The Role of Social Competence in Christian Religious Education Teachers in Nurturing Respectful Peer Communication: A Genesis 22:7 Perspective at SDN 45 Bilah Hulu
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Abstract
This study examines the role of social competence in Christian Religious Education (CRE) teachers in nurturing respectful peer communication among students through the pedagogical perspective of Genesis 22:7. Recognizing that education is fundamentally relational, this research explores how teachers’ interpersonal abilities contribute to shaping students’ communication patterns and social interactions. Employing a qualitative research design, the study was conducted at SDN 45 Bilah Hulu and involved classroom observations, semi-structured interviews, and document analysis. Data were analyzed using an interactive model that included data condensation, data display, and conclusion drawing to identify patterns of relational interaction and communication development. The findings reveal that the teacher’s social competence played a significant role in fostering respectful peer communication. This competence was demonstrated through empathetic engagement, dialogical teaching methods, and consistent modeling of respectful interaction. Students were not only instructed about respectful behavior but were guided to experience and practice it within collaborative learning contexts. The integration of Genesis 22:7 provided a theological framework that reinforced values of trust, openness, and relational sensitivity. As a result, students exhibited improved communication patterns, including active listening, thoughtful expression, and constructive conflict resolution. The study concludes that socially competent CRE teachers serve as catalysts for developing respectful communication among students by translating biblical values into lived classroom practices. This integration of professional competence and theological reflection contributes to both character formation and positive peer interaction. The findings highlight the importance of strengthening teachers’ social competence as a strategic approach to fostering relationally healthy learning environments.
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