Social Responsibility in Christian Education: Matthew 25:40 as a Moral Mandate (A Case Study at SMPN Satu Atap 1 Miri Manasa)

Abstract

This study explores social responsibility in Christian education as a moral mandate grounded in Matthew 25:40 through a qualitative case study at SMPN Satu Atap 1 Miri Manasa-Gunung Mas. In the context of social vulnerability and moral challenges faced by adolescents, Christian Religious Education (CRE) is called to shape not only spiritual understanding but also concrete social engagement. This research involved 47 Christian students and 11 Christian teachers, including one CRE teacher. Using a qualitative descriptive design that integrates a Simple Literature Review (SLR) and semi-structured interviews, the study examines how social responsibility is theologically understood, pedagogically implemented, and personally internalized by students. The SLR provided a biblical-theological and pedagogical framework on Matthew 25:40 and social responsibility, while empirical data were gathered through interviews with teachers and students, supported by classroom and school observations. The findings reveal that social responsibility is perceived as service to Christ expressed through empathy, care for the vulnerable, fairness, and mutual support. Teacher modeling emerges as the most influential factor in student internalization of social responsibility. Experiential learning, collaborative classroom practices, and simple service activities enable students to embody biblical values in daily life. Despite structural limitations and external challenges, students show growing moral awareness and willingness to serve others. The study concludes that Matthew 25:40 functions effectively as a Christ-centered moral framework for Christian education when integrated with consistent pedagogical modeling and school culture. It recommends that Christian education in public schools strengthen service-based learning and holistic teacher formation to sustain authentic social responsibility.