Teachers’ Social Competence in Optimizing Christian Religious Education for Preserving Cultural Diversity: A Case Study at SMA Negeri 7 Medan

Abstract

Cultural diversity within the school environment represents a social reality that demands an inclusive and adaptive educational approach. In the context of Christian Religious Education (CRE), teachers are required not only to master the subject matter but also to possess strong social competencies in order to serve as effective facilitators in fostering harmony among students from diverse cultural backgrounds. This study aims to examine the implementation of teachers’ social competence in CRE instruction and how such competence contributes to preserving cultural diversity at SMA Negeri 7 Medan. Employing a descriptive qualitative approach, data were collected through observation, in-depth interviews, and documentation. The findings reveal that the social competence of CRE teachers is reflected in their ability to build empathetic communication, create a safe space for dialogue, and prioritize the values of love and tolerance in every learning interaction. Teachers are able to act as bridges that connect differences while serving as agents of value transformation in a multicultural environment. The implications of these findings affirm that strengthening teachers’ social competence is not only relevant but also urgent in optimizing the role of CRE as a medium for character formation in a pluralistic society. This research contributes to the development of contextual CRE teaching strategies that are sensitive to cultural plurality and offers new insights into the importance of integrating teachers’ interpersonal skills with the faith values conveyed in religious education.