Social Competence of Christian Religious Education Teachers in Cultivating Social Solidarity Values from the Narrative of Joseph (Genesis 41:56): A Study at SD Negeri No. 034783 Bangun

Abstract

This study investigates the role of Christian Religious Education (CRE) teachers’ social competence in cultivating social solidarity values derived from Genesis 41:56 at SD Negeri No. 034783 Bangun. Social competence, defined as the ability to build constructive relationships, demonstrate empathy, and model prosocial behavior, is examined as a vehicle for translating biblical narrative into actionable social ethics. The research employed a qualitative case study design, collecting data through semi-structured interviews with 14 Christian teachers, classroom observations of 271 Christian students, and analysis of lesson plans and teaching modules. Data were analyzed thematically to identify patterns linking social competence, pedagogical strategies, and biblical interpretation. Findings indicate that CRE teachers operationalize social competence through four interconnected dimensions: empathetic awareness of students’ social and emotional needs, collaborative learning strategies that mirror communal responsibility, contextual application of biblical narratives to contemporary student experience, and modeling solidarity both in the classroom and within the faculty community. Genesis 41:56 served as a theological framework, portraying Joseph’s famine administration as an exemplar of organized compassion, fairness, and shared responsibility. The study concludes that social competence is central to professional practice in CRE, enabling teachers to embody and operationalize biblical values of solidarity. By integrating theological insight, relational skill, and pedagogical strategy, CRE teachers at SD Negeri No. 034783 Bangun create a learning environment where social solidarity is not merely taught but lived. The research contributes to understanding the interplay between biblical ethics and teacher professionalism in faith-informed elementary education.