The Social Competence of Christian Religious Education Teachers in Building a Learning Community: A Biblical Reflection on Philippians 1:5 at SMP Swasta Masehi Sibolangit

Abstract

This study explores the social competence of Christian Religious Education (CRE) teachers in building a learning community through a biblical reflection on the Epistle to the Philippians 1:5. The concept of partnership expressed in this passage emphasizes fellowship, cooperation, and shared participation in a common mission. Within the context of Christian education, these values provide an important theological foundation for understanding how teachers’ interpersonal abilities influence the development of collaborative and supportive learning environments. Social competence, which includes effective communication, empathy, cooperation, and relational leadership, plays a crucial role in shaping interactions between teachers and students and in fostering a classroom culture that reflects Christian values. This study employed a qualitative descriptive approach conducted at SMP Swasta Masehi Sibolangit. The participants consisted of 25 Christian students and one Christian Religious Education teacher who served as the primary informant. Data were collected through semi-structured interviews, classroom observations, and documentation analysis related to Christian Religious Education learning activities. The collected data were analyzed using thematic analysis techniques involving data reduction, categorization, and interpretation to identify patterns related to teacher social competence and the formation of a learning community. The findings reveal that the social competence of the CRE teacher significantly contributes to the development of a collaborative learning environment characterized by openness, mutual respect, and active student participation. In conclusion, the social competence of CRE teachers is essential in strengthening learning communities and promoting both academic engagement and spiritual growth among students.