Social Competence of Christian Religious Education Teachers in Fostering Relational Courage: A Study of Genesis 32:30 at SMP Negeri 2 Pancur Batu

Abstract

This study investigates the social competence of Christian Religious Education (CRE) teachers in fostering relational courage among students at SMP Negeri 2 Pancur Batu, Deli Serdang. Situated within a public junior high school that includes approximately 310 Christian students and 37 Christian teachers, the research addresses the need to integrate biblical theology with relational pedagogy in adolescent education. Grounded exegetically in Genesis 32:30, the study interprets Jacob’s transformative encounter at Peniel as a theological framework for understanding relational courage as vulnerability preceding reconciliation. Employing a qualitative descriptive case study design, data were collected through classroom observations, semi-structured interviews with CRE teachers, and document analysis of instructional materials. Thematic analysis was used to identify patterns related to teacher social competence, relational modeling, communicative strategies, and conflict mediation practices. The findings reveal that relational courage is cultivated not through doctrinal instruction alone but through socially competent pedagogy characterized by empathetic dialogue, emotional regulation, restorative facilitation, and moral exemplarity. Teachers intentionally reinterpret Genesis 32:30 as a narrative of inner transformation that prepares students for honest and responsible relational engagement. The study demonstrates that social competence in Christian Religious Education is multidimensional, integrating theological clarity, interpersonal sensitivity, and contextual awareness. Within a pluralistic public-school setting, such competence enables teachers to create psychologically safe learning environments where adolescents can confront fear, practice reconciliation, and develop relational maturity. The findings contribute to the discourse on Christian pedagogy by affirming that socially competent educators function as mediators between biblical narrative and students’ lived relational experiences, thereby fostering courageous and responsible engagement within contemporary school communities.