Fostering Inclusivity in Christian Religious Education: Teachers’ Approaches to Social Diversity Through the Lens of Exodus 20:16 at SDN 091467 Girsang

Abstract

This study explores how Christian Religious Education (CRE) teachers foster inclusivity in classrooms with diverse social backgrounds, with a particular focus on the interpretive lens of Exodus 20:16. Employing a Systematic Literature Review (SLR) methodology, the research synthesizes recent empirical studies and theoretical discussions on teacher attitudes, pedagogical strategies, and theological reflections that support inclusive education in the Indonesian elementary school context, specifically at SDN 091467 Girsang. Findings indicate that teacher attitudes are foundational in promoting inclusivity, as educators who actively embrace fairness, empathy, and respect positively influence student interactions and moral development. Pedagogical strategies such as cooperative learning, differentiated instruction, reflective discussion, and multicultural content integration enable teachers to address diverse student needs while facilitating engagement with Christian ethical principles. Theological reflection on Exodus 20:16 further reinforces inclusive practices by connecting scriptural mandates on honesty and respect to practical classroom behaviors, encouraging students to internalize moral principles that govern interpersonal relationships. The study concludes that fostering inclusivity in CRE requires a holistic approach, combining teacher commitment, pedagogical responsiveness, and scriptural grounding. By implementing these practices, teachers can create learning environments that not only convey religious knowledge but also cultivate social-emotional skills, empathy, and ethical awareness among students. The findings have practical implications for teacher professional development, curriculum design, and the broader promotion of social harmony within diverse educational settings.