Social Competence in Faith-Based Pedagogy: Integrating Parental Communication Values from Genesis 37:10 in the Practice of Christian Religious Education Teachers at SMAN 1 Merbau
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Abstract
This study examines how Christian Religious Education teachers at SMAN 1 Merbau integrate biblical parental communication values drawn from Genesis 37:10 into their social competence and pedagogical practice. Social competence is a vital component of teacher professionalism, encompassing relational sensitivity, communication skills, and the capacity to collaborate effectively with parents. Using a qualitative descriptive design, the study explores teachers’ interpretive engagement with the biblical text and its practical implications for school-home partnerships. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using thematic analysis to identify key patterns in teacher-parent communication dynamics. The findings reveal that Genesis 37:10 serves not only as a theological reference but also as a relational model guiding teachers in maintaining respectful, empathetic, and constructive dialogue with parents. Teachers interpret Jacob’s communication with Joseph as an example of corrective yet relational engagement, shaping their own tone, communication strategies, and emotional posture when interacting with families. Effective communication fosters trust, strengthens parental involvement, and enhances collaborative support for students’ moral and academic development. The study also identifies challenges-including limited parental engagement, cultural diversity, and workload pressures-but shows that faith-based communication values help teachers respond with patience, clarity, and relational consistency. The research concludes that integrating biblical communication principles significantly enriches teachers’ social competence, strengthens school-family partnerships, and contributes to holistic Christian character formation within the school environment. These findings suggest that incorporating scriptural relational ethics into teacher training may further enhance the practice of faith-informed pedagogy.
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