Social Competence in Christian Religious Education: Teaching the Value of God’s Love in Genesis 49:18 at SMP Negeri 2 Kapuas Hulu

Abstract

This study examines the role of social competence in Christian Religious Education (CRE) in teaching the value of God’s love as expressed in Genesis 49:18 at SMP Negeri 2 Kapuas Hulu, Kapuas. In a public junior high school context where 24 Christian students are guided by one CRE teacher, relational interaction becomes a crucial factor in shaping students’ theological understanding and spiritual formation. Genesis 49:18, which expresses hope in God’s salvation within Jacob’s blessing, provides a biblical foundation for exploring divine love as covenantal faithfulness and redemptive expectation. The study aims to analyze how the teacher’s social competence influences students’ comprehension and internalization of this theological value. This research employed a quantitative descriptive method with a correlational approach. Total sampling was applied, involving all 24 Christian students as respondents. Data were collected through a validated Likert-scale questionnaire measuring two variables: the teacher’s social competence (including communication clarity, empathy, openness to dialogue, and respect for diversity) and students’ understanding of the value of God’s love in Genesis 49:18 (including cognitive comprehension, affective appreciation, and behavioral intention). The findings indicate that the teacher’s social competence is perceived at a high level and that students’ understanding of God’s love is likewise high. Statistical results reveal a positive and significant relationship between social competence and students’ theological understanding. Regression analysis confirms that social competence significantly predicts students’ comprehension and internalization of divine love. The study concludes that social competence is a vital pedagogical and theological dimension in CRE, as relationally responsive teaching effectively bridges biblical instruction and lived spiritual experience within a pluralistic school environment.