Social Competence of Christian Religious Education Teachers in Teaching Justice (Exodus 21:1): Evidence from SD Negeri 071207 Laowi

Abstract

This study explores the social competence of Christian Religious Education (CRE) teachers in teaching the value of justice, drawing on Exodus 21:1 as a biblical foundation, at SD Negeri 071207 Laowi, South Nias, Indonesia. Justice is a central ethical theme in both biblical theology and contemporary character education, yet its effective transmission in school contexts depends significantly on teachers’ interpersonal and social competencies. This research aims to analyze how CRE teachers interpret, model, and pedagogically implement the concept of justice within classroom and school interactions. Using a qualitative research design, data were collected through in-depth interviews with six Christian teachers (including CRE teachers), classroom observations, and document analysis of lesson plans and school character education materials. The study involved a school context with approximately 100 Christian students, providing a relevant setting for examining justice education within a predominantly Christian learning environment. Data were analyzed thematically to identify recurring patterns related to teachers’ understanding of justice, social interaction practices, and pedagogical strategies. The findings indicate that teachers conceptualize justice not merely as a legal or disciplinary principle, but as a relational and moral value rooted in biblical teachings. Social competence is expressed through empathetic communication, fair treatment of students, conflict mediation, and consistent modeling of just behavior. The findings suggest that professional development programs should integrate theological understanding with social and interpersonal skill development to enhance justice-oriented education.