Social Responsibility of Christian Religious Education Teachers toward the Community Based on Exodus 23:25 at SMA Negeri 2 Lawe Bulan

Abstract

This study explores the social responsibility of Christian Religious Education (CRE) teachers toward the community based on a biblical reflection of Exodus 23:25, with contextual relevance to SMA Negeri 2 Lawe Bulan. In contemporary education, teachers are increasingly expected to function not only as instructors but also as moral agents who contribute to students’ character formation and social awareness. Within Christian education, social responsibility is deeply rooted in biblical teachings that emphasize service, care, and responsibility toward others as expressions of faith. This research aims to synthesize theological and educational perspectives to understand how social responsibility constitutes an integral dimension of CRE teacher professionalism. The study employed a Systematic Literature Review (SLR) method to analyze scholarly works related to Christian education, teacher social responsibility, biblical theology, and community engagement. Relevant literature was collected from reputable academic databases and analyzed using qualitative content analysis to identify key themes and patterns. The findings indicate that social responsibility is consistently portrayed as a core expression of Christian faith in educational practice. Exodus 23:25 provides a theological foundation that connects faithful service to God with holistic well-being and communal responsibility. The literature further reveals that CRE teachers who embody social responsibility through lived example and community involvement significantly influence students’ moral development and social attitudes. The study concludes that social responsibility is not an auxiliary role but a fundamental calling for CRE teachers, particularly in public school contexts. By integrating biblical reflection with pedagogical practice, CRE teachers can enhance the relevance of Christian education and contribute meaningfully to community well-being. This research offers theoretical insights for educators, school leaders, and policymakers seeking to strengthen socially responsible and faith-informed educational practices.