The Social Competence of Christian Religious Education Teachers in Cultivating Communal Values through Prayer (Genesis 35:15): A Contextual Study at SLB Negeri Pinangsori

Abstract

This study examines the social competence of Christian Religious Education (CRE) teachers in cultivating communal values through prayer based on Book of Genesis 35:15 within the context of SLB Negeri Pinangsori. The school serves 16 Christian students with diverse special educational needs and is supported by 5 Christian teachers, including the CRE teacher. The research aims to explore how teacher social competence contributes to inclusive communal formation in a special education environment. Using a qualitative case study design, data were collected through classroom observations of communal prayer sessions, semi-structured interviews with teachers, adaptive interviews with students, and document analysis of lesson plans and reflective journals. Thematic analysis was applied to identify patterns related to relational communication, inclusive participation, symbolic structuring of sacred space, and observable development of communal sensitivity. The findings reveal that social competence is expressed through adaptive empathy, flexible communication strategies, and intentional structuring of prayer activities to accommodate diverse abilities. By translating the theological motif of naming a sacred place into a shared classroom prayer space, the CRE teacher fostered a sense of belonging and collective identity. Students demonstrated increased cooperation, mutual assistance, and awareness of shared spiritual experience. The study concludes that social competence is a critical factor in facilitating transformative communal practices in special education settings. When grounded in biblical reflection and inclusive pedagogy, prayer becomes a formative medium for nurturing unity, dignity, and spiritual identity among students with special needs.