Social Competence of Christian Religious Education Teachers in Teaching the Value of Honesty: A Study of Genesis 44:16 at SDN 173131 Tarutung

Abstract

This study investigates the social competence of Christian Religious Education (CRE) teachers in teaching the value of honesty based on Genesis 44:16 at SDN 173131 Tarutung. The research is grounded in the assumption that effective moral instruction in CRE is strongly influenced by teachers’ relational abilities in interacting with students and modeling ethical behavior. A quantitative correlational design was employed involving 13 Christian teachers and a stratified random sample of approximately 175 Christian students drawn from a population of 313 students. Data were collected through a teacher social competence questionnaire, a student learning test on honesty values, and a student perception survey. All instruments were validated by experts and tested for reliability using Cronbach’s Alpha. Descriptive statistical analysis indicates that the social competence of CRE teachers is generally in the good category, characterized by effective communication, empathy, fairness, and supportive classroom relationships. Students’ understanding and attitudes toward honesty are also found to be moderately high, particularly in narrative comprehension and moral recognition. Inferential analysis using Pearson correlation reveals a significant positive relationship between teachers’ social competence and students’ honesty outcomes. Regression analysis further shows that teachers’ social competence contributes meaningfully to students’ moral learning, although other contextual factors remain influential. The study concludes that strengthening teachers’ relational and social capabilities is essential for enhancing the internalization of biblical honesty values in elementary education. These findings highlight the importance of socially grounded pedagogy in advancing character formation within Christian Religious Education in Indonesian public schools.