Social Competence of Christian Religious Education Teachers in Internalizing Communication with God (Genesis 28:12) at SDS Thomas Alva Edison Medan
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Abstract
This study examines the role of social competence among Christian Religious Education (CRE) teachers in internalizing students’ communication with God, interpreted through the theological framework of Genesis 28:12, within the context of SDS Thomas Alva Edison Medan. Employing a Systematic Literature Review (SLR) approach, the research synthesizes recent scholarly works published between 2015 and 2025 that explore teacher social competence, relational pedagogy, spiritual formation, and faith internalization in Christian educational settings. The findings reveal that social competence manifested through effective communication, empathy, relational authenticity, emotional intelligence, and dialogical engagement plays a crucial role in fostering students’ spiritual awareness and personal relationship with God. Internalization of communication with God is shown to occur not merely through doctrinal instruction but through relationally secure and supportive classroom environments where teachers model lived faith. Genesis 28:12, which depicts Jacob’s vision of a ladder connecting heaven and earth, serves as a theological metaphor for understanding the relational space created by socially competent teachers. In the elementary school context, such competence significantly influences students’ early spiritual perceptions and faith development. The study concludes that social competence is both a pedagogical and theological necessity in Christian education, positioning teachers as relational facilitators who nurture authentic spiritual communication. Strengthening this competence has transformative implications for holistic faith formation in contemporary Christian schooling.
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