Social Competence of Christian Religious Education Teachers in Cultivating Compassion: An Exegetical Study of Exodus 3:12 at SMK Negeri 1 Bilah Hilir

Abstract

This study explores the social competence of Christian Religious Education (CRE) teachers in cultivating compassion among students through an exegetical analysis of Exodus 3:12 and a qualitative case study conducted at SMK Negeri 1 Bilah Hilir, Labuhan Batu, Indonesia. Grounded in the theological message of God’s promise of presence, “I will be with you,” this research investigates how the teacher’s relational presence, empathetic communication, and social engagement contribute to the formation of compassionate character in vocational secondary education. Employing a qualitative design that integrates a Systematic Literature Review, biblical exegesis, classroom observations, and semi-structured interviews with the CRE teacher and selected students, the study reveals that compassion is most effectively cultivated through lived example rather than through doctrinal transmission alone. The findings indicate that the CRE teacher’s social competence is manifested in trust-building relationships, inclusive interactions, restorative communication, and active involvement in students’ academic and personal lives. These practices significantly influence students’ prosocial behavior, emotional security, and willingness to care for others. The exegetical insights from Exodus 3:12 provide a robust theological foundation for understanding the teacher’s role as a representation of God’s compassionate accompaniment in the educational context. Despite structural challenges such as limited instructional time and diverse socio-economic student backgrounds, the teacher’s social competence remains a crucial mediating factor in character formation. This study concludes that social competence, when grounded in biblical theology, is a central dimension of CRE teacher professionalism and a vital instrument for nurturing compassion in students.