Professional Competence of Christian Religious Education Teachers in Teaching the Value of Social Solidarity in Light of Genesis 14:14-16 at SMP Negeri 3 Pulau Rakyat-Asahan

Abstract

This study examines the professional competence of Christian Religious Education (CRE) teachers in cultivating the value of social solidarity among students, using Genesis 14:14-16 as the theological foundation and the context of SMP Negeri 3 Pulau Rakyat-Asahan as the educational setting. The narrative of Abram’s rescue of Lot, marked by proactive compassion, moral responsibility, and courageous communal action, provides a powerful biblical paradigm for understanding solidarity as a covenantal and ethical commitment. Employing a Systematic Literature Review (SLR), the study synthesizes 38 peer-reviewed sources published between 2013 and 2025, integrating biblical exegesis, pedagogical theory, moral formation literature, and Christian educational scholarship. The findings reveal that the professional competence of CRE teachers is multidimensional, encompassing exegetical mastery, pedagogical creativity, contextual sensitivity, ethical integrity, and the ability to model compassionate behavior. Teachers who interpret Genesis 14:14–16 through a theologically informed lens are better equipped to translate the narrative’s ethical emphasis into meaningful learning experiences. The study highlights that students internalize solidarity most effectively when teachers combine dialogical pedagogy, experiential learning, and visible moral modeling. Solidarity is thereby understood not simply as helping others but as a proactive, risk-bearing responsibility grounded in empathy and communal identity. Furthermore, the pluralistic and socioeconomically diverse environment of Indonesian public schools requires teachers to exercise pastoral awareness and relational competence in guiding students toward sustained ethical practice. The study concludes that professional competence in CRE teaching is a vocational synthesis of theology, pedagogy, and character, enabling teachers to cultivate classrooms where social solidarity becomes a lived expression of Christian faith.