical reflection on Genesis 7:7, within the context of SDN 2 Kaliaman. Employing a Systematic Literature Review (SLR) method, the research analyzed 25 scholarly works published between 2014 and 2024 that address social competence, Christian education, and family values. The findings reveal that social competence—defined by empathy, effective communication, collaboration, and relational integrity—serves as a vital dimension of pedagogical effectiveness and moral influence. In the biblical narrative, Noah’s family unity in Genesis 7:7 exemplifies covenantal faith and obedience, offering a theological model for contemporary family and educational relationships. The study highlights that when CRE teachers embody social competence in their teaching practice, they not only communicate doctrinal truths but also model Christlike attitudes that inspire students to nurture solidarity within their families. Furthermore, in the pluralistic environment of SDN 2 Kaliaman, such competence enables teachers to promote harmony and moral resilience while contextualizing biblical principles in daily life. The integration of biblical reflection and educational theory demonstrates that faith-based teaching must be relational, transformative, and community-oriented. Ultimately, socially competent CRE teachers serve as agents of both spiritual and social formation, empowering students to translate Christian values into family and societal contexts, thereby fostering enduring solidarity rooted in God’s covenantal love.