Social Competence of Christian Religious Education Teachers in Teaching the Value of Gratitude (Genesis 33:20): A Study at UPT SDN 066433 Medan
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This study examines the social competence of Christian Religious Education (CRE) teachers in teaching the value of gratitude based on Genesis 33:20 at UPT SDN 066433 Medan. The research employed a quantitative descriptive design involving 102 Christian students as respondents. Data were collected using a Likert-scale questionnaire measuring two main dimensions: teachers’ social competence and the effectiveness of gratitude instruction. The analysis utilized descriptive statistics, including mean scores and percentage distributions, to determine the level of perceived competence. The findings indicate that the social competence of CRE teachers is generally perceived to be high. Students reported positive experiences related to teachers’ respectful communication, empathy, fairness, and approachability. Teacher modeling of grateful behavior emerged as one of the strongest indicators, suggesting that authentic interpersonal example plays a crucial role in value transmission. However, several aspects showed moderate variation, particularly in helping students understand gratitude as an act of worship and in providing structured opportunities for students to practice thankful behavior in daily life. The study concludes that strong social competence provides an essential relational foundation for effective Christian value formation. Nevertheless, maximizing the impact of Genesis 33:20 in classroom practice requires more intentional pedagogical strategies that connect biblical teaching with students’ lived experiences. Strengthening reflective activities, participatory learning, and theological clarification of gratitude is recommended. These findings highlight the importance of integrating interpersonal excellence with purposeful instructional design to foster holistic spiritual development among elementary-level learners in Christian Religious Education contexts.
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