Social Competence of Christian Religious Education Teachers in Instilling the Values of Peace and Well-being: An Exegetical Study of Genesis 26:22 at SMP Negeri 021 Sigalogo
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Abstract
This study explores the social competence of Christian Religious Education (CRE/PAK) teachers in instilling the values of peace and well-being at SMP Negeri 021 Sigalogo, using Genesis 26:22 as an exegetical framework. Social competence encompasses interpersonal skills, ethical modeling, conflict resolution, and relational intelligence, which are essential for creating a classroom environment conducive to moral and spiritual development. Genesis 26:22, which narrates Isaac’s careful establishment of wells to avoid disputes, provides a biblical paradigm for proactive, peaceful, and relationally wise behavior. A qualitative descriptive-analytical approach was employed, involving PAK teachers, students, and school administrators. Data were collected through classroom observations, semi-structured interviews, and document analyses of lesson plans, teaching materials, and assessment tools. Thematic analysis was used to interpret the data, highlighting the integration of biblical principles into pedagogical practices that promote cooperation, empathy, and conflict resolution among students. The results indicate that teachers’ social competence significantly enhances students’ moral, cognitive, and affective development. By modeling patience, humility, and ethical behavior, and by implementing collaborative and reflective learning activities, teachers provide students with opportunities to internalize and practice values of peace and well-being. Professional development, reflective practice, and administrative support further strengthen the effectiveness of these strategies. This study concludes that social competence is a critical dimension of effective PAK instruction, enabling teachers to foster morally grounded, relationally skilled, and spiritually aware students. The findings offer practical guidance for educators, administrators, and policymakers in designing values-based educational strategies that cultivate a harmonious and ethically responsible learning environment
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