The Role of Christian Religious Education Teachers’ Social Competence in Instilling Hope: A Case Study Based on Genesis 48:20 at SD No. 030294 Sigalingging

Abstract

This study explores the role of Christian Religious Education (CRE) teachers’ social competence in instilling hope among primary school students, grounded in Genesis 48:20. Conducted at SD No. 030294 Sigalingging-Dairi, involving 347 Christian students and two CRE teachers, the research investigates how teacher relational skills, empathy, and ethical modeling influence students’ spiritual and emotional development. A qualitative descriptive case study design was employed, utilizing classroom observations, semi-structured interviews with the teachers, focused group discussions (FGDs) with selected students, and analysis of teaching materials. Findings reveal that teachers’ social competence significantly impacts students’ ability to internalize hope. Empathy and relational guidance created a supportive classroom environment where students felt understood, valued, and encouraged. Pedagogical strategies such as scenario-based exercises, storytelling, reflective questioning, journaling, and collaborative problem-solving effectively connected biblical principles with students’ personal experiences, enabling them to see God’s blessings as a source of hope. Teachers’ modeling of Christ-centered behavior reinforced these lessons, demonstrating practical ways to embody optimism, resilience, and trust in God’s providence. Students reported increased awareness of hope, perceiving it as both a spiritual principle and a practical guide for navigating daily challenges. Adaptive strategies, including small-group discussions and peer mentoring, helped manage large classroom dynamics while maintaining personalized attention. This study highlights that fostering hope in primary Christian education requires intentional teacher competence, integrating social, pedagogical, and theological dimensions. The findings offer a model for faith-based education in which relational guidance, ethical modeling, and scripture-centered instruction collectively promote holistic development, resilience, and a hope-filled mindset in young learners.