Managing Social Relationships in Christian Education: Insights from Exodus 26:30 in the Context of SD Swasta Sola Fide School Medan
Main Article Content
Abstract
This study examines the importance of managing social relationships in Christian education through theological reflection on Exodus 26:30 and its pedagogical implications within the context of SD Swasta Sola Fide School Medan. The research aims to explore how relational competence among Christian Religious Education teachers contributes to the creation of harmonious learning environments that support both academic engagement and character formation. Using a Systematic Literature Review (SLR) approach, this study synthesizes relevant scholarly works on teacher relational skills, classroom social dynamics, and faith-integrated educational practices. The review process involved identifying, screening, and analyzing peer-reviewed sources published between 2005 and 2024 to construct a conceptual understanding of relational management grounded in biblical principles. The findings indicate that effective management of social relationships is closely linked to communication clarity, emotional regulation, and value-based interaction. Teachers who intentionally model respect, empathy, and cooperation foster classroom environments characterized by trust and collaboration. The symbolic insight of Exodus 26:30 highlights the importance of intentional structure, suggesting that social harmony in educational communities requires purposeful relational design. In this framework, teachers act as relational leaders who guide interaction through consistent modeling and structured engagement. Furthermore, the literature reveals that restorative approaches to conflict and authentic value integration strengthen social cohesion and support moral development among students. This study concludes that relational competence is a vital component of professional practice in Christian education. By integrating theological reflection with pedagogical strategies, teachers can cultivate learning environments that reflect both academic excellence and spiritual values. The findings offer practical insights for faith-based schools seeking to enhance social harmony and holistic student development.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Anderson, T. (2009). The theory and practice of online learning (2nd ed.). Athabasca University Press.
Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
Berkovich, I., & Eyal, O. (2017). Emotional leadership in education: A review of recent research. Educational Management Administration & Leadership, 45(4), 1–16.
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
Charry, E. T. (2010). By the renewing of your minds: The pastoral function of Christian doctrine. Oxford University Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
Knight, G. R. (2006). Philosophy and education: An introduction in Christian perspective (4th ed.). Andrews University Press.
MacIntyre, A. (2007). After virtue: A study in moral theory (3rd ed.). University of Notre Dame Press.
Parker, S. (2014). Theorizing biblical interpretation. Wipf & Stock.
Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson.
Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to teaching and learning (3rd ed.). Purposeful Design Publications.
Wentzel, K. R. (2010). Students’ relationships with teachers as motivational contexts. In T. C. Urdan & S. A. Karabenick (Eds.), Advances in motivation and achievement (Vol. 16A, pp. 69–91). Emerald Group Publishing.
Wright, N. T. (2012). How God became king: The forgotten story of the Gospels. HarperOne.