Social Awareness and the Mission of Teaching: An Exegetical Study of Matthew 9:37-38 at SDN 076060 Ombolata Sinuwe-Nias

Abstract

This study investigates the social awareness of Christian Religious Education teachers and its role in fostering communal harmony, grounded in an exegetical reflection on Matthew 9:37-38, with contextual application at SDN 076060 Ombolata Sinuwe-Nias. The research emphasizes the integration of biblical principles with professional teaching practices, highlighting social competence as a critical dimension of CRE teachers’ effectiveness. A qualitative approach, employing a Systematic Literature Review (SLR), was adopted to synthesize insights from theological, pedagogical, and educational studies focusing on relational, ethical, and cultural aspects of teaching. Findings reveal that teachers’ ability to perceive and respond to students’ social and emotional needs directly influences the development of empathy, cooperation, respect, and moral responsibility among learners. Matthew 9:37-38 provides a theological foundation, framing teaching as a mission-oriented vocation where educators act as “workers in the harvest field,” guiding students to engage meaningfully with social and ethical realities. In the multicultural and socio-economically diverse setting of Ombolata Sinuwe-Nias, CRE teachers who integrate biblical values with culturally relevant pedagogical strategies succeed in nurturing holistic student development. The study concludes that social awareness is inseparable from professional competence, moral integrity, and spiritual grounding. By embodying relational care and promoting cooperative engagement, teachers contribute to the creation of a harmonious classroom environment that reflects both Christian ethics and practical social values. The research offers insights for educational policy, teacher training, and curriculum design, underscoring the importance of social competence as a foundational component of effective CRE teaching in contemporary Indonesian primary education.