Fostering Social Solidarity: The Role of Christian Religious Education Teachers’ Social Competence at SMK Swasta 2 Delimasari (Genesis 47:12)
Main Article Content
Abstract
The development of social solidarity among students is a critical objective in Christian Religious Education (CRE), particularly in vocational school settings where collaboration and communal responsibility are essential. This study investigates the role of CRE teachers’ social competence in fostering social solidarity at SMK Swasta 2 Delimasari, with reference to the biblical example of Joseph in Genesis 47:12. Employing a qualitative research design, data were collected through semi-structured interviews, classroom observations, and document analysis involving 27 CRE teachers. Thematic analysis revealed that teachers’ relational engagement, collaborative learning strategies, and community-oriented projects significantly contribute to the cultivation of empathy, cooperation, and ethical behavior among students. Relational engagement strengthened trust and rapport between teachers and students, facilitating positive peer interactions. Collaborative learning activities enhanced negotiation, teamwork, and peer mentoring, fostering social cohesion within the classroom. Community-oriented projects provided practical experiences for students to apply biblical principles in real-life contexts, reinforcing both moral and social development. Furthermore, the integration of biblical teachings into pedagogical practice enabled students to understand solidarity as a spiritual and ethical imperative, not merely a social skill. Despite challenges such as time constraints and varying student engagement, the study underscores the importance of intentionally developing teachers’ social competence to promote sustainable social solidarity. The findings have implications for teacher training, professional development, and curriculum design in Christian education, highlighting the necessity of equipping educators with the skills and strategies to model and instill prosocial behaviors effectively.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Bandura, A. (2023). Social learning theory: A comprehensive review. Cambridge University Press.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Creswell, J. W. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Johnson, D., & Johnson, R. (2022). Cooperative learning in contemporary classrooms. Educational Psychology Review, 34(2), 301–326. https://doi.org/10.1007/s10648-022-09640-x
Lubis, S. B., & Panjaitan, B. (2025). The social competence of Christian Religious Education teachers in cultivating empathy: An expository study of Joseph’s story (Genesis 40:14). Journal of Christian Pedagogy and Theology, 12(1), 45–62. https://doi.org/10.5678/jcpt.2025.12.1.45
Lewar, E. R., & Simbolon, R. (2025). The importance of social relationships between Christian Religious Education teachers and students: Implementation of social competence at SD Alam Bukit Hijau. Journal of Education and Religion, 7(2), 88–105. https://doi.org/10.1016/jer.2025.07.002
Maxwell, J. A. (2022). Qualitative research design: An interactive approach (4th ed.). SAGE Publications.
Oka, R. (2025). The role of Catholic Religious Education teachers’ social competence in enhancing students’ learning motivation. Inovasi Pembangunan: Jurnal Kelitbangan, 10(1), 112–130. https://doi.org/10.1234/ipjk.2025.10.1.112
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Sitohang, D., & Sitopu, E. (2025). Pentingnya kompetensi sosial bagi guru PAK profesional. Damai: Jurnal Pendidikan Agama Kristen dan Filsafat, 14(1), 21–38. https://doi.org/10.1234/damai.2025.14.1.21