Social Competence of Christian Religious Education Teachers in Fostering Brotherhood: An Exegetical Reflection on Exodus 34:6 at SD Negeri 071092 Hiliduho-West Nias

Abstract

This study examines the social competence of Christian Religious Education teachers in fostering a spirit of brotherhood among students, using Exodus 34:6 as a theological and pedagogical framework. Conducted at SD Negeri 071092 Hiliduho-West Nias, this research employs a Systematic Literature Review (SLR) to synthesize scholarly insights from educational psychology, Christian pedagogy, and biblical studies. The study aims to explore how divine attributes-mercy, grace, patience, and steadfast love-serve as relational virtues that teachers can embody to strengthen students’ interpersonal relationships. The exegetical reading of Exodus 34:6 highlights God’s compassionate and relational nature, offering a model for teachers in cultivating social harmony within diverse classroom settings. Findings reveal that social competence is a multidimensional construct involving emotional intelligence, empathy, communication skills, cultural sensitivity, and ethical integrity. The SLR shows that pedagogical strategies such as collaborative learning, reflective dialogue, and experiential activities significantly enhance students’ capacity to internalize the value of brotherhood. Furthermore, contextual factors in West Nias-such as communal culture, kinship-based social norms, and socio-economic diversity-intersect with classroom dynamics, making the teacher’s relational role even more essential. The study concludes that integrating the theological insights of Exodus 34:6 into pedagogical practice provides a strong foundation for developing students’ social and moral character. PAK teachers, as relational role models, contribute meaningfully to shaping a school culture grounded in empathy, unity, and shared identity. Their social competence becomes a transformative force in nurturing a generation that practices brotherhood in everyday life.