Pedagogical Competence of Christian Religious Education Teachers in Teaching Social Reconciliation Values: An Exegetical Study of Genesis 34:30 at SD Negeri No. 173174 Aeknauli

Abstract

The pedagogical competence of Christian Religious Education teachers plays a critical role in fostering social reconciliation among students, particularly within pluralistic school environments. This study explores how CRE teachers at SD Negeri No. 173174 Aeknauli integrate biblical principles of reconciliation into classroom practice, using Genesis 34:30 as an exegetical framework. Employing a systematic literature review (SLR), the study synthesized findings from peer-reviewed articles, books, and educational reports focusing on teacher competence, instructional strategies, and moral formation. The analysis revealed that teachers’ theological understanding, ethical modeling, and reflective practice are central to promoting reconciliation values in students. Genesis 34:30, which emphasizes integrity, prudence, and communal responsibility, provides a guiding framework for translating biblical narratives into pedagogical strategies. Effective practices identified include role-playing, scenario analysis, and interdisciplinary curriculum integration, all of which facilitate students’ moral reasoning, empathy, and conflict resolution skills. Observational evidence and literature consistently indicate that teachers’ embodiment of ethical virtues enhances classroom climate and strengthens students’ internalization of reconciliation principles. Contextual sensitivity emerged as a key factor, enabling teachers to adapt biblical lessons to diverse cultural and social realities. The study concludes that pedagogical competence is not merely a technical skill but an integrative practice that combines spiritual insight, ethical modeling, and instructional creativity. By operationalizing the teachings of Genesis 34:30, CRE teachers cultivate students’ social, moral, and spiritual development, thereby contributing to harmonious learning communities. These findings underscore the importance of equipping Christian educators with both exegetical knowledge and pedagogical expertise to effectively teach reconciliation in contemporary educational contexts.