Social Competence of Christian Religious Education Teachers in Cultivating Empathy: An Exegetical Insight from Genesis 40:14 at SD Negeri 19 Tanjung Harapan

Abstract

This study investigates the social competence of Christian Religious Education teachers in fostering student empathy through the narrative of Joseph in Genesis 40:14, with a specific focus on the learning context at SD Negeri 19 Tanjung Harapan. In contemporary elementary education, empathy is an essential socio-spiritual value that enables students to develop compassion, interpersonal understanding, and emotional maturity. However, nurturing empathy requires teachers who not only possess pedagogical knowledge but are also socially competent, capable of establishing positive interactions, modeling prosocial behavior, communicating effectively, and contextualizing biblical narratives into meaningful student experiences. Using Genesis 40:14 as the theological anchor, this study explores how Joseph’s demonstration of empathy, despite his unjust suffering, becomes a pedagogical model for CRE teachers to guide students toward compassionate relational life. Employing a qualitative descriptive design, the research draws upon classroom observations, semi-structured interviews with CRE teachers, and document analysis to examine how biblical narratives are translated into classroom practices. The study concludes that the social competence of CRE teachers is central to forming empathetic Christian character in elementary students. Joseph’s story serves not merely as a moral lesson but as a relational framework through which empathy can be nurtured and practiced in real-life school interactions. The research recommends professional development for CRE teachers focusing on relational pedagogy, emotional literacy, and biblical contextualization to strengthen empathy-based Christian formation in public school settings.