From Babel to Brotherhood: Pedagogical Competence in Christian Religious Education for Building Unity amid Diversity at SMP Negeri Satu Atap 1 Dolat Rayat

Abstract

This study examines how the pedagogical competence of Christian Religious Education (CRE) teachers contributes to building unity amid diversity through an expository reflection on Genesis 11:6 at SMP Negeri Satu Atap 1 Dolat Rayat in North Sumatra, Indonesia. In a nation founded on pluralism, the capacity of teachers to integrate biblical principles with inclusive pedagogy is essential for fostering harmony across cultural and religious differences. Using a qualitative-expository design based on the PRISMA-inspired interpretive framework, the study combined classroom observations, semi-structured interviews, and textual analysis of Genesis 11:6 to explore how unity can be taught without erasing difference. Twenty participants-including one CRE teacher and twelve students-were selected through purposive sampling. Data were analyzed thematically to identify pedagogical strategies that transform theological reflection into lived educational practice. The findings reveal that pedagogical competence grounded in theological insight enables teachers to reinterpret the Babel narrative not as divine punishment but as a moral call to humility, empathy, and cooperation. The CRE teacher’s integration of storytelling, collaborative learning, and moral reflection created a classroom culture of respect and interdependence. Students demonstrated increased empathy, teamwork, and appreciation for diversity, indicating that faith-based pedagogy can nurture inclusive moral character. The study concludes that true pedagogical competence in Christian education transcends instructional skill-it embodies a spiritual vocation of reconciliation. Genesis 11:6, reimagined pedagogically, transforms Babel’s fragmentation into brotherhood, positioning education as a redemptive space where unity and diversity coexist in harmony.