The Implementation of Socio-Emotional Competence of Christian Religious Education Teachers in Improving Student Learning Outcomes at SDN 076066 Ombo Lata Sawo II

Abstract

This study aims to analyze the implementation of socio-emotional competence among Christian Religious Education (CRE) teachers and its impact on student learning outcomes at SDN 076066 Ombolata Sawo II. Teacher socio-emotional competence is a crucial aspect of the learning process that significantly influences educational success. The research employed a mixed-methods approach with a sequential explanatory design. Data were collected through classroom observations, in-depth interviews, questionnaires, and documentation of students’ learning outcomes. The study involved two CRE teachers and forty-two students as respondents. The findings reveal that: (1) the socio-emotional competence of CRE teachers at SDN 076066 Ombolata Sawo II was categorized as good, with an average score of 3.78 on a 5-point scale; (2) there is a significant positive correlation between teachers’ socio-emotional competence and student learning outcomes, with a correlation coefficient of 0.724; (3) empathy, social awareness, and relationship management emerged as dominant factors in enhancing learning outcomes; and (4) programs aimed at strengthening the socio-emotional competence of CRE teachers contributed to an 18.5% increase in students’ average scores. This study concludes that the socio-emotional competence of CRE teachers is a key determinant in improving student learning outcomes, particularly in primary schools located in rural areas such as Ombolata Sawo II.