Social Skills of Christian Religious Education Teachers in Becoming Students’ Companions: A Reflection on Exodus 25:8 at SDN 173341 Unte Mungkur

Abstract

The presence of Christian Religious Education (CRE) teachers as students’ companions is increasingly important in fostering meaningful learning relationships that nurture both academic and spiritual growth. This study aims to analyze the social skills of Christian Religious Education teachers in becoming students’ companions through a theological reflection on Exodus 25:8. The verse emphasizes God’s desire to dwell among His people, which serves as a pedagogical and relational model for teachers to build close, caring, and transformative relationships with students. This research employed a quantitative descriptive approach conducted at SDN 173341 Unte Mungkur, North Tapanuli. The participants consisted of 124 Christian students and 9 Christian teachers, including the CRE teacher. Data were collected using structured questionnaires measuring dimensions of teacher social skills, including empathy, communication, approachability, and supportive presence. The data were analyzed using descriptive statistics and correlation analysis. The findings indicate that the CRE teacher’s social skills are in the high category and significantly contribute to students’ sense of comfort, trust, and spiritual engagement in learning. The reflection on Exodus 25:8 reinforces that teacher presence is not merely instructional but relational and incarnational, mirroring God’s covenantal nearness to His people. The study concludes that strong social skills enable CRE teachers to function effectively as students’ companions, thereby strengthening worship spirituality and holistic character formation. These findings recommend continuous professional and spiritual development programs to enhance teachers’ relational competencies in Christian education contexts.