Teaching Diversity and Respect: Pedagogical Insights from Matthew 15:21–28 at SD Negeri No. 173380 Hutatua

Abstract

In contemporary primary education, fostering respect for diversity is essential for nurturing socially and morally competent students, particularly in culturally pluralistic contexts such as SD Negeri No. 173380 Hutatua. This study examines the pedagogical competence of Christian Religious Education (CRE/PAK) teachers in cultivating students’ respect and ethical responsiveness, grounded in the exegetical reflection of Matthew 15:21-28. The narrative of the Canaanite woman, who persistently appeals to Jesus for her daughter’s healing, provides a rich theological foundation for teaching inclusion, empathy, and recognition of others’ dignity, illustrating how moral and spiritual principles can inform practical classroom strategies. The study employed a Systematic Literature Review (SLR) to synthesize empirical, theoretical, and theological literature on teacher competence, moral education, and value-based pedagogy. Key themes identified include pedagogical competence as relational and ethical skill, respect for diversity as a multidimensional educational outcome, and Matthew 15:21–28 as a model for ethical recognition and inclusive teaching. The findings indicate that CRE teachers’ modeling of empathy, cultural sensitivity, and ethical responsiveness significantly enhances students’ ability to internalize and enact respect for others. This study concludes that pedagogical competence in CRE teaching involves integrating biblical insight, ethical modeling, and relational skills to create a classroom culture that fosters respect, inclusion, and moral awareness. By operationalizing the lessons of Matthew 15:21–28, teachers at SD Negeri No. 173380 Hutatua can cultivate students who are empathetic, socially responsible, and prepared to engage constructively in a diverse and pluralistic society.