The Social Competence of Christian Religious Education Teachers in Strengthening Student Solidarity: A Biblical Reflection on Philippians 2:4 at SD Negeri 075102 Bawozihono

Abstract

This study examines the social competence of Christian Religious Education (CRE) teachers and its role in strengthening student solidarity based on the ethical teaching found in the Epistle to the Philippians 2:4. The biblical passage emphasizes the importance of considering the interests of others rather than focusing solely on personal needs, highlighting the Christian principle of empathy, mutual care, and communal responsibility. The purpose of this research is to analyze how the social competence of CRE teachers contributes to the formation of solidarity among students in the school environment. This study employed a qualitative descriptive research design conducted at SD Negeri 075102 Bawozihono. The participants consisted of 137 Christian students and nine Christian teachers, including the Christian Religious Education teacher who plays a central role in the learning process. Data were collected through semi-structured interviews, classroom observations, and documentation analysis related to Christian Religious Education activities. The collected data were analyzed using thematic analysis involving data reduction, categorization, and interpretation in order to identify patterns related to teacher social competence and the development of student solidarity. The findings reveal that the CRE teacher’s social competence significantly contributes to creating a positive and supportive learning environment. These practices help students understand and apply the value of solidarity in their interactions with peers. In conclusion, the social competence of CRE teachers plays an essential role in cultivating student solidarity and strengthening character formation within Christian education.