Faith in Action: The Social Responsibility of Christian Education Teachers Based on Exodus 16:4 at SMAN 1 Karanggede
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Abstract
This study explores the social responsibility of Christian Religious Education (CRE) teachers as an expression of faith in action, inspired by Exodus 16:4, within the educational context of SMAN 1 Karanggede. Using a Systematic Literature Review (SLR) approach, the research synthesizes findings from national and international studies published between 2010 and 2025 that examine the intersection of faith, pedagogy, and moral responsibility. The review identifies core themes related to the theological foundations of responsibility, the teacher’s vocation as a moral calling, and the pedagogical practices that embody faith-based ethics. The biblical account of manna in Exodus 16:4 provides a theological framework that emphasizes daily obedience, trust in divine provision, and responsible stewardship. The findings reveal that CRE teachers demonstrate social responsibility through integrity, compassion, service learning, and reflective pedagogy. These practices foster moral and spiritual growth among students while promoting communal harmony and ethical awareness in pluralistic school settings. Challenges such as balancing faith expression with professional neutrality, sustaining moral resilience, and navigating digital culture are also discussed. The study concludes that faith and responsibility are inseparable in Christian education; true faith must manifest in action that benefits others and glorifies God. For CRE teachers at SMAN 1 Karanggede, embodying “faith in action” means teaching not only biblical knowledge but also modeling responsible living that reflects Christ’s love. The integration of faith-based responsibility thus strengthens the moral foundation of education and contributes to the holistic formation of students and society.
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