Nurturing Forgiveness in the Classroom by Exploring the Social Competence of Christian Religious Education Teachers Based on Genesis 45:4–5 at SDN 071052

Abstract

This study explores how the social competence of Christian Religious Education (CRE) teachers nurtures students’ attitudes of forgiveness, grounded in the theological framework of Genesis 45:4-5. Conducted at SDN 071052, the research employed a qualitative case study design to examine relational dynamics within the CRE classroom. Data were collected through in-depth interviews, classroom observations, and document analysis involving one CRE teacher, selected students, and the school principal. Thematic analysis was used to identify patterns related to teacher social competence and the development of forgiveness among students. The findings reveal that forgiveness is cultivated primarily through relational modeling rather than cognitive instruction alone. The teacher’s empathy, emotional regulation, restorative dialogue, and consistent demonstration of fairness created a classroom climate that fostered emotional safety and reconciliation. Integration of the biblical narrative of Joseph’s forgiveness enabled students to connect scriptural teachings with personal experiences of conflict. As a result, students gradually understood forgiveness not merely as verbal apology but as restoration of relationships and release of resentment. The study also highlights challenges, including students’ developmental perceptions of justice and external social influences. Overall, the research affirms that teacher social competence serves as a critical medium for translating theological values into lived moral practice. Strengthening relational and social-emotional competencies in CRE teachers is therefore essential for effective character formation and the cultivation of forgiveness in elementary education contexts.