Social Competence and Character Formation in Christian Religious Education: A Multicultural Case Study at SDN 173672 Horsik

Abstract

Education in multicultural contexts demands more than cognitive instruction-it requires the cultivation of empathy, moral integrity, and social harmony. Within Christian Religious Education, teachers play a dual role as educators and moral exemplars who embody biblical compassion in their relationships with students. This study examines how the social competence of CRE teachers contributes to character formation among students at SDN 173672 Horsik, a public elementary school in Indonesia where cultural and religious diversity shapes daily interaction. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and document analysis. The study employed thematic analysis to explore how CRE teachers demonstrate social competence-particularly empathy, communication, and inclusivity-in integrating Christian values into multicultural learning environments. Findings reveal that the CRE teacher’s social competence fosters a classroom climate of respect, cooperation, and moral awareness. Through relational pedagogy and the application of biblical narratives, such as Joseph’s compassion and forgiveness, students develop empathy and a sense of shared humanity. The teacher’s ability to model Christ-like behavior transformed moral instruction into lived experience, bridging theology and daily practice. The study concludes that social competence is integral to effective Christian education. It enables teachers to nurture students’ moral and spiritual growth while promoting intercultural harmony. Compassion-based pedagogy, grounded in biblical principles, emerges as a transformative framework for building character and fostering peace in Indonesia’s plural society.