Social Competence of Christian Religious Education Teachers in Strengthening Students amid Diversity: Insights from Exodus 24:3 at SD Negeri No. 095127 Waringin

Abstract

This study examines the social competence of Christian Religious Education (CRE) teachers in strengthening students amid diversity, drawing theological insight from Exodus 24:3 and empirical data from SD Negeri No. 095127 Waringin, Simalungun. In increasingly pluralistic school environments, the ability of CRE teachers to build inclusive relationships, foster mutual respect, and guide students toward unity in diversity has become critically important. Grounded in biblical reflection and educational theory, this research investigates how teachers’ social competence contributes to students’ attitudes toward diversity and communal harmony. The study employed a quantitative descriptive approach involving 39 Christian students and 7 Christian teachers (including CRE teachers) at the research site. Data were collected through structured questionnaires and supported by limited classroom observations. Statistical analysis was used to determine the level of teachers’ social competence and its perceived impact on students’ strengthening amid differences. The findings indicate that CRE teachers generally demonstrate strong social competence characterized by empathetic communication, inclusive classroom practices, and relational mentoring. The reflection on Exodus 24:3 reinforces the theological foundation that communal commitment and shared values are essential for nurturing unity among diverse learners. The study concludes that strengthening teachers’ social competence is a strategic pathway for cultivating peaceful and resilient student communities in plural contexts. Recommendations include continuous professional development for CRE teachers and intentional integration of biblical values of unity within classroom practice.