Pedagogical Competence and Social Solidarity in Christian Education: A Case Study Based on Genesis 14:14-16 at SDN 5 Pahandut
Keywords:
Pedagogical Competence, Christian Religious Education, Social SolidarityAbstract
This study examines the role of pedagogical competence in fostering social solidarity within Christian Religious Education (CRE) based on the biblical foundation of Book of Genesis 14:14-16. The research was conducted at SDN 5 Pahandut, a public elementary school where Christian students are a minority, consisting of only four students served by one CRE teacher. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis. Thematic analysis was applied to identify patterns related to pedagogical planning, instructional strategies, relational pedagogy, and the internalization of solidarity values. The findings indicate that the CRE teacher’s pedagogical competence significantly contributes to the formation of students’ social solidarity. Biblical values derived from Genesis 14:14-16, such as proactive responsibility, sacrificial commitment, communal cooperation, and moral courage, are systematically integrated into lesson planning and classroom practice. Through contextual teaching strategies, cooperative learning, and reflective dialogue, students are guided to internalize solidarity not only as a cognitive concept but also as a lived moral practice. The teacher’s relational leadership and holistic assessment further reinforce the development of inclusive attitudes and supportive behaviors among students, even within the constraints of a minority educational setting. This study concludes that pedagogical competence rooted in biblical exegesis functions as a transformative instrument for social character formation in Christian education. The integration of theological interpretation and pedagogical practice enables Christian education to contribute constructively to social harmony and ethical citizenship within pluralistic public-school environments.
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