Christian Religious Education Teachers as Agents of Solidarity: Lessons from Exodus 10:2 at SDN Sukorejo

Abstract

This study examines the role of Christian Religious Education (CRE) teachers as agents of solidarity at SDN Sukorejo, with a focus on lessons drawn from Exodus 10:2. Solidarity, understood as mutual support, cooperation, and collective responsibility, is a crucial value in fostering ethical and social development among primary school students. The study employed a structured review of literature spanning the last fifteen years, analyzing empirical studies, theoretical frameworks, and case studies related to teacher competence, social-emotional development, and the integration of biblical reflection in education. Findings indicate that CRE teachers’ competence—encompassing pedagogical skills, social-emotional intelligence, and spiritual maturity—is instrumental in promoting solidarity. Pedagogical strategies, such as cooperative learning, peer mentoring, and service-oriented projects, facilitate collaborative experiences that translate biblical lessons into practical action. Social and emotional competence enables teachers to model empathy, mediate conflicts, and cultivate classroom environments grounded in trust and mutual respect. Spiritual formation, reinforced through biblical reflection on Exodus 10:2, encourages students to internalize moral values and apply them in peer interactions. The study also identifies challenges, including student diversity, varying social-emotional skills, and limited classroom resources, which teachers address through adaptive strategies and reflective practices. Overall, the research demonstrates that competent CRE teachers effectively foster solidarity by integrating pedagogical expertise, social-emotional skills, and spiritual guidance, thereby shaping socially responsible, ethically conscious, and spiritually grounded students.