Social Competence of Christian Religious Education Teachers in Fostering Social Solidarity through the Narrative of Abraham (Genesis 14:14): A Study at SD Negeri 091540 Hutabayuraja
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Abstract
This study examines the social competence of Christian Religious Education (CRE) teachers in fostering social solidarity through the narrative of Abraham in Book of Genesis 14:14 at SD Negeri 091540 Hutabayuraja. The research employed a quantitative descriptive design involving 90 students from Grades IV-VI as respondents, drawn from a total of 121 Christian students. Data were collected through a Likert-scale questionnaire, classroom observations, and documentation analysis of lesson plans and instructional materials. The study operationalized teacher social competence into eight indicators, including empathetic communication, inclusive interaction, modeling cooperative behavior, conflict management, collaborative learning facilitation, integration of biblical solidarity values, responsiveness to students’ social-emotional needs, and collegial collaboration. The findings reveal that the CRE teacher’s social competence is categorized as very high, with an overall mean score indicating strong relational effectiveness. Students reported positive perceptions of the teacher’s empathy, fairness, and encouragement of teamwork. Observational data further confirm that the narrative of Abraham’s rescue of Lot was contextualized through cooperative activities, reflective discussions, and practical applications related to everyday school life. The integration of biblical narrative with relational modeling significantly contributed to the development of social solidarity among students. This study underscores the importance of teacher social competence in Christian Religious Education, demonstrating that effective relational engagement enhances the transformative potential of biblical instruction. The findings highlight the need for continuous professional development in interpersonal and social-emotional skills to strengthen character formation within elementary education.
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References
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