Social Competence of Christian Religious Education Teachers in Building Communal Harmony: An Exegetical Insight from Exodus 16:16 at SDN 152987 Sipan

Abstract

This study explores the social competence of Christian Religious Education teachers in fostering communal harmony at SDN 152987 Sipan, Central Tapanuli, through an exegetical reflection on Exodus 16:16. The research aims to understand how biblical values concerning fairness, shared responsibility, and collective well-being can be translated into effective pedagogical practices that strengthen relationships among students. Using a qualitative descriptive approach supported by a systematic literature review, the study analyzes teacher behavior, classroom dynamics, and the integration of scriptural principles into daily instructional activities. The exegetical analysis of Exodus 16:16 reveals three central theological themes that guide the study: equitable provision (“each according to what they need”), communal discipline, and interdependence among members of the community. These themes inform the framework used to examine how CRE teachers model social competence through fairness, empathy, collaboration, and conflict resolution. Data from observations, interviews, and literature indicate that teachers actively promote an inclusive learning environment by ensuring equal opportunities for participation, encouraging cooperative learning, and nurturing respect among students. Teachers also demonstrate emotional sensitivity and pastoral care, enabling students to feel valued and supported. Findings show that CRE teachers effectively integrate biblical principles with local cultural values resulting in a harmonious and collaborative school culture. The study concludes that social competence grounded in Scripture significantly enhances the teachers’ ability to cultivate unity, mutual respect, and a shared sense of responsibility among students. The research contributes to the understanding of how faith-based pedagogical practices can enrich moral and social development in Indonesian public schools.