Developing Social Competence in Christian Religious Education: Guiding Children to Experience God’s Love Based on Genesis 21:17-19 at SD Negeri 042 Aek Garut

Abstract

This study investigates the role of social competence in Christian Religious Education (CRE) teachers in guiding children to experience God’s love at SD Negeri 042 Aek Garut, Mandailing Natal. Grounded in the biblical narrative of Hagar and Ishmael (Genesis 21:17–19), the research explores how teachers’ relational skills, empathy, and communication strategies influence 72 Christian students’ spiritual and social development. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with five Christian teachers, focused group discussions with students, and analysis of lesson plans and teaching materials. Thematic analysis revealed that teacher empathy, effective communication, Christ-like behavioral modeling, and cooperative learning activities significantly enhanced students’ perception and internalization of God’s love. Teachers’ ability to connect biblical narratives to students’ lived experiences fostered not only cognitive understanding but also emotional resonance, enabling children to translate spiritual principles into social behaviors, such as compassion, kindness, and peer support. Additionally, classroom strategies that encouraged collaborative problem-solving and reflective discussion reinforced relational learning and peer interaction, contributing to a holistic experience of divine care. The study highlights the pedagogical importance of social competence as a tool for bridging theological concepts with practical application in CRE. Findings suggest that teacher training programs should prioritize social and relational skills alongside doctrinal knowledge to cultivate spiritually grounded, socially aware, and ethically responsible students. This research contributes to understanding the dynamic interplay between teacher social competence, biblical instruction, and students’ holistic development, offering a model for effective Christian education practices in primary school settings.